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Fenomena Alih Kode Dan Campur Kode Dalam Angkutan Umum (ELF) Jurusan Sindang Terminal_Harjamukti Cirebon Ayu Fauziyah; Itaristanti Itaristanti; Indrya Mulyaningsih
SEBASA Jurnal Pendidikan Bahasa dan Sastra Vol 2, No 2 (2019): Jurnal SeBaSa
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/sbs.v2i2.1334

His study aims to describe the form of transfer and code mixing in public transport (elf) Sindang-Terminal Harjamukti Cirebon Department. The qualitative descriptive approach used in this study is the elaboration of data in the analysis. The results obtained from this study are a form of code switching and code mixing in public transportation (elf) Sindang-Terminal Harjamukti Cirebon Department and its causes. The form of code switching includes internal code switching which includes code switching between languages and code switching between languages and external code switching. The cause of the occurrence of code switching is that the interlocutor has a different language background than the speaker, the speaker has a desire to respect his interlocutor who is older than him, and the limited use of the code. The form of code mixing includes code mixing in the repetition of words and kalusa, mixing code out at the level of phrases and idioms, and mixing mixed codes of baster forms. The reason for code interfering occurs when speakers want to be able to use more popular terms, speakers have a specific purpose and purpose in the conversation, to be just prestigious, and to adjust language use to the topic of conversation.Keywords : the form of code switching; the factors that cause code switching; the form of code mixing; the causes of code interfering.

PENERAPAN LANGUAGE EXPERIENCE APPROACH DALAM PEMBELAJARAN KETERAMPILAN BERBICARA Tati Sri Uswati; Itaristanti Itaristanti
Indonesian Language Education and Literature Vol 2, No 2 (2017)
Publisher : Jurusan Tadris Bahasa Indonesia

Apabila seseorang memiliki keterampilan berbicara yang baik, dia akan memperoleh keuntungan sosial maupun profesional.Pada pelaksanaan pembelajaran bahasa Indonesia di sekolah, guru kurang mengajak siswa untuk lebih aktif menyimak, berbicara, membaca, dan menulis. Kondisi ini mengakibatkan kemampuan berbicara siswa menjadi rendah. Penelitian ini bertujuan untuk meningkatkan keterampilan berbicara pada kompetensi menceritakan kembali isi cerpen dengan menerapkan Language Experience Approach (LEA). Penelitian tindakan kelas (PTK) ini dilaksanakan di MAN 2 Kota Cirebon. Teknik pengumpulan data, meliputi: angket, observasi, wawancara, dan tes keterampilan bercerita. Hasil penelitian menunjukkan bahwa penerapan strategi LEA dapat meningkatkan keterampilan bercerita. Peningkatan tersebut ditunjukkan dari kualitas pembelajaran yang tercermin pada keaktifan, perhatian dan konsentrasi, minat selama pembelajaran, serta keberanian siswa bercerita di depan kelas. If a person has good speech skills, he or she will gain both social and professional benefits. In the implementation of Indonesian language learning in schools, teachers do not invite students to be more active in listening, speaking, reading and writing. This condition results in low student speaking ability. This study aims to improve speaking skills on the competence of retelling the contents of the short story by applying the Language Experience Approach (LEA). This class action research (PTK) is conducted in MAN 2 Kota Cirebon. Data collection techniques, including: questionnaires, observations, interviews, and skills test storytelling. The results showed that the implementation of LEA strategy can improve the storytelling skills. The improvement is reflected in the quality of learning reflected in liveliness, attention and concentration, interest during learning, and the courage of students telling stories in front of the class.

