Article Per Year (5 Year)
p-Index From 2019 - 2024
1.203
P-Index
This Author published in this journals
All Journal Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Aksis : Jurnal Pendidikan Bahasa dan Sastra Indonesia Sarwahita : Jurnal Pengabdian Kepada Masyarakat BASA Journal of Language & Literature
Etsa Purbarani
Universitas Negeri Jakarta
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

Published : 6 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 6 Documents
Search

 1 
Strategi Pembelajaran Menulis Puisi Reflektif untuk Siswa SMA Kelas X Etsa Purbarani; Abdus Syukur Ghazali; Nita Widiati
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol 4, No 1: JANUARI 2019
Publisher : Graduate School of Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (392.174 KB) | DOI: 10.17977/jptpp.v4i1.11911

Abstract

Abstract: Writing poetry learning in school tends to be mechanistic and less direct students in creative process that cause difficulty and decrease students’ motivation on writing poetry. Therefore, the researcher develops poetry writing learning strategy, that is learning strategy of writing reflective poetry which is packaged in a guidebook designed for teachers. Based on those explanations, this development aims to (1) developing products in the form of learning strategies to write reflective poems, (2) develop a guide of the implementation of a reflective poetry writing strategy that designed for teachers, and (3) reported the product feasibility test of reflective poetry writing strategy.Abstrak: Selama ini, pembelajaran menulis puisi di sekolah cenderung bersifat mekanistik dan kurang mengarahkan siswa untuk berproses kreatif. Hal tersebut menjadikan siswa mengalami kesulitan dan penurunan motivasi dalam menulis puisi. Oleh karena itu, dikembangkan strategi pembelajaran menulis puisi, yaitu strategi pembelajaran menulis puisi reflektif yang dikemas dalam bentuk buku panduan dan ditujukan untuk guru. Berdasarkan paparan tersebut, penelitian pengembangan ini bertujuan untuk (1) mengembangkan produk berupa strategi pembelajaran menulis puisi reflektif, (2) mengembangkan panduan penerapan strategi pembelajaran menulis puisi reflektif yang penggunaannya ditujukan untuk guru, dan (3) melaporkan uji kelayakan produk strategi pembelajaran menulis puisi reflektif.
PENGEMBANGAN MODEL MATERI AJAR BAHASA INDONESIA BAGI PENUTUR ASING (BIPA) Etsa Purbarani; Liliana Muliastuti; Siti Farah
BASA Journal of Language & Literature Vol 1, No 2 (2021): Bulan 10 Tahun 2021
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/basa.v1i2.13715

Abstract

Sampai saat ini, jumlah dan variasi materi ajar BIPA masih minim. Materi ajar BIPA yang sudah disahkan oleh Kementerian Pendidikan dan Kebudayaan RI pun belum dapat dikatakan memenuhi kebutuhan komunikasi yang dimaksud. Materi tata bahasa, keterampilan berbahasa, dan budaya disampaikan secara integratif, tetapi kegiatan belajar di dalamnya belum sepenuhnya menjembatani pemelajar asing untuk dapat berkomunikasi dalam bahasa Indonesia secara layak dengan memperhatikan konteks, masyarakat, dan budaya Indonesia. Hal tersebut menimbulkan masalah bagi pemelajar asing. Pemelajar asing menemukan bahwa bahasa Indonesia yang dipelajari di dalam kelas berbeda dengan penggunaan bahasa Indonesia pada masyarakat. Pemelajar asing bisa saja mendapatkan nilai yang tinggi di dalam kelas, tetapi tidak memiliki kepercayaan diri, pemahaman, dan kompetensi berkomunikasi dalam bahasa Indonesia. Berdasarkan situasi, penelitian ini berfokus pada pengembangan model materi ajar BIPA berbasis CEFR dengan mengintegrasikan aspek-aspek komunikasi (communication), budaya (cultures), keterkaitan (connections), perbandingan (comparison), dan masyarakat/komunitas (communities). Kelima aspek tersebut dikenal dengan istilah 5C dan menjadi landasan penting dalam mempelajari bahasa asing, salah satunya bahasa Indonesia. Dengan mengintegrasikan kelima aspek tersebut dalam materi ajar menyimak, berbicara, membaca, menulis, dan tata bahasa, pemelajar asing dapat menguasai kompetensi berbahasa Indonesia dengan lebih baik serta komprehensif. Selain itu, pemelajar asing juga didorong untuk menguasai kompetensi berkomunikasi dalam bahasa Indonesia secara lebih layak sehingga tidak terjadi missing link antara bahasa Indonesia yang dipelajari di kelas maupun bahasa Indonesia yang secara nyata digunakan dalam masyarakat. Model materi ajar yang dikembangkan akan terfokus pada tingkat B1 atau menengah awal karena pada tingkat tersebut pemelajar BIPA sudah mulai mampu memahami, mendiskusikan, dan berkomunikasi tentang topik-topik yang lebih abstrak seperti topik kebudayaan non-kebendaan yang berkaitan dengan logika kolektif, kebiasaan, dan tradisi.
Syllabus Development of Language Editing Courses Indonesia Based on Information and Communication Technology Integrated XXI Century Reni Oktaviani; Siti Ansoriyah; Etsa Purbarani
Aksis : Jurnal Pendidikan Bahasa dan Sastra Indonesia Vol 6 No 1 (2022): AKSIS: Jurnal Pendidikan Bahasa dan Sastra Indonesia
Publisher : LPPM State University of Jakarta (Program Studi Pendidikan Bahasa dan Sastra Indonesia dan LPPM Universitas Negeri Jakarta)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/AKSIS.060105

