scholarly journals TINDAK TUTUR GURU DAN SISWA KELAS VIII DALAM PEMBELAJARAN BAHASA INDONESIA DI SMP NEGERI 6 BARABAI (SPEECH ACTS OF TEACHERS AND STUDENTS OF VIII CLASS IN INDONESIAN LANGUAGE LEARNING AT SMP NEGERI 6 BARABAI)

2017 ◽  
Vol 5 (1) ◽  
pp. 62
Author(s):  
Majidi Rahmi
Keyword(s):  
Language Learning ◽  
Speech Acts ◽  
Teachers And Students ◽  
Bahasa Indonesia

Tindak Tutur Guru dan Siswa Kelas VIII dalam Pembelajaran Bahasa Indonesia di SMP Negeri 6Barabai. Penelitian ini bertujuan memperoleh deskripsi secara objektif tentang (1) wujud tindak tutur,dan (2) fungsi tindak tutur yang dituturkan siswa kelas VIII dalam pembelajaran bahasa Indonesiadi SMP Negeri 6 Barabai. Untuk mencapai tujuan tersebut, pendekatan yang digunakan dalampenelitian ini adalah pendekatan kualitatif. Data penelitian ini berupa data verbal, yaitu tuturan siswadan guru dalam interaksi kelas. Dalam penelitian ini, peneliti berperan sebagai instrumen pengumpuldata. Teknik pengumpulan data yang digunakan dalam penelitian ini adalah observasi, perekaman,dan pencatatan lapangan. Penelitian ini menghasilkan temuan tentang wujud tindak asertif, ekspresifdan direktif, dan fungsi tindak tutur siswa kelas VIII dalam pembelajaran bahasa Indonesia di SMP63Negeri 6 Barabai. Wujud tindak tutur yang ditemukan adalah (1) tindak asertif, meliputi tindaktutur menegaskan, menunjukkan, memprediksikan, mempertahankan pendapat, memberitahukan,menyatakan, dan mengajukan saran; (2) tindak ekspresif mencakup ekspresi rasa senang dan rasatidak senang atau kecewa, dan (3) tindak direktif, meliputi tindak tutur dengan wujud permintaan,pertanyaan, persyaratan, larangan, persilaan, dan nasihat. Fungsi tindak asertif dan direktif yangditemukan adalah (1) fungsi untuk tukar-menukar informasi faktual, (2) mengungkapkan informasiintelektual, (3) mengungkapkan sikap emosi, (4) mengungkapkan sikap moral, (5) meyakinkan ataumempengaruhi, dan (6) bersosialisasi.Kata-kata kunci: tindak tutur, guru dan siswa, dalam pembelajaran

scholarly journals Tindak Tutur Kesantunan Guru dan Siswa dalam Pembelajaran Bahasa Indonesia di SMP Negeri 2 Sakra: Tinjauan Pragmatik

2019 ◽  
Vol 16 (2) ◽  
pp. 219-234
Author(s):  
Badelah Badelah ◽  
Mahsun Mahsun ◽  
Burhanuddin Burhanuddin
Keyword(s):  
Language Learning ◽  
Speech Acts ◽  
Expressive Speech ◽  
Teachers And Students ◽  
Class Viii ◽  
Action Strategies ◽  
Directive Speech Acts ◽  
Speech Events ◽  
Directive Speech ◽  
Bahasa Indonesia

This study aims to describe the type, and speech act strategy of teacher and student politeness in learning Indonesian in class VIII SMP Negeri 2 Sakra. The method used for data collection, namely observation, recording, and interviews. The results of the study show: (1) formalities between teachers and students always pay attention to the speech events when speaking; (2) speakers are always prejudiced towards the speech partners; (3) speakers are able to distinguish between conveying situations, namely serious situations and joking situations; (4) the types of teacher and student directive speech acts in Indonesian language learning in the classroom in the form of governing and the type of expressive speech acts in the form of forgiveness, praise, and criticism, both types of speech acts are predominantly conducted by teachers and students; (5) speakers are always introspective in order to know exactly what the partners say or use; (6) the principle of politeness and directive type of speech applied by teachers and students in learning Indonesian, including (1) maxim of wisdom; and (2) maxim of praise; (7) directive and expressive speech action strategies used by teachers and students in learning Indonesian, directly and indirectly.  

scholarly journals Crocheted Indonesian Language Learning with the Environment

2021 ◽  
Author(s):  
Lisna Oktari
Keyword(s):  
Environmental Education ◽  
Learning Environment ◽  
Language Learning ◽  
The Future ◽  
Teachers And Students ◽  
Language Students ◽  
Direct Learning ◽  
Strongly Agree ◽  
Number Percentage ◽  
Bahasa Indonesia

Indonesian language learning with the environment is very influential. It is proved that inthe questionnaire higher number percentage strongly agree and agree rather than disagree andagree. Environmental education can be put into direct learning Indonesian language. Students candiintruksikan to make the text being studied with the theme of the environment. According to theauthor crocheted Indonesian language learning environment can facilitate teachers and students inteaching and understanding the material bahasa Indonesia motivating, creative, fun, andrewarding. The author hopes that menerapan environmental education that exist in Indonesianlanguage learning can make the environment better for the future.