Pembelajaran Bermuatan HOTS (Higher Order Thinking Skill) di Jurusan Tadris Bahasa Indonesia Indrya Mulyaningsih; Itaristanti Itaristanti
Indonesian Language Education and Literature Vol 4, No 1 (2018)
Publisher : Jurusan Tadris Bahasa Indonesia

This qualitative descriptive study aims to describe learning with HOTS content for students as prospective teachers. The study population consisted of all lecturers and students of the Indonesian Department of Social Sciences FITK IAIN Syekh Nurjati Cirebon. The research sample included: 4 lecturers and 117 students. Data was collected through questionnaires, interviews, and observations. The results of the study indicate that learning in the Indonesian Department of Social Sciences has been loaded with HOTS. However, there are still characteristic institutions and faculties that have not been charged with HOTS. Therefore, it should be necessary to improve the lecturers who are characteristic of the Institute and Faculty. Learning courses that characterize the Department have carried out HOTS activities. The course characterization bills are not only in the form of papers, but products. These products can be enjoyed by the general public, both in the form of performances and books.Penelitian deskriptif kualitatif ini bertujuan untuk mendeskripsikan pembelajaran bermuatan HOTS bagi mahasiswa sebagai calon guru. Populasi penelitian terdiri atas semua dosen dan mahasiswa Jurusan Tadris Bahasa Indonesia FITK IAIN Syekh Nurjati Cirebon. Adapun sampel penelitian, meliputi: 4 dosen dan 117 mahasiswa. Data dikumpulkan melalui angket, wawancara, dan pengamatan. Adapun hasil penelitian menunjukkan bahwa pembelajaran di Jurusan Tadris Bahasa Indonesia sudah bermuatan HOTS. Namun demikian, masih terdapat mata kuliah penciri Institut dan Fakultas yang belum bermuatan HOTS. Oleh karena itu, hendaknya perlu ada perbaikan bagi para dosen pengampu mata kuliah penciri Institut dan Fakultas. Pembelajaran mata kuliah penciri Jurusan sudah melakukan aktivitas HOTS. Tagihan mata kuliah penciri Jurusan tidak hanya berupa makalah, tetapi produk. Produk tersebut dapat dinikmati oleh masyarakat umum, baik berupa pementasan maupun buku.

ANALISIS BUNYI, KATA, DAN CITRAAN DALAM PUISI ANAK Itaristanti Itaristanti
Al Ibtida: Jurnal Pendidikan Guru MI Vol 1, No 1 (2014)
Publisher : IAIN Syekh Nurjati Cirebon

Abstrak Tulisan ini mendeskripsikan hasil analisis bunyi, kata, dan citraan terhadap beberapa puisi anak. Tujuannya bukan untuk mengkaji secara terpisah-pisah, tetapi mengkaji setiap bagian untuk mendapatkan hubungan yang menyeluruh. Hal ini dilakukan karena bagian-bagian tersebut merupakan unsur yang saling berkaitan dalam bangunan sebuah puisi anak. Dalam aplikasi pengajarannya, pemanfaatan ketiga unsur tersebut dapat merangsang kreativitas anak.Kata kunci: puisi anak, bunyi, kata, dan citraan.

PORTOFOLIO SEBAGAI SALAH SATU MODEL PENILAIAN OTENTIK DI SD/MI Itaristanti Itaristanti
Al Ibtida: Jurnal Pendidikan Guru MI Vol 3, No 2 (2016)
Publisher : IAIN Syekh Nurjati Cirebon

Abstrak Pembelajaran K13 berisi materi pembelajaran berbasis pada fakta atau fenomena yang dapat dijelaskan dengan logika atau penalaran tertentu; bukan sebatas kira-kira. Oleh karena itu, diperlukan sebuah alat penilaian yang tepat karena penilaian tidak akan lepas dari proses pembelajaran. Salah satu alat penilaian yang sesuai dengan perkembangan kurikulum tersebut adalah penilaian autentik. Secara konseptual penilaian autentik lebih bermakna secara signifikan dibandingkan dengan tes pilihan ganda terstandar sekalipun. Penilaian otentik meliputi berbagai aspek pengetahuan siswa, pemahaman yang mendalam, kemampuan memecahkan masalah, kompetensi sosial, dan tingkah laku yang digunakan dalam kehidupan sehari-hari atau merupakan sebuah simulasi dari kehidupan nyata. Penilaian otentik merupakan kumpulan tugas-tugas bermakna dan menarik, kaya akan konteks, di mana siswa menerapkan pengetahuan dan keterampilan, dan menampilkan tugas-tugas tersebut dalam situasi yang baru. Tugas-tugas otentik membantu siswa berlatih menyelesaikan masalah-masalah yang akan mereka hadapi di masa mendatang. Salah satu contoh penilaian autentik adalah portofolio. Kata kunci: penilaian autentik, portofolio. AbstractK13 learning contains learning materials based on facts or phenomena that can be explained by the specific logic or reasoning; not approximate. Therefore, we need a proper assessment tools because assessing will not separated from the learning process. One assessment tool in accordance with the development of the curriculum is an authentic assessment. Conceptually, authentic assessment were significant compared with standardized multiple-choice tests though. Authentic assessment covers various aspects of students' knowledge, deep understanding, problem-solving skills, social competence, and behavior that are used in everyday life or is a simulation of real life. Authentic assessment is a collection of tasks meaningful and interesting, rich in context, in which students apply their knowledge and skills, and displays the tasks in the new situation. Authentic tasks help students to practice solving the problems they will face in the future. One example of authentic assessment is the portfolio. Keywords: authentic assessment, portfolio.

