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KOHERENSI PERTANYAAN GURU PADA PEMBELAJARAN Eriyanti, Ribut Wahyu
KEMBARA: Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya Vol 2, No 1 (2016): April
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Penelitian ini mendeskripsikan retorika bertanya guru dalam pembelajaran ditinjau dari (1) koherensi pertanyaan guru dalam pembelajaran, (2) pemakaian penanda kohesi pertanyaan guru dalam pembelajaran, dan (3) respon siswa terhadap pertanyaan guru dalam pembelajaran. Penelitian ini menggunakan pendekatan kualitatif induktif dengan perspektif fenomenologis yang memadukan teori retorika, pragmatik, dan wacana secara integratif. Data penelitian ini berupa retorika pertanyaan guru dalam pembelajaran. Hasil penelitian menunjukkan (1) koherensi pertanyaan guru pada pembelajaran dinyatakan secara eksplisit dan implisit. Koherensi eksplisit dinyatakan menggunakan penanda penghubung formal (penanda kohesi) pengulangan (reduplikasi), substitusi, penanda hubung, koreferensi, dan hubungan leksikal; sedangkan koherensi implisit pertanyaan guru dapat dipahami melalui inferensi, kesamaan pengetahuan dunia penutur (guru) dan mitra tutur (siswa), melalui penafsiran lokal (kontekstual), dan implikatur. (2) Penanda kohesi yang digunakan guru meliputi (a) pengulangan utuh dan sebagian, (b) substitusi: pronomina dan demonstratif, (c) hiponimi, dan (d) hubungan leksikal. (3) Berdasarkan koherensi dan pemakaian penanda kohesi dalam pertanyaan guru tersebut, respon siswa cenderung berupa jawaban singkat.

PENGEMBANGAN BAHAN AJAR KETERAMPILAN BERBICARA INTERAKTIF BAGI MAHASISWA Eriyanti, Ribut Wahyu
KEMBARA: Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya Vol 3, No 1 (2017): April
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Penelitian ini bertujuan untuk menghasilkan bahan ajar keterampilan berbicara interaktif bagi mahasiswa S1 Pendidikan Bahasa dan Sastra Indonesia UMM. Model penelitian yang digunakan adalah penelitian pengembangan model Recursive, Reflective Design and Development (R2D2) menurut Willis yang dipadukan dengan model Research and Development (R and D) menurut Brog and Gall. Hasil penelitian ini menunjukkan bahwa materi bahan ajar keterampilan berbicara yang dibutuhkan dikategorikan ke dalam dua jenis, yakni materi yang bersifat konsep teoritis sebagai bekal pemahaman konsep dasar keterampilan berbicara dan materi yang bersifat keterampilan yang dikategorikan berdasarkan pada konteks situasi komunikasi mulai dari bahan pembelajaran keterampilan berbicara pada situasi informal, interpretatif, formal, dan dramatik.

SASTRA DAN PENDIDIKAN POLITIK MASYARAKAT Eriyanti, Ribut Wahyu
Jurnal Bestari No 23 (1997)
Publisher : Jurnal Bestari

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Karya sastra memang bukan kenyataan sosial, akan tetapi ia selalu berdasarkan realitas kehidupan yang dapat ditangkap pengarang baik secara langsung dalam bentuk pengalaman-pengalaman dan pandangan hidup pengarang maupun realitas yang dapat ditangkap oleh pengarang. Melalui proses imajinatif pengarang, realitas tersebut diekspresikan dalam bentuk sistem sosial yang diciptakan pengarang.

MASIH PERLUKAH SASTRA DI ERA INDUSTRI ? Eriyanti, Ribut Wahyu
Jurnal Bestari No 12 (1992)
Publisher : Jurnal Bestari

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Learning literature will remind us on the process of Indonesia's physical revolution. Reading through Chairil Anwar's poem entitled "Diponegoro", for instance, could make Indonesian's spirit of struggle rise to get away colonialism that intended to maintain Indonesia as colonialized country. The master piece of literature, it is admitted or not, has contributed Indonesia people to combat againts the colonialisation and has made them independent. Literature as a great "mirror" of a certain nation may reflect the culture of nation itself. Now we live i the industrial age which all aspects must be considered by logical power objectively. Although we live in it, however, we still need other master piece of literature in order to increase our humanity.