Analisis Campur Kode dan Alis Kode Pada Pembelajaran Bahasa Indonesia Di SMP

2020 ◽  
Author(s):  
Kalis Wardoyo
Keyword(s):  
Language Learning ◽  
Mother Tongue ◽  
Qualitative Approach ◽  
School Level ◽  
Teachers And Students ◽  
Important Approach ◽  
Quality And Outcomes ◽  
Level Of Understanding ◽  
The Individual ◽  
Bahasa Indonesia

The research aims at 1). To describe and explain how the code and the form of code interferes in the learning process of Bahasa Indonesia, 2). Gives an overview of what factors are causing the code to be coded and mixed in code 3). Explaining whether code-coding and coding are associated with students ' achievement and level of understanding. This research uses a qualitative approach. A qualitative approach is an important approach to understanding a social phenomenon and the perspective of the individual being researched. The objective is to describe, study, and explain the phenomenon so that it can be learned and considered to help teachers and students improve the quality and outcomes of Bahasa Indonesia, especially in the school level. After the analysis of the code interfering and coding, it is hoped to assist the teacher in Indonesian language learning and students to determine the proper context in using both mother tongue and Indonesian language. If a speaker uses a language according to the context, then learning will be harmoniously intertwined between teachers and students who are taught so that they can strengthen the bonds of teachers and students and can achieve the desired learning objectives

scholarly journals TINDAK TUTUR DIREKTIF GURU DALAM PEMBELAJARAN BAHASA ARAB

2017 ◽  
Vol 2 (1) ◽  
pp. 1
Author(s):  
Lailatul Qomariyah
Keyword(s):  
Language Learning ◽  
Speech Acts ◽  
Speech Act ◽  
Language Teaching ◽  
Arabic Language ◽  
Pragmatic Approach ◽  
Research Instrument ◽  
Teachers And Students ◽  
Directive Speech Acts ◽  
Directive Speech

This research investigates teachers’ directive speech act in Arabic Language Teaching. The research was applied through pragmatic approach using the theory of Bach and Harnish’s speech act and Yule’s speech act strategy. The research instrument is in the form of teachers’ speech containing directive meaning. Based on the analysis, it can be concluded that: (1) first, the category of teacher’s directive speech act in Arabic language teaching at MAN 1 Jombang involves requesting, advising, commanding, challenging, inviting, daring, and entreating directive speech acts, (2) the speech acts were delivered in directive or underactive with various motives. The results are expected to be useful to be referred in using directive speech acts whether its category or strategy in Arabic language learning. Thus, the communication between teachers and students can be more interactive and meaningful. Therefore, this research is needed to conduct.

scholarly journals Directive Speech Acts in Indonesian Language Learning in Surakarta Citizens' High Schools

2020 ◽  
Vol 4 (1) ◽  
pp. 1-10
Author(s):  
Siprianus Nahak ◽  
Sarwiji Suwandi ◽  
Nugraheni Eko Wardani
Keyword(s):  
High Schools ◽  
Language Learning ◽  
Learning Process ◽  
Speech Acts ◽  
Speech Act ◽  
Data Interpretation ◽  
Good Figure ◽  
Directive Speech Acts ◽  
Directive Speech ◽  
Bahasa Indonesia

The directive speech act in learning is speech act concerned on the conversation context. Conversation context aimed includes with whom, to whom, what, and how the speech delivered, therefore it mush be concerned by teacher and student in learning process. This research is conducted to describe directive speech act and between teacher with student and student with student in Indonesian learning at Surakarta Citizens' High Schools. The purpose of this research is to know the directive speech act in Indonesian learning process. The method conducted of this research is qualitative descriptive. The object of this research includes speech between teacher with student and student with student involved in Indonesian learning process. The data collecting technique of this research is conducted by: observation, recording, and note. The data analysis of this research is describing the recording value, data reduction, data interpretation, and summarising. Based on research value at Surakarta Citizens' High Schools, shows that directive speech act conducted by the teacher with student more dominant is done by teacher. It happens because the teacher as good figure of speaking and polite in speech.   Keywords: directive speech act, Indonesian  learning   Abstrak Tindak tutur direktif dalam pembelajaran merupakan tindak berbahasa yang memperhatikan konteks pembicaraan. Konteks pembicaraan yang dimaksud berkaitan dengan siapa, kepada siapa, apa, dan bagaimana tuturan itu disampaikan oleh karena itu, menjadi perhatian untuk guru dan siswa dalam proses pembelajaran. Penelitian ini dilakukan untuk mendeskripsikan tindak tutur direktif antara guru dengan siswa dan siswa dengan siswa dalam pembelajaran Bahasa Indonesia di SMA Warga Surakarta. Tujuan dalam penelitian ini untuk mengetahui tindak tutur direktif dalam proses pembelajaran Bahasa Indonesia. Metode yang digunakan dalam penelitian ini adalah dekriptif kualitatif. Objek dalam penelitian ini mencakup tuturan antara guru dengan siswa dan siswa dengan siswa. Subjek dalam penelitian ini adalah guru dan siswa yang terlibat dalam proses pembelajaran bahasa Indonesia. Teknik pengumpulan data dalam penelitian ini dilakukan dengan cara: pengamatan, perekaman, pencatatan. Teknik analisis data dalam penelitian ini adalah mendeskripsikan hasil rekaman, reduksi data, interpretasi data, dan menarik kesimpulan. Berdasarkan hasil penelitian di SMA Warga Surakarta menunjukan bahwa, penggunaan tindak tutur direktif yang dilakukan oleh guru dan siswa lebih dominan adalah guru. Hal ini terjadi karena guru sebagai contoh yang baik dalam bertutur dan santun dalam berbahasa.   Kata kunci: tindak tutur direktif, pembelajaran bahasa Indonesia