Abstract

The background of this research is about a pandemic that has changed learning patterns from face-to-face to face-to-face. This causes the syllabus that existed before the pandemic to adapt to current conditions. In addition, this syllabus applies a project-based learning model and case studies. The purpose of this research is to explain and develop the syllabus of the Indonesian Language Editing course based on integrated Information and Communication Technology (ICT) in the XXI century. This research uses research and development. The stages in this research, namely: first, explain the process of developing the syllabus for the integrated ICT-based Indonesian language editing course in the XXI century. Second, developing a syllabus for the XXI century integrated ICT-based Indonesian Language Editing course. Data collection techniques were obtained through tests and non-tests in the form of observations, questionnaires, and documentation and then processed using content analysis techniques. Based on this, the development of an integrated ICT-based syllabus in the XXI century was applied to level IV students of the Indonesian Language and Literature Education Study Program to obtain effective learning outcomes in the Indonesian Language Editing course.
PELATIHAN KETERAMPILAN BERBAHASA INDONESIA BAGI MAHASISWA ASING ALUMNI PROGRAM DARMASISWA UNIVERSITAS NEGERI JAKARTA Liliana Muliastuti; Etsa Purbarani; Diyantari
Bahasa Indonesia Vol 20 No 01 (2023): Sarwahita : Jurnal Pengabdian kepada Masyarakat
Publisher : Lembaga Penelitian dan Pengabdian Kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/sarwahita.201.1

Abstract

Fakultas Bahasa dan Seni Universitas Negeri Jakarta (FBS-UNJ) sejak 1999 menerima mahasiswa asing belajar bahasa Indonesia sebagai implikasi kerja sama FBS-UNJ dengan perguruan tinggi di Korea Selatan. Selain itu, FBS-UNJ juga menyelenggarakan program Darmasiswa yaitu program bahasa Indonesia bagi penutur asing (BIPA) dengan beasiswa dari Kementerian Pendidikan Kebudayaan, Riset, dan Teknologi. Saat ini lulusan program BIPA Darmasiswa FBS-UNJ telah bekerja di berbagai negara. Di antara mereka ada yang menggunakan bahasa Indonesia sebagai alat komunikasi dalam bekerja. Pelatihan ini dilaksanakan untuk menyegarkan dan meningkatkan keterampilan berbahasa Indonesia mereka setelah beberapa tahun selesai belajar di UNJ. Pelatihan dilaksanakan selama dua minggu secara virtual karena lokasi tinggal para alumni yang berbeda-beda. Materi yang dilatihkan meliputi empat keterampilan berbahasa, yaitu keterampilan menyimak, keterampilan berbicara, keterampilan membaca, serta keterampilan menulis. Materi yang dikembangkan untuk kegiatan ini merupakan materi singkat untuk dua minggu. Semua materi mengacu pada Standar Kompetensi Lulusan (SKL) yang tertuang dalam Permendikbud Nomor 27 tahun 2017. Tugas akhir peserta kegiatan pelatihan ini berupa tulisan dengan tema Pandemi 19. Setelah dianalisis teridentifikasi terjadi peningkatan kemampuan peserta pelatihan dalam kemampuan menulis.
PENGEMBANGAN MODEL MATERI AJAR BAHASA INDONESIA BAGI PENUTUR ASING (BIPA) Etsa Purbarani; Liliana Muliastuti; Siti Farah
BASA Journal of Language & Literature Vol. 1 No. 2 (2021): Bulan 10 Tahun 2021
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/basa.v1i2.13715

Abstract

Until now, the number and variety of BIPA teaching materials are still minimal. BIPA teaching materials that have been authorized by the Ministry of Education and Culture of the Republic of Indonesia cannot be said to meet the intended communication needs. Grammar, language skills, and cultural materials are delivered integratively, but learning activities in it have not fully bridged foreign learners to be able to communicate in Indonesian appropriately by paying attention to the context, society, and culture of Indonesia. This creates problems for foreign learners. Foreign learners have found that the Indonesian learned in the classroom is different from the use of Indonesian in society. Foreign learners may get high grades in class, but lack confidence, understanding, and communication competence in Indonesian. Based on the situation, this study focuses on developing a CEFR-based BIPA teaching material model by integrating aspects of communication, cultures, connections, comparison, and communities. These five aspects are known as the 5Cs and are an important foundation in learning foreign languages, one of which is Indonesian. By integrating these five aspects in listening, speaking, reading, writing, and grammar teaching materials, foreign learners can master Indonesian language competence better and comprehensively. In addition, foreign learners are also encouraged to master the competence of communicating in Indonesian more appropriately so that there is no missing link between the Indonesian learned in class and the Indonesian that are actually used in society. The teaching material model developed will focus on the B1 or early intermediate level because at that level BIPA learners have begun to be able to understand, discuss, and communicate about more abstract topics such as non-material cultural topics related to collective logic, habits, and traditions.    
Development of Bahasa Indonesia for Foreign Speaker’s Learning Material Based on Indonesian Cultures-Literatures and 5C Integrated Etsa Purbarani; Liliana Muliastuti
Aksis : Jurnal Pendidikan Bahasa dan Sastra Indonesia Vol 7 No 2 (2023): AKSIS: Jurnal Pendidikan Bahasa dan Sastra Indonesia
Publisher : LPPM State University of Jakarta (Program Studi Pendidikan Bahasa dan Sastra Indonesia dan LPPM Universitas Negeri Jakarta)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/AKSIS.070203

Abstract

Currently, BIPA learning material which includes grammar, language skills and culture is delivered in an integrative manner, but the learning activities in it have not fully provided a way for foreign students to be able to communicate in Indonesian properly. The appropriateness of this communication can be achieved based on the context, society and culture of Indonesia. Because of this gap, BIPA students will experience communication barriers because there are differences between the Indonesian language learned in the classroom and the use of Indonesian in society. Apart from that, cross-cultural understanding has not been well established because the use of cultural and literary topics as language arts which can be an effective means of improving mastery of Indonesian language skills is not yet optimal. Based on this situation, this research focuses on developing a BIPA teaching material model based on Indonesian culture and literature by integrating the 5C aspects, namely communication, culture, connections, comparison, and communities. By integrating these five aspects in teaching materials for listening, speaking, reading, writing and grammar, foreign students can master Indonesian language competencies better and more comprehensively. These five aspects are covered in topics and discussions using various topics related to Indonesian culture and literature. The teaching material model developed will focus on the advanced level or BIPA 7.
Co-Authors Abdus Syukur Ghazali Ansoriyah, Siti Diyantari Liliana Muliastuti Nita Widiati Reni Oktaviani Siti Farah