Improving Student Communication Skills In Learning Indonesian Language Through Collaborative Learning

Kusmiarti, Reni; Yuniati, Ira; Noermanzah, Noermanzah

doi:10.31219/osf.io/9km3u

Cited by 7 publications

(7 citation statements)

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“…Faktor-faktor lain diperlukan untuk meningkatkan keterampilan komunikasi, selain efikasi diri. Faktorfaktor lain tersebut diantaranya dijelaskan oleh Kusmiarti, Yuniati, & Noermanzah (2020) yaitu kemampuan intelektual kematangan emosi, kematangan sosial, dan kemampuan problem solving.…”

Section: Pembahasanunclassified

Hubungan antara efikasi diri dengan keterampilan komunikasi siswa

Astuti

Pratama²

2020

JPIPFIP

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AbstrakPenelitian ini bertujuan untuk mengetahui hubungan antara efikasi diri dan keterampilan komunikasi siswa. Metode penelitian yang digunakan adalah pendekatan kuantitatif dengan jenis penelitian korelasional. Populasi pada penelitian ini ialah siswa SMP Islam Al Azhar 26 Yogyakarta kelas VII A, VII B, VII C, VIID, VII E, VII F dan VII G. Penelitian ini melibatkan seluruh populasi siswa kelas VII dengan jumlah 124 siswa. Teknik pengumpulan data menggunakan skala efikasi diri dan skala keterampilan komunikasi yang diadaptasi. Realibilitas skala efikasi diri 0,91 dan realibillitas skala keterampilan komunikasi 0,89. Hasil penelitian menunjukkan bahwa terdapat hubungan positif dan signifikan antara efikasi diri dengan keterampilan komunikasi siswa. Hasil korelasi diperoleh 0.208 yang berada pada koefesien korelasi antara 0.20-0.399 termasuk memiliki tingkat hubungan rendah. Masih ada faktor-faktor lain yang memiliki hubungan dengan keterampilan komunikasi. Tingkat efikasi diri siswa termasuk dalam kategori sedang sebanyak 94 siswa (76%). Tingkat keterampilan komunikasi siswa termasuk dalam kategori sedang sebanyak 82 siswa (66%). Hasil penelitian ini memberikan implikasi terhadap guru bimbingan dan konseling untuk memberikan intervensi-intervensi yang tepat agar keterampilan komunikasi siswa dapat meningkat dengan efikasi diri yang memadai. The relationship between self-efficacy and student communication skillsThis study aimed to determine the relationship between self-efficacy and student communication skills. The research method used is a quantitative approach to the type of correlational research. The population in this study were students of Al Azhar 26 Yogyakarta Islamic Middle School class VII A, VII B, VII C, VIID, VII E, VII F and VII G. This study involved the entire population of grade VII students with a total of 124 students. Data collection techniques using self-efficacy scales and communication skills scales were adapted. The reliability of the self-efficacy scale was 0.91 and the reliability of the communication skills scale was 0.89. The results showed that there was a positive and significant relationship between self-efficacy and student communication skills. The correlation results obtained 0.208 which is at the correlation coefficient between 0.20-0.399 at the low level of relationship. There are still other factors that have a relationship with communication skills. The level of student self-efficacy is included in the moderate category of 94 students (76%). The level of student communication skills is included in the moderate category of 82 students (66%). The results of this study have implications for teacher guidance and counseling to provide appropriate interventions so that students' communication skills can be improved with adequate self-efficacy.