KOHERENSI PERTANYAAN GURU PADA PEMBELAJARAN Ribut Wahyu Eriyanti
KEMBARA: Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya Vol. 2 No. 1 (2016): April
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/kembara.v2i1.4046

Penelitian ini mendeskripsikan retorika bertanya guru dalam pembelajaran ditinjau dari (1) koherensi pertanyaan guru dalam pembelajaran, (2) pemakaian penanda kohesi pertanyaan guru dalam pembelajaran, dan (3) respon siswa terhadap pertanyaan guru dalam pembelajaran. Penelitian ini menggunakan pendekatan kualitatif induktif dengan perspektif fenomenologis yang memadukan teori retorika, pragmatik, dan wacana secara integratif. Data penelitian ini berupa retorika pertanyaan guru dalam pembelajaran. Hasil penelitian menunjukkan (1) koherensi pertanyaan guru pada pembelajaran dinyatakan secara eksplisit dan implisit. Koherensi eksplisit dinyatakan menggunakan penanda penghubung formal (penanda kohesi) pengulangan (reduplikasi), substitusi, penanda hubung, koreferensi, dan hubungan leksikal; sedangkan koherensi implisit pertanyaan guru dapat dipahami melalui inferensi, kesamaan pengetahuan dunia penutur (guru) dan mitra tutur (siswa), melalui penafsiran lokal (kontekstual), dan implikatur. (2) Penanda kohesi yang digunakan guru meliputi (a) pengulangan utuh dan sebagian, (b) substitusi: pronomina dan demonstratif, (c) hiponimi, dan (d) hubungan leksikal. (3) Berdasarkan koherensi dan pemakaian penanda kohesi dalam pertanyaan guru tersebut, respon siswa cenderung berupa jawaban singkat.

PENGEMBANGAN BAHAN AJAR KETERAMPILAN BERBICARA INTERAKTIF BAGI MAHASISWA Ribut Wahyu Eriyanti
KEMBARA: Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya Vol. 3 No. 1 (2017): April
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/kembara.v3i1.4381

Penelitian ini bertujuan untuk menghasilkan bahan ajar keterampilan berbicara interaktif bagi mahasiswa S1 Pendidikan Bahasa dan Sastra Indonesia UMM. Model penelitian yang digunakan adalah penelitian pengembangan model Recursive, Reflective Design and Development (R2D2) menurut Willis yang dipadukan dengan model Research and Development (R and D) menurut Brog and Gall. Hasil penelitian ini menunjukkan bahwa materi bahan ajar keterampilan berbicara yang dibutuhkan dikategorikan ke dalam dua jenis, yakni materi yang bersifat konsep teoritis sebagai bekal pemahaman konsep dasar keterampilan berbicara dan materi yang bersifat keterampilan yang dikategorikan berdasarkan pada konteks situasi komunikasi mulai dari bahan pembelajaran keterampilan berbicara pada situasi informal, interpretatif, formal, dan dramatik.

LESSON STUDY KOLABORATIF SEBAGAI UPAYA PENINGKATAN PROFESIONALITAS GURU DALAM PELAKSANAAN PENILAIAN AUTENTIK Ribut Wahyu Eriyanti
PROSIDING SEMINAR NASIONAL & INTERNASIONAL 2018: SEMINAR NASIONAL PENDIDIKAN SAINS DAN TEKNOLOGI
Publisher : Universitas Muhammadiyah Semarang

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Teachers must have pedagogic, professional, personal and social competencies. In fact, some teachers still do not have these competencies. Collaborative lesson study is carried out to develop teacher professionalism, especially in carrying out authentic assessments. The results showed that through collaborative lesson study the professionalism of teachers in carrying out authentic assessments increased. In terms of pedagogic, teachers are able to carry out assessment and evaluation of learning processes and outcomes, able to utilize the results of assessment and evaluation for learning, take reflective actions to improve quality learning. In terms of personality, the teacher is able to respect students objectively and fairly, honestly, firmly, and humanely in carrying out assessments, demonstrating work ethic, high responsibility in carrying out assessments. From a social perspective, the teacher is able to act objectively, be fair, communicate with students and colleagues, and be able to introspect. In terms of professionals, the teacher is able to describe competencies into thesubstance of the assessment material appropriately.Keywords: lesson study, assessment, evaluation, learning, professional

