scholarly journals PEMETAAN GURU BAHASA DAN SASTRA SUNDA SMP/MTS DI JAWA BARAT

LOKABASA ◽  
2016 ◽  
Vol 7 (1) ◽  
pp. 75
Author(s):  
RUSWENDI PERMANA
Keyword(s):  
High School ◽  
Public Schools ◽  
Private Schools ◽  
Junior High School ◽  
Junior High ◽  
Language Teachers ◽  
West Java ◽  
Learning Group ◽  
Digital Mapping ◽  
Language And Literature

AbstrakPenelitian ini dilatarbelakangi oleh belum adanya informasi pemetaan guru bahasa dan sastra Sunda  SMP/MTs di Jawa Barat. Penelitian ini menjawab pertanyaan “Bagaimana kebutuhan guru bahasa dan sastra Sunda SMP/MTs di Jawa Barat?” Metode deskriptif dengan teknik angket dan dokumentasi digunakan dalam penelitian ini. Temuan penelitian ini menunjukkan beberapa hal. Pertama, jumlah sekolah  SMP/MTs di Jawa Barat adalah 588 negeri dan 1.979 swasta. Kedua, jumlah siswa SMP/MTs di Jawa Barat adalah SMP/MTs Negeri 76.076 siswa dan SMP/MTs swasta 50.298 siswa. Secara keseluruhan siswa SMP/MTs di Jawa Barat berjumlah 236.850 siswa. Ketiga, jumlah romobongan belajar SMP/MTs adalah 126.374 rombel. Keempat, kebutuhan guru bahasa Sunda di SMP/MTs mencapai 296 guru. Berdasarkan kesimpulan di atas, penelitian ini menyimpulkan bahwa (1) perlu dilakukan pendataan guru bahasa Sunda dengan menggunakan sistem digital  mapping guru agar semua guru dapat diakses dan (2) perlu dilakukan penelitian lanjutan yang lebih mendalam dan akurat.  AbstractThis research is motivated by the lack of information on the mapping of Sundanese language and literature teacher at Junior High School (SMP) and Madrasah Tsanawiyah (MTs) in West Java. This study answers the question "How is the need of Sundanese language and literature teacher at Junior High School (SMP) and Madrasah Tsanawiyah (MTs) in West Java?" a descriptive method with questionnaires and documentation techniques were used in this study. The findings of this study indicate several things. Firstly, the number of schools (SMP/MTs) in West Java is 588 public and 1,979 private schools. Secondly, the number of students (SMP/MTs) in West Java is 76.076 students of public schools (SMP/MTs) and 50.298 students of private schools (SMP/MTs). The overall number of students (SMP/MTs) in West Java is amounted to 236.850 students. Thirdly, the number of learning group of SMP/MTs is 126.374 groups. Fourthly, the need of Sundanese teacher at SMP/MTs level reaches 296 teachers. Based on the findings, the study concludes that (1) there should be a database of Sundanese language teachers by employing digital mapping system of teachers so that all teachers are accessible; and (2) there is a need of further more in-depth and accurate research. 

scholarly journals The Feasibility of Interactive Multimedia Development in Children' Story of Character Education-Based in 7th Grade Students of Junior High School Panca Budi Medan

2019 ◽  
Vol 2 (3) ◽  
pp. 164-187
Author(s):  
Wenny Anggraeni ◽  
Syahnan Daulay ◽  
M. Oky Ferdian Gafari
Keyword(s):  
High School ◽  
Character Education ◽  
Junior High School ◽  
Interactive Multimedia ◽  
Junior High ◽  
Language Teachers ◽  
Average Percentage ◽  
Multimedia Development ◽  
The Media ◽  
Total Average

The media serves to direct students to gain various learning experiences. The aim of this study is to know the feasibility of interactive multimedia development in children' story of character education-based. Sources of data in this study were obtained from: 1) Respondents: 7th grade students of Junior High School Panca Budi Medan which amount to 23 students, 2) Informants: validators, students and Indonesian language teachers of Junior High School Panca Budi Medan. The results of the feasibility of learning media validation by instructional media design experts was declared "very good" The assessment of the content feasibility aspect was declared "very good" with a total average percentage of 91%. The assessment of the presentation feasibility was declared "very good" with a total average percentage of 83%. The assessment of the graphic feasibility was declared "good" with a total average percentage of 77%.

scholarly journals Development of Problem Based Learning Book for Indonesian Language and Literature Subject at Junior High School"

