Berbagai Strategi dalam Pembelajaran Bahasa Indonesia

Kusumawati, Tri Indah

doi:10.30821/eunoia.v2i2.2091

Cited by 3 publications

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“…Strategi pembelajaran bahasa mencakup cara berpikir dan pola perilaku yang digunakan oleh individu untuk membantu diri mereka sendiri dalam memahami, mempelajari, atau menguasai aspek-aspek kebahasaan baru, seperti kosakata, tata bahasa, pelafalan, dan keterampilan berbahasa menyimak, berbicara, membaca, menulis (Kusumawati 2022). Strategi untuk memahami dan mempelajari kosakata arab (mufradat), harus mendapatkan perhatian serius bagi para pembelajar bahasa.…”

Section: Pendahuluanunclassified

Eksplorasi Strategi Pembelajaran Kosakata Bahasa Arab: Studi Strategi Belajar Rebecca Oxford

Ramadhan,

Rasuna Said,

Arsyad

et al. 2024

ukazh

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Penguasaan kosakata (mufradat) merupakan komponen penting dalam mempelajari bahasa Arab. Pondok Hajjah Nuriyah Shabran mewajibkan mahasiswanya untuk berbahasa Arab di lingkungan pesantren, sehingga strategi pembelajaran mufradat menjadi hal yang penting untuk dikaji. Penelitian ini bertujuan untuk mengeksplorasi strategi pembelajaran mufradat bagi mahasiswa di Pondok Hajjah Nuriyah Shabran dengan menggunakan klasifikasi strategi dari Rebecca L. Oxford. Penelitian ini menggunakan metode campuran (mixed method) dengan pendekatan deskriptif kualitatif dan kuantitatif. Data dikumpulkan melalui kuesioner yang disebarkan kepada 31 mahasiswa Pondok Hajjah Nuriyah Shabran semester 2, serta wawancara dengan dosen pengampu mata kuliah bahasa Arab dan musyrif atau pendamping mahasiswa di asrama. Hasil penelitian menunjukkan bahwa strategi yang paling banyak digunakan oleh mahasiswa adalah strategi kompensasi (58,72%), diikuti oleh strategi afektif (54,86%), kognitif (49,68%), memori (49,07%), dan sosial (46,44%). Sementara itu, strategi metakognitif merupakan strategi yang paling jarang digunakan (40,66%). Mahasiswa Pondok Hajjah Nuriyah Shabran cenderung lebih sering menggunakan strategi kompensasi, afektif, kognitif, dan memori dalam mempelajari kosakata baru, sementara strategi sosial dan metakognitif masih kurang populer di kalangan mahasiswa. Mastery of vocabulary (mufradat) is an important component in learning Arabic. Pondok Hajjah Nuriyah Shabran requires its students to speak Arabic in the Islamic boarding school environment, so the mufradat learning strategy is an important thing to study. This research aims to explore mufradat learning strategies for students at Pondok Hajjah Nuriyah Shabran using Rebecca L. Oxford's strategy. This research uses a mixed method with a qualitative and quantitative descriptive approach. Data was collected through questionnaires distributed to 31 students of Pondok Hajjah Nuriyah Shabran semester 2, as well as interviews with lecturers who taught Arabic and musyrif courses or student companions in the dormitory. The results showed that the strategies most frequently used by students were compensatory strategies (58.72%), followed by affective strategies (54.86%), cognitive (49.68%), memory (49.07%), and social. (46.44%). Meanwhile, metacognitive strategies are the least frequently used strategies (40.66%). Students at Pondok Hajjah Nuriyah Shabran tend to use compensatory, affective, cognitive and memory strategies more often in learning new vocabulary, while social and metacognitive strategies are still less popular among students.

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Section: Pendahuluanunclassified

Eksplorasi Strategi Pembelajaran Kosakata Bahasa Arab: Studi Strategi Belajar Rebecca Oxford

Ramadhan,

Rasuna Said,

Arsyad

et al. 2024

ukazh

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“…Learning Indonesian according Saadie (2007) designed to equip children with the ability to speak Indonesian properly and correctly. Kurniawan (2015) describes learning Indonesian aims to make children have all four skills (reading, writing, speaking, and listening) in delivering material that is in accordance with the theme that has been determined in the curriculum.…”