PENALARAN DALAM TUTURAN LISAN GURU PADA PEMBELAJARAN DI SMP KOTA MALANG Ribut Wahyu Eriyanti
LITERA Vol 16, No 1: LITERA APRIL 2017
Publisher : Faculty of Languages and Arts, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/ltr.v16i1.14252

AbstractThis study aims to describe reasoning patterns and strategies in teachers’ language in learning at junior high schools (JHSs) in Malang City. The study used the qualitativephenomenological approach. The subjects were teachers of the Indonesian language,Science, Mathematics, and Social Studies in two public JHSs and two private JHSs inMalang City. The data were collected through observations supported by video recordingdevices. The results of the study are as follows. First, the reasoning patterns in teachers’language in learning consist of: (1) Topic + Comment and Comment + Topic patterns inthe sentence level; (2) (a) Main Idea (MI) + Supporting Materials (SM), (b) SM + MI, (c)SM + MI + Further Supporting Materials (FSM), and (d) SM + Implied Main Idea (IMI)in the fragment level; and (3) (a) MI + SM, (b) SM + MI + SM + MI, (c) SM + MI + SM + MI+ SM, and (d) MI + SM + MI in the discourse level. Second, the reasoning strategies inteachers’ language in learninginclude: (1) deductive strategies with examples, both directand analoguos ones; (2) inductive strategies; and (3) mixed (convergent) strategies.Keywords: reasoning, teachers’ language, learning, construction

PENINGKATAN KEMAMPUAN MENGEMBANGKAN GAGASAN DALAM MENULIS ILMIAH DENGAN PENDEKATAN KONTEKSTUAL BAGI MAHASISWA JURUSAN PENDIDIKAN BAHASA DAN SASTRA INDONESIA Ribut Wahyu Eriyanti
LITERA Vol 8, No 1: LITERA APRIL 2009
Publisher : Faculty of Languages and Arts, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/ltr.v8i1.1202

This study aimed to improve the idea-developing ability to write discourse through the contextual approach among students of the Indonesian Language Department of the Muhammadiyah University of Malang. This study was an action research study. The data were the teacher’s and students’ nonverbal data in the writing learning process using the contextual approach and the students’ written discourses. The data were collected through observations, documents, interviews, questionnaire, and tests, and were analyzed by means of the qualitative technique. To enhance the data trustworthiness, the method triangulation, research prolongation, and discussions with colleagues were carried out.The results show that Group VA students of the Indonesian Language Department were able to improve their idea-developing ability to write discourse through the contextual learning from cycle to cycle. This was attained through connection, exploration and discovery, implementation, teamwork, application in other contexts, and authentic assessment. The teacher employed discovery, modeling, discussion, question and answer,group learning, and reflection techniques and authentic assessment.

KONSTRUKSI IDEOLOGI BAHASA GURU DALAM PEMBELAJARAN DI KELAS Ribut Wahyu Eriyanti
LITERA Vol 13, No 1: LITERA APRIL 2014
Publisher : Faculty of Languages and Arts, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/ltr.v13i1.1903

This study aims to describe the construction and strategy of ideology expressions represented by the teacher language in classroom learning. It employed the critical qualitative approach through Critical Discourse Analysis. The data were collected through observations of learning in public and private junior high schools in Malang City. The findings are as follows. First, ideologies represented by the teacher language include: (a)students as the teacher’s subordinates, (b) the teacher as controller of students, (c) silence as the best way in learning, (d) students’ mistakes as taboos, (e) obedience as a success determinant, (f) differences in learning capabilities between males and females, (g) students possessing no autonomy and responsibility, (h) students’ obligation to serve the teacher,(i) students that need to be scared in order to learn, and (j) students’ basic tendency to lie. Second, such ideologies are expressed through the use of prohibition, command, words ideologically contested, lexicalization, irony, metaphor, eponym, and labeling.

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