Analysis of Language Style in Kabar Cirebon Sport News Iim Mughafiroh; Indrya Mulyaningsih; Itaristanti Itaristanti
Bahasa: Jurnal Keilmuan Pendidikan Bahasa dan Sastra Indonesia Vol 1, No 3 (2019)
Publisher : ppjbsip

A news reporter has different characters in writing news or has their own characteristics in writing news. This study analyzes sports news in terms of the form and meaning of language style, as well as the dominant form that is characteristic in writing sports news in Cirebon News. This research uses a qualitative research approach. The data in this study were sourced from the November 2018 edition of Kabar Cirebon. This study uses several stages of data analysis, namely data collection, data reduction, data presentation, and drawing conclusions. The results of this study indicate that there are 71 forms of language style in the Cirebon news sports news. In this case, 71 forms of language style, there are 13 types of language styles, namely one form of language style of erotesis, one form of language style of cynicism, one form of language style of eponyms, one form of language style of pleonasm, two forms of style of language antonomasia, one form of language style asindeton, five forms of polysindeton language style, 14 forms of sinekdoke language style, six forms of epithetic language style, five forms of prolepsis language style, 17 forms of metaphorical language style, four forms of anticlimax language style, and 8 forms of climax language style. The meaning contained in each form of language style has its own meaning and is related to one another. The dominant form of language used in sports news in Kabar Cirebon is the form of a metaphorical style of language.

Kajian Tindak Tutur Ilokusi Iklan Produk Kecantikan di Televisi Siti Komariyah; Itaristanti Itaristanti; Indrya Mulyaningsih
Metafora: Jurnal Pembelajaran Bahasa Dan Sastra Vol 9, No 1 (2022): April
Publisher : Lembaga Publikasi Ilmiah dan Penerbitan (LPIP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/mtf.v9i1.12419

Tujuan penelitian ini adalah mendeskripsikan jenis tindak tutur ilokusi dalam wacana iklan produk kecantikan di televisi. Penelitian yang dilakukan menggunakan jenis penelitian kualitatif. Data yang diambil berupa tindak tutur ilokusi yang terdapat dalam iklan produk kecantikan. Teknik analisis data yang digunakan dalam penelitian ini adalah teknik daya pilah pragmatik. Hasil penelitian didapat yaitu 22 iklan produk kecantikan, terdapat 38 jenis tindak tutur ilokusi. Tindak tutur ilokusi asertif sebanyak 4 tuturan, tindak tutur ilokusi direktif sebanyak 12 tuturan, tindak tutur ilokusi komisif sebanyak 19 tuturan, tindak tutur ilokusi ekspresif sebanyak 3 tuturan, dan tindak tutur ilokusi deklaratif tidak ada tuturan. Penelitian ini juga dapat dijadikan alternatif pembelajaran bahasa Indonesia di SMK kelas XII terkait materi Iklan KD 3.45 dan 4.45. Uji Validasi bertujuan untuk mengetahui kelayakan Rancangan Pelaksanaan Pembelajaran (RPP) yang telah diterapkan sesuai dengan penelitian ini oleh penulis. Hasil dari validasi Dosen ahli pertama dan kedua dapat disimpulkan bahwa Rancangan Pelaksanaan Pembelajaran (RPP) yang digunakan masuk ke dalam kriteria cukup valid atau layak digunakan dalam proses pembelajaran.