scholarly journals Using the First Language (L1) as a Resource in EFL Classrooms: Nepalese University Teachers’ and Students’ Perspectives

2018 ◽  
Vol 22 (1-2) ◽  
pp. 26-38 ◽  
Author(s):  
Pramod Kumar Sah
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Mixed Method ◽  
Speech Acts ◽  
Communicative Competence ◽  
First Language ◽  
Mixed Method Study ◽  
University Teachers ◽  
Classroom Speech ◽  
Teachers And Students

While challenging the widely held belief that students in English as a foreign language (EFL) classroom prefer their teachers not use the first language (L1), the study examined attitudes of university teachers and students towards using L1 and reasons for giving up on English and reverting to Nepali in English-medium lessons. Drawing on a mixed-method study that used survey questionnaire (N= 50) and interviews (N=15), the researcher identified a number of classroom speech acts that are performed by teachers’ and students’ in their L1. The findings revealed that both teachers and students had a positive attitude towards using L1; however, they held the belief that the overuse of L1 may impede language learning. Although the teachers seemed to discourage the use of Nepali (L1) in lessons aimed at developing learners’ communicative competence, they used Nepali to help learners comprehend complex concepts of grammar and lexis. Although the excessive use of Nepali was seemingly associated with teachers’ lack of communicative competence and creativity in delivering EFL lessons, students preferred their teachers to use the L1.Journal of NELTA ,  Vol. 22, No. 1-2, 2017 December

ACTION TO SPEAK IN INDONESIAN LEARNING INTERACTIONS CLASS X STUDENTS OF SMA MUHAMMADIYAH 1 BAUBAU (Tindak Tutur dalam Interaksi Belajar Bahasa Indonesia Siswa Kelas X SMA Muhammadiyah 1 Baubau)

2021 ◽  
Author(s):  
HARZIKO
Keyword(s):  
High School Students ◽  
Language Learning ◽  
Speech Acts ◽  
Spoken Language ◽  
Note Taking ◽  
School Students ◽  
Language Class ◽  
Goals And Objectives ◽  
Bahasa Indonesia ◽  
Senior High School Students

AbstractThe Use of Speech Actions in Indonesian Language Learning Interaction for Students Class X of SMA Muhammadiyah 1 Baubau". Data collection techniques in this study were recording techniques and note-taking techniques. The recording technique is the collection of data by recording the use of spoken language that is spontaneous, while the note-taking technique is the acquisition of relevant data by recording data following the goals and objectives of the study. The steps that the researchers took to obtain the data were to directly observe the situation in the field then chat or invite discussions but secretly recorded the conversation process between students regarding speech acts and then linked it to the appearance of their manners. Based on the results of the above research, speech acts in Indonesian Language Learning Interaction Class X Muhammadiyah 1 Baubau Senior High School. Students who spoke of Lokusi's speech acts were 001 (Adianti Said), 011 (Irawati), 013 (Yuyun Duwila), and 014 (Aliyono). Furthermore, the students who spoke of Illocutionary speech acts were 012 (Alifman), 014 (Aliyono), and 016 (Fitriana Risul). And the students who spoke of Perlocusi's speech acts were: 001 (Adianti Said), 007 (Murniwati), 012 (Alifman), and 019 (Yoki Atmajaya). Meanwhile, based on the results of the above research, the teacher's speech actions in the private learning interaction of Indonesian language class X SMA Muhammadiyah 1 Baubau, namely teacher respondents: there are 2 speech acts locus and speech acts of illocution are 2 while the speech acts of perlocution are 1.Keywords: Speech Actions, Interaction, language Indonesian

scholarly journals TINDAK TUTUR ILOKUSI GURU DAN SISWA DALAM PROSES PEMBELAJARAN BAHASA INDOENSIA KELAS VIII PK DI MTsN 3 BOYOLALI TAHUN AJARAN 2018/2019

An-Nas ◽  
2019 ◽  
Vol 3 (2) ◽  
pp. 