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Section: Pembahasanunclassified

Hubungan antara efikasi diri dengan keterampilan komunikasi siswa

Astuti

Pratama²

2020

JPIPFIP

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“…Language learning is, at its core, communication learning. Indonesian language learning in schools aims to improve students' verbal communication skills (Kusmiarti, 2020). Language is used for a variety of purposes and is presented in meaningful contexts rather than loose phrases.…”

Section: Introductionmentioning

confidence: 99%

“…Despite what has been stated above, the teaching of Indonesian, particularly in schools, remains a source of concern. This is based on observations and research findings, which provide an overview, among others; teaching Indonesian language emphasizes theory more than practice; teaching too much about language lacks mastery of the language itself; teaching mostly discusses language elements, such as phonology, morphology, and syntax, with little training in using these elements; teaching mostly discusses the structure of the language; teaching mostly discusses the structure of the language itself; teaching mostly discusses the structure of the language itself (Kusmiarti, 2020) teaching mostly discusses the structure of the language itself; Teaching does not emphasize the ability to use language appropriately in different situations (pragmatics); the curriculum is designed in such a way that it allows for misinterpretation; and teachers frequently see only the subjects and their discussions, regardless of the teaching objectives that have been outlined (Angelina, 2019). The assessment system is in the form of a final exam, and UAN and the like tend to emphasize cognitive aspects while placing less emphasis on language skills.…”

Section: Introductionmentioning

confidence: 99%

Pragmatic approach to Indonesian speaking skills for student vocational high schools

Pratiwi

Rohmadi

2021

ijllc

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The Indonesian language serves as a bridge between the various languages, customs, ethnicities and cultures in the country. The problem that occurs in class is that students are less able to speak Indonesian well and are not in accordance with the situation and context, so there is a need for learning innovation. Purpose (1). Students are able to communicate well (2). Practicing oral expressions between teachers and students (3). The learning process of speaking Indonesian subjects. The research method used a descriptive qualitative approach. Supporting instruments in this study by observing, processing and interpreting data in accordance with the objectives. Data collection techniques through (a). interview (b). Observation (c). Take notes. The analysis process is in accordance with the following stages: (1) data collection; (2) data reduction; (3) presentation of data (4) draw conclusions. Conclusion: Appropriate language competence in language learning is supported through structural language learning. Through learning about external aspects that often affect the communication process. Learning speaking skills through a pragmatic approach is effective in enhancing active learning, and improving students' speaking skills inside and outside the classroom.

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“…In addition, Kusumaningrat & Kusumaningrat (2014) explained that news is actual information about an event or real events in the form of facts and opinions that attract people's attention. Based on the opinion above, humans in everyday life really need some information as capital in building communication skills in society (Kusmiarti et al, 2020). Talking about information needs, it is important in people's lives to obtain information for the betterment of a community.…”

Section: Introductionmentioning

confidence: 99%

Structure of the Rhetoric in Kabar Siang and Breaking News Programs on TVONE

Noermanzah¹,

Setiawan²,

Abid³

et al. 2020

Preprint

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Special news programs are very popular with the community if they have a good news structure. For this reason, the objective of this research was to describe the structure of news at the Kabar Siang and Breaking News programs on TvOne. The research method uses the content analysis method. Data collection techniques with record techniques and note taking techniques. Data analysis techniques with the following steps: setting questions, determining the definition of categories, step by step the formulation of categories, checking reliability, interpretation, and conclusions. Test the validity of data by discussing with experts, member check, and documenting all research data. The results showed that the news structure of the Kabar Siang and Breaking News program on TvOne began with an opening remarks, the Kabar Siang content section consisted of topics 1 to 42 from 8 segments, whereas Breaking News only had 1 topic from 1 segment, the final part was a closing marker and closing greetings. Each topic has a varied news structure consisting of leads, body of news, and news ending and contains 5W 1H elements. The structure of the Kabar Siang program is arranged in an inverted pyramid pattern in which the composition of news items starts from the most interesting, interesting, to less interesting based on the actuality and attractiveness of the news. While the structure of the Breaking News program only follows the pattern of the news structure namely leads, body of news, and news ending.

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Improving Student Communication Skills In Learning Indonesian Language Through Collaborative Learning

Cited by 7 publications

References 1 publication

Hubungan antara efikasi diri dengan keterampilan komunikasi siswa

Hubungan antara efikasi diri dengan keterampilan komunikasi siswa

Pragmatic approach to Indonesian speaking skills for student vocational high schools

Structure of the Rhetoric in Kabar Siang and Breaking News Programs on TVONE

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