Section: Theoretical Studymentioning

confidence: 99%

Active and Innovative Indonesian Language Learning Model for 8-Year-Old Children

Yusuf,

Alinda

2023

jpud

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Mastery of Indonesian language skills for children is still a challenge for teachers and parents. Teachers need an effective learning model to improve Indonesian language skills and knowledge. This research aims to develop an active and innovative Indonesian language learning model for children aged 8 years by collaborating with the Numbered Heads Together, Sample Non-Examples, and Guess Words (NET) learning models. This research is a test of the effectiveness of the learning model with a small group trial study carried out at MI Kompa, and a large group trial carried out at MI Adda'wah and MIN I Sukabumi Parungkuda. Data collection techniques were carried out using a mixture of two types of data, qualitative and quantitative. The research results show that the development of the NET learning model in Indonesian language subjects has succeeded in improving children's learning outcomes. Therefore, the results of this study can be used as a starting point for further research. This study has limitations in using descriptive statistical data that do not yet explain the factors that influence the success of the proposed learning model. The results can also provide a basic approach to support further analysis of the impact of using learning strategies in the classroom, both in increasing student and teacher activity. Keywords: numbered heads together, non-examples, guess the words, Indonesian, eight-year-old children References: Bloom, B. S., Krathwohl, D. R., & Masia, B. B. (1984). Bloom taxonomy of educational objectives. In Allyn and Bacon. Pearson Education London. Burns, M., Pierson, E., & Reddy, S. (2014). Working together: How teachers teach and students learn in collaborative learning environments. International Journal of Instruction, 7(1). Hidayat, U. S. (2016). Model-Model Pembelajaran Efektif. Bina Mulia Publishing. Iskatiana, E. (2017). Pengaruh Strategi Pembelajaran Problem Based Learning dan Kooperatif Tipe Number Head Together (NHT) terhadap Hasil Belajar Matematika pada Siswa Kelas V di SD Bangunharjo. Trihayu: Jurnal Pendidikan Ke-SD-An, 4(1). Kagan, S. (1989). The structural approach to cooperative learning. Educational Leadership, 47(4), 12–15. Kurniasih, I., & Sani, B. (2015). Ragam pengembangan model pembelajaran untuk peningkatan profesionalitas guru. Jakarta: Kata Pena, 71–72. Kurniawan, M. I. (2015). Tri pusat pendidikan sebagai sarana pendidikan karakter anak sekolah dasar. PEDAGOGIA: Jurnal Pendidikan, 4(1), 41–49. Listiadi, A., Sulistyowati, R., & Sakti, N. C. (2019). Improving learning quality through NHT cooperation model in Indonesian vocational schools. KnE Social Sciences, 884–902. Nursyamsi, S. Y., & Corebima, A. D. (2016). The effect of numbered heads together (NHT) learning strategy on the retention of senior high school students in Muara Badak, East Kalimantan, Indonesia. European Journal of Education Studies. Rahmawati, I., Shodiqin, A., & Sugiyanti, S. (2018). Efektivitas Model Pembelajaran Numbered Head Together Berbantuan Media Prezi Terhadap Kemampuan Pemecahan Masalah Matematis Siswa Kelas Viii. Senatik 2018. Saadie, M. (2007). Strategi Pambelajaran Bahasa Indonesia. Jakarta: Unversitas Terbuka. Santoso, H. (2011). Membangun minat baca anak usia dini melalui penyediaan buku bergambar. Universitas Negeri Malang. Serdyukov, P. (2017). Innovation in education: what works, what doesn’t, and what to do about it? Journal of Research in Innovative Teaching & Learning, 10(1), 4–33. Solchan, T. W., Mulyati, Y., Syarif, M., Yunus, M., Werdiningsih, E., & Pramuki, B. E. (2008). Pendidikan Bahasa Indonesia di SD. Jakarta: Universitas Terbuka. Susanto, H. (2016). Membangun budaya literasi dalam pembelajaran bahasa Indonesia menghadapi era mea. Jurnal Pendidikan Bahasa Dan Sastra Indonesia, 1(1), 12–16. Zulela, M. S. (2012). Pembelajaran Bahasa Indonesia Apresiasi Sastra di Sekolah Dasar. Bandung: Remaja Rosdakarya.

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“…Artinya, mereka belajar dari apa yang nyatanya digunakan tanpa memikirkan apa bentuk bahasa tersebut secara kaidah yang benar, sehingga dalam pemakaian mereka menekankan pada selera bahasa daripada penalaran bahasa. Kusumawati (2017) bahasa sumber pembentukan istilah komputer adalah Bahasa Inggris yang dipakai sebagai bahasa dasar pengembangan perkomputeran.…”

Section: Pendahuluanunclassified

Strategi dalam Meningkatkan Pembakuan Bahasa Indonesia Bagi Mahasiswa Teknik Informatika di Universitas Widya Darma Klaten

Erlinawati

Wicaksono

2020

KIBASP

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The purpose of this study is to describe strategies to improve the standardization of the language used by Informatics Engineering students at Widya Darma Klaten University. The type of research used is a qualitative approach to qualitative methods. Data collection techniques, namely oral collected by observation method, structured interviews, questionnaires and literature study. The subjects in this study were language standardization. The object of research is the elements which together with the research objective form the data and the data context. The object in this research is the implementation of computer terms applied by students. As for how to analyze using data reduction, data presentation and drawing conclusions. The existence of language can make it easier when we communicate. Language can also be used as an intermediary in a society and interaction individually or socially. Strategy is the science or art of using all the nation's resources to carry out certain policies in war and peace. Which can be considered directly related to careful language teaching and to activities to achieve specific goals. Indonesian uses certain terms to express certain things or fields. A term is a word or phrase that is used as a name or symbol and which carefully expresses the meaning of a concept, process, state or characteristic that is unique in the fields of science, technology and the arts. The combination of advances in computer technology and communication technology has produced new vocabulary / terms in that field. Language standardization must be applied and must be implemented in learning during lectures. Keywords: Language Standardization, Strategy.

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Berbagai Strategi dalam Pembelajaran Bahasa Indonesia

Cited by 3 publications

References 0 publications

Eksplorasi Strategi Pembelajaran Kosakata Bahasa Arab: Studi Strategi Belajar Rebecca Oxford

Eksplorasi Strategi Pembelajaran Kosakata Bahasa Arab: Studi Strategi Belajar Rebecca Oxford

Active and Innovative Indonesian Language Learning Model for 8-Year-Old Children

Strategi dalam Meningkatkan Pembakuan Bahasa Indonesia Bagi Mahasiswa Teknik Informatika di Universitas Widya Darma Klaten

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