Pengembangan media pembelajaran BIPA tingkat dasar berbasis web Alfarabi Maulana; Indrya Mulyaningsih; Itaristanti Itaristanti
Jurnal Bahasa Indonesia bagi Penutur Asing Vol 4, No 2 (2022): Jurnal Bahasa Indonesia bagi Penutur Asing (JBIPA)
Publisher : Badan Pengembangan dan Pembinaan Bahasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26499/jbipa.v4i2.4738

This research aims to develop a product in the form of a prototype of a basic web-based BIPA learning media. This study uses the Borg & Gall research and development (R&D) method which is limited to the revision stage based on expert assessment. The steps used in this research are 1) potentials and problems; 2) data collection; 3) product design; 4) design validation; and 5) design revision. Based on these five steps, research activities will be divided into two major stages, namely the preliminary stage and the design stage. The data used in the preliminary stage is a word or sentence sourced from some literature as well as videos related to potential and problems that occur in the BIPA learning program. The data used in the product design stage is the results of the preliminary stage and expert assessment of product design. The results of this study are in the form of BIPA learning web products with the status that the product is considered a prototype ready for limited trials. This study concluded that the web-based basic-level BIPA learning media product prototype was declared feasible (within a limited scope) with a feasibility level of 71.52%

Pembelajaran Membaca Permulaan pada Anak Tunagrahita Ringan di SLB-C Diana Yuliani Putri; Indrya Mulyaningsih; Itaristanti Itaristanti
Jurnal Guru Indonesia Vol 3, No 1 (2023)
Publisher : Perkumpulan Pengelola Jurnal Bahasa dan Sastra Indonesia serta Pengajarannya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51817/jgi.v3i1.328

This study aims to describe the process of learning to read at the beginning of mild mentally retarded children at SLB-C Pancaran Kasih Cirebon City. The method used in this research is descriptive qualitative. Furthermore, data collection techniques and instruments in this study used observation and interviews using observation guidelines and interview guidelines. Then the data analysis techniques in this study were carried out by data reduction, data display, and making conclusions/verification. The results and discussion of this study indicate that there are 4 students with mild mental retardation in grades 7 and 8. The reading ability of a student named A (7) reaches the level of reading certain alphabets and syllables. D (7) has reading skills that are only up to the level of being able to read the alphabet with guidance. Furthermore, students named B (8) have the ability to read the alphabet fluently and are able to read syllables and words that have been repeated in each lesson. The same thing is also owned by a student named R (8), he is able to read the alphabet fluently, syllables, and certain words.Penelitian ini bertujuan untuk mendeskripsikan proses pembelajaran membaca permulaan pada anak tunagrahita ringan di SLB-C Pancaran Kasih Kota Cirebon. Metode yang digunakan pada penelitian ini adalah deskriptif kualitatif. Selanjutnya, teknik dan instrumen pengumpulan data pada penelitian ini menggunakan observasi dan wawancara dengan menggunakan pedoman observasi dan pedoman wawancara. Kemudian teknik analisis data pada penelitian ini dilakukan dengan reduksi data, data display, serta membuat kesimpulan/verifikasi. Hasil dan pembahasan dari penelitian ini menunjukkan bahwa terdapat 4 siswa tunagrahita ringan pada kelas 7 dan 8. Kemampuan membaca siswa bernama A (7) sampai pada taraf membaca abjad dan silabel tertentu. D (7) memiliki kemampuan membaca yang hanya sampai pada taraf mampu membaca abjad dengan bimbingan. Selanjutnya, siswa benama B (8) memiliki kemampuan membaca abjad dengan lancar, mampu membaca silabel dan kata yang telah diulang pada setiap pembelajaran. Hal yang sama juga dimiliki siswa bernama R (8), ia mampu membaca abjad dengan lancar, silabel dan kata-kata tertentu.

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