2020 ◽  
Vol 8 (2) ◽  
pp. 91
Author(s):  
Uun Undarti Septiani ◽  
I Nyoman Sudana Degeng ◽  
Nurmida Catherine Sitompul
Keyword(s):  
High School ◽  
Language Learning ◽  
Junior High School ◽  
Junior High ◽  
Problem Based Learning ◽  
Active Role ◽  
School Level ◽  
High School Level ◽  
Language And Literature ◽  
Junior High School Level

Problem-based learning connects new problems that exist in daily life. It optimizes the ability to think through the process of group work and experimental activities. The students have difficulties in solving problems. They have little experience and are not highly motivated. It makes them unable to explore what students have. The conventional methods lack of training in critical thinking for students. This causes students to lack confidence to play an active role in the learning process. Based on these problems, the present study therefore developed the Indonesian language learning materials for Grade 7 at the junior high school level using the Problem Based Learning model.

STUDENTS’ LEARNING CREATIVITY PROFILE REVIEWED FROM SCHOOL ACCREDITATION STATUS

2021 ◽  
Vol 5 (2) ◽  
pp. 62-77
Author(s):  
Ineu Maryani
Keyword(s):  
High School ◽  
Public Schools ◽  
Junior High School ◽  
Junior High ◽  
National Standard ◽  
Learning Problems ◽  
Survey Method ◽  
Guidance And Counseling ◽  
Average Ability ◽  
Significant Difference

This article aims to describe the students' learning creativity profile reviewed from school's accreditation status. The method in this study was a survey method by distributing a questionnaire of students’ learning creativity through google form. Participants in the study were grade VIII students in public schools with National Standard School accredited status, schools with A accredited State Junior High School (JHS), and B accredited State Junior High School (JHS). Based on the results of data processing, there was a significant average difference in learning creativity on indicators the ability to deal with learning problems between public schools with National Standard School accredited status and schools with A accredited State JHS. The average ability to deal with learning problems is also significantly different between schools with A accredited State JHS, and B accredited State JHS. A significant difference in average is also shown in the indicators of interest in learning creations and indicators of the ability to develop in learning between public schools with National Standard School accredited status and schools with A accredited State JHS. The results of this study can be used as empirical data for research on guidance and counseling programs to develop students' creativity in schools.Keywords: Profile, learning creativity,  student

scholarly journals A MODEL FOR TEACHING READING COMPREHENSION AT JUNIOR HIGH SCHOOLS

2007 ◽  
Vol 1 (1) ◽  
pp. 21
Author(s):  
Ermita Ermita
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
Junior High School ◽  
Junior High ◽  
Language Teachers ◽  
Teaching Reading ◽  
Reading Comprehension Strategies ◽  
Good Reading ◽  
Cognitive Mode ◽  
Literal Comprehension

This article reveals an alternative model for teaching reading comprehension at junior high school. This model is a combination of ‘interactive mdel’ and ‘cognitive mode’. The discussion covers two levels of  reading comprehension: the lowest level (literal comprehension) and the highest level (evaluation and appreciation). There are four trainings given dealing  with these levels; (1) literal comprehension training, (2) inferential comprehension training, (3) evaluation training, and (4) appreciation training. The last coverage of this article is about the advantages of proposed model. This model is designed and hopefully will be useful for language teachers who are training or planning to train learners to have good reading comprehension strategies, particularly at junior high school . 

scholarly journals PENGEMBANGAN BUKU AJAR BAHASA INDONESIA TERINTEGRASI PENDIDIKAN KARAKTER BERDASARKAN PENDEKATAN KOMUNIKATIF

2019 ◽  
Vol 19 (2) ◽  
pp. 267-279
Author(s):  
Cicilia Nian Erika
Keyword(s):  
High School ◽  
Research And Development ◽  
Character Education ◽  
Junior High School ◽  
Junior High ◽  
Language And Literature ◽  
Communicative Approach ◽  
Literature Textbooks ◽  
Bahasa Indonesia

The research and development of Indonesian textbooks is very important especially for the textbook which integrates character education using communicative approach. Many textbooks have been published, but they are often only for reference in assignments and exercises. The existing textbooks do not fully use text that is a genre in learning Indonesian, namely the pedagogic genre. This research aims to produce forms of competence, material forms, forms of tasks, and forms of assessment in the development of Indonesian Language and Literature textbooks integrated with character education based on communicative approaches for junior high school. The method used was research and development with reference to the Borg and Gall model. The showed that learning devices, teaching books, are feasible to implement. In addition, practitioners' assessment of the implementation of this textbook is 3,526 categories "Good". Likewise, the assessment of students in the three aspects occupies the highest category of Good. Therefore, the development of the Indonesian Language and Literature textbook can already be said to be feasible to use for the teachers and the students of Junior High School, especially for SMP Pangudi Luhur 1  in Yogyakarta.

scholarly journals ENHANCING STUDENT'S WRITING ABILITY THROUGH CONTEXTUALIZATION PRACTICES

LITERA ◽  
2020 ◽  
Vol 19 (2) ◽  
Author(s):  
Margana Margana ◽  
Humaera Silvia Maristy
Keyword(s):  
High School ◽  
Junior High School ◽  
English Language ◽  
Junior High ◽  
Descriptive Analysis ◽  
Language Teachers ◽  
Quantitative Descriptive Analysis ◽  
Writing Ability ◽  
Writing Practices ◽  
Collection Practices

Penelitian ini bertujuan meningkatkan kemampuan menulis peserta didik Sekolah Menengah Pertama (SMP) Minggir, Sleman, Yogyakarta melalui penggunaan kontekstualisasi pemebelajaran menulis. Untuk mencapai tujuan tersebut, penelitian ini melibatkan 32 orang peserta didik sebagai subjek penelitian dan seorang guru bahasa Inggris sebagai kolaborator peneliti.  Jenis penelitian ini dikategorikan ke dalam bentuk penelitian tindakan kelas dengan menerapkan tiga siklus selama pelaksanaan pengambilan data penelitian. Terdapat tiga jenis teknik pengumpulan data penelitian yang digunakan, yakni teknik observasi kelas, wawancara, dan penyebaran kuesioner yang selanjutnya diikuti dengan kondensasi data, penyajian data, dan penarikan kesimpulan yang dimaksudkan untuk mendeskripsikan data kualitatif yang diperoleh dari pengumpulan data di lapangan. Analisis deskriptif kuantitatif  juga digunakan untuk menyajikan kemampuan menulis peserta didik yang diperoleh melalui tes menulis teks-teks bahasa Inggris. Berdasarkan hasil analisis, disampikan empat temuan utama. Pertama, penggunaan  teknik kontekstualisasi pembelajaran menulis mengubah tingkah laku peserta didik dalam hal motivasi belajar menulis teks-teks bahasa Inggris dan keterlibatan peserta didik dalam pembelajaran menulis yang sebekumnya peserta terlihat pasif menjadi aktif. Kedua, sebagian besar peserta didik merasa mudah dalam mengekspresikan gagasan dengan mengacu pada kontekstualisasi tugas-tugas menulis teks-teks bahasa Inggris yang disampaikan. Ketiga, miskonsepsi dan kesalahan gramatikal dapat diminimasi dalam proses mengkonstruksi teks-teks bahasa Inggris. Keempat, dengan mengacu pada data kuantitatif, skor rerata dari isi, pengorganisasian paragraf, pemilihan kosakata, penggunaan bahasa, dan aspek penulisan mengalami peningkatan yang cukup tajam. Kata kunci: kontekstualisasi, pengetahuan skematik, kemampuan menulis AbstractThis study is aimed at improving students’ writing ability of junior high school at Minggir, Sleman, Yogyakarta Minggir, Sleman, Yogyakarta through contextualization practices. To gain the objective, this study voluntarily involved 32 students of junior high school at Minggir, Sleman, Yogyakarta as the subjects of this study and one English language teacher serving as the collaborator. This study applied a classroom action research design with the utilization of three cycles during the data collection practices. Techniques of observation, interview, and questionnaire distribution were employed to gather data followed by data condensation, data display, and conclusion making which were meant to qualitatively analyze the gathered data. Quantitative descriptive analysis was also employed to analyze students’ writing ability with the employment of writing test. The findings document four issues. First, there was a change of behavior on the part of students in the area of motivation to learn and involvement in writing practices. Second, the majority of students found easier to express their ideas in reference to the contextualization practices applied by English language teachers. Third, mis-conception and grammatical mistakes could be minimized in the process of constructing English texts. Fourth, with regard to quantitative data, the average scores of the content, paragraph organization, vocabulary, language use, and mechanics increased sharply. Key words : contextualization, schematic knowledge, writing ability

Sign in / Sign up

Export Citation Format

Share Document