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All Journal Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya Litera LingTera KEMBARA Journal on English as a Foreign Language (JEFL) Journal of Language and Literature LLT Journal: A Journal on Language and Language Teaching Eralingua : Jurnal Pendidikan Bahasa Asing dan Sastra Adabiyyat: Jurnal Bahasa dan Sastra Jurnal Genre (Bahasa, Sastra, dan Pembelajarannya) Jurnal Ilmu Sosial dan Humaniora Jurnal Ilmiah Profesi Guru (JIPG) Widyaparwa Metathesis: Journal of English Language, Literature, and Teaching
Teguh Setiawan
FBS Universitas Negeri Yogyakarta
Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Journal : Litera

 1 
KAIDAH PELESAPAN DALAM KONSTRUKSI KALIMAT MAJEMUK BAHASA INDONESIA Teguh Setiawan
LITERA Vol 4, No 1: LITERA JANUARI 2005
Publisher : Faculty of Languages and Arts, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/ltr.v4i01.4883

Abstract

This research study aims to describe the rules of ellipsis in compound andcomplex sentences. The sources of the data were two newspapers, Kompas andKedaulatan Rakyat, the edition of March 2002. The data were collected by usingobservation and recording techniques. They were then analyzed by the substitutionmethod. On the basis of this method, the omission and substitution techniques wereemployed.Based on the analysis of the findings, the subject, predicate and object ellipsiscan be found in compound sentences and the subject ellipsis in complex sentences.The rules of ellipsis in compound sentences are that (1) the omission can be doneif the omitted element is the same; (2) the omission of the subject and predicate isalways made in the clause after the coordinative conjunction and the omission of theobject is made in the clause before the coordinative conjunction; (3) the referentialcharacteristic of the omitted element is always anaphoric. The rules of ellipsis incomplex sentences are that (1) the omitted element must be the same; (2) the omittedelement is in the clause preceded by a subordinative conjunction or the dependentclause; (3) the referential characteristic of the omitted element is cataphoric oranaphoric.
TIPE NOMINA TAKRIF BAHASA INDONESIA DALAM KARANGAN SISWA SEKOLAH DASAR Teguh Setiawan
LITERA Vol 12, No 1: LITERA APRIL 2013
Publisher : Faculty of Languages and Arts, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/ltr.v12i01.1340

Abstract

This study aims to describe definite nominals in the Indonesian language in elementary school students’ writings. The data source was descriptive and narrative writing of elementary school students in Yogyakarta City. The data were analyzed by means of a correspondence method with a referential division and a distribution method with element division, repetition, substitution, and deletion techniques. Based on the data analysis, it can be concluded that definite nominals in the Indonesian language in elementary school students’ writings consist of six types, i.e. (a) personal pronouns, (b) proper nouns, (c) possessive nominal phrases, (d) definite description, (e) demonstrative description, and (f) numeral description. In the realization, definite nominals –except proper nouns and personal pronouns– are not always present with definite markers. Nominals without definite markers can be definite if they are supported by contexts clarifying the referents.
DIMENSI PERTANYAAN DOSEN DAN MAHASISWA PADA PEMBELAJARAN DI KELAS Kastam Syamsi; Teguh Setiawan
LITERA Vol 19, No 2: LITERA JULI 2020
Publisher : Faculty of Languages and Arts, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/ltr.v19i2.33442

Abstract

Salah satu indikator keberhasilan pengajaran adalah mampu membawa siswa dapat berpikir kritis. Salah satu cara yang dapat dilakukan untuk dapat menumbuhkan pola berpikir kritis adalah pemberian pertanyaan yang baik. Penelitian ini bertujuan untuk mendeskripsikan (1) tipe pertanyaan dosen dan mahasiswa, (2) dimensi kognisi yang terkandung dalam pertanyaan yang dibuat oleh dosen dan mahasiswa, dan (3) dimensi pengetahuan yang terkandung dalam pertanyaan dosen dan mahasiswa jenjang S-1 dan S-2 pada Program Studi Pendidikan Bahasa dan Sastra Indonesia Universitas Negeri Yogyakarta. Sumber data penelitian ini adalah pertanyaan yang diajukan oleh dosen dan mahasiswa dalam pembelajaran di kelas. Data yang berupa pertanyaan-pertanyaan dikumpulkan dengan cara direkam dan dicatat. Instrumen yang digunakan dalam penelitian ini adalah human instrumen dan indikator tuturan yang mengandung pertanyaan. Berdasarkan hasil analisis data dapat ditarik tiga simpulan. Pertama, jenis pertanyaan yang diajukan oleh mahasiswa dan dosen pada jenjang S-1 dan S-2 ada dua, yaitu pentanyaan konvergen dan pertanyaan divergen. Kedua, dimensi kognitif pertanyaan mahasiswa S-1 masih berada pada tingkat C2 dan C3, dengan tingkatan C2 lebih banyak dibandingkan dengan C3; sebaliknya pertanyaan dosen S-1 sudah banyak ke arah C3 dan sudah mulai ke C4. Yang berarti pertanyaan mahasiswa dan dosen S-2 sudah mengarah ke kongnisi tingkat tinggi. Ketiga, dimensi pengetahuan pertanyaan mahasiswa dan dosen S-1 mencakup pengetahuan konseptual dan prosedural, sedangkan dimensi pengetahuan pada pertanyaan mahasiswa dan dosen S-2 mencakup dimensi konseptual, prosedural, dan metakognitif, sebagian besar berada dalam dimensi pengetahuan prosedural yang berarti mahasiswa bergerak pada pola pikir yang lebih abstrak dan rumit.Kata Kunci: dimensi pertanyaan, dimensi pengetahuan, pembelajaran kelasDIMENSIONS OF LECTURER AND STUDENT QUESTIONS ON LEARNING IN CLASSAbstract One indicator of teaching success is being able to bring students to think critically. One way that can be done to be able to grow critical thinking patterns is giving good questions. This study aims to describe (1) the types of lecturer and student questions, (2) the dimensions of cognition contained in the questions made by lecturers and students, and (3) the dimensions of knowledge contained in the questions made by lecturers and students in the undergraduate and graduate in the Indonesian Language and Literacy Education Study Program of Yogyakarta State University. The data source of this research is the questions posed by lecturers and students in Indonesian language and literature study programs at the time of the class chase, both for bachelor and master degree programs. Data in the form of questions are collected by means of recorded and recorded. The instruments used in this study are human instruments and speech indicators that contain questions. Based on the results of data analysis three conclusions can be drawn. First, the types of questions posed by students and lecturers at the bachelor and master level are two, namely convergent questions and divergent questions. Second, the cognitive dimensions of S-1 student questions are still at levels C2 and C3, with higher C2 levels. compared to C3. On the other hand, there are many questions from the S-1 lecturer towards C3 and have started to C4. the question of students and S-2 lecturers who have led to a high-level technician. Third, knowledge on the questions of students and lecturers of S-1 covers conceptual and procedural knowledge, the knowledge on the questions of the S-2 students and lecturers included the conceptual, procedural, and metacognitive changes. Most are in the dimensions of procedural knowledge. That is, students move on a more abstract and complex mindset.Keywords: question dimension, knowledge dimension, classroom learning
Co-Authors Aliurridha Aliurridha Annisa Nurul Firdausi Annisa Rizky Fadilla Ashadi Ashadi Bagus Yogi Martendi Ervania Faijah Ida Fatmawati Faijah Ida Fatmawati Kastam Syamsi Nurhayadi Putri Ayu Wulandari Rahmat Hidayat Regine Aguilar Principe Retma Sari Rozanah Katrina Herda Siti Nur Shabrina Veranita Ragil Sagita Wahyu Untara Zamzani