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All Journal DIKSI Litera Tadris: Jurnal keguruan dan Ilmu Tarbiyah LingTera
Tadkiroatun Musfiroh
FBS Universitas Negeri Yogyakarta
Arts Humanities Education Languange, Linguistic, Communication & Media

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PENGEMBANGAN MEDIA PEMBELAJARAN BAHASA BERBASIS LINGKUNGAN DAN TEKNOLOGI Haryadi -; Tadkiroatun Musfiroh; Suwardi Endaswara
Diksi Vol 23, No 1: DIKSI MARET 2015
Publisher : Faculty of Languages and Arts, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (571.085 KB) | DOI: 10.21831/diksi.v23i1.6621

Abstract

Media pembelajaran berbasis lingkungan dan teknologi diperlukan untuk meningkatkan efektivitas pembelajaran. Permasalahannya adalah bagaimana mengembang-kan media berbasis lingkungan dan teknologi yang tepat untuk pembelajaran bahasa Indonesia dan Jawa. Penelitian ini menggunakan jenis penelitian pengembangan (RD) multy years yang dilakukan tiga tahun berturut-turut. Tahun pertama telah dihasilkan 2 storyboard media pembelajaran bahasa berbasis lingkungan dan 2 storyboard media pembelajaran bahasa berbasis teknologi. Penelitian tahun ke-2 telah menghasilkan 4 media, yakni media kartu kata, media menyimak dengan adobe mediaÀash, solikata, dan media menulis. Hasil uji-coba media yang dihasilkan menunjukkan hitungan: rerata 3,67 untuk media kartu kata (kategori baik), rerata 4,00 media diskusi adobe mediaÀash (kategori baik), rerata 3,7 untuk media solikata (kategori baik), dan rerata 3,65 untuk media berbahasa Jawa (kategori baik). Kelebihan media ini terletak pada inovasi dan fleksibiltas sasaran (SMP dan SMA), kemudahan evaluasi. Kekurangan media terdapat pada durasi. Seiring dengan selesainya produk dan uji coba, beberapa media disosialisasikan dalam bentuk artikel melalui majalah/jurnal penelitian. Tahap ketiga akan dilakukan desiminasi produk. Selanjutnya, media yang telah dihasilkan akan diajukan untuk mendapatkan HaKi. Kata kunci : media, bahasa, lingkungan
PENGENALAN BAHASA TULIS BERBASIS PEMEROLEHAN UNTUK ANAK KB DAN TK Tadkiroatun Musfiroh
Diksi Vol 15, No 1: DIKSI JANUARI 2008
Publisher : Faculty of Languages and Arts, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (341.837 KB) | DOI: 10.21831/diksi.v15i1.6558

Abstract

There are three main aspects of problems concerning the introduction ofthe written language (the language used in reading and writing activities) in playgroups and kindergartens: the method, the learning approach, and the media andsources used for the activities related to it. Inappropriateness in choosing the threeaspects will result in undesired development of the children on the whole,including their interest in reading and writing activities. Therefore, there needs tobe developed a model for introducing written language for children whichaccommodates the three aspects. A research study has been conducted with theobjective of developing and finalizing such a model and guidelines for itsapplication by means of (1) validation testing by experts and users, (2) limited fieldtesting, and (3) extended field testing.The research subjects were 107 teachers and 178 chidren in play groupsand kindergartens in the Yogyakarta Province. The data were obtained by means ofvarious methods: observation, questionnaire, interview, and documentation. Theinterview data were orthographically transcribed and then combined with fieldnotedata and data of the children's written expressions were documented by usinga scanner. The analysis was both qualitatively and quantitatively descriptive.Validity was confirmed by means of intra-rater and inter-rater techniques.The research results indicate that, after validation testing by experts andusers as well as limited and extended field testing, the model has shown an abilityto improve learning conditions, increase children's acquisition of the writtenlanguage for the related productive and receptive language activities, improvetheir symbol sensitivity, and strengthen the foundations of their reading andwriting activities. The application of the model has also improved the teachers'competence.Keywords: introducing written language, acquisition-based written language,children in play groups and kindergartens
Co-Authors Anggia Suci Pratiwi Haryadi - Ilfat Isroi Nirwani Pangesti Wiedarti Siti Maslakhah Siti Nurfalah Mariyam Suwardi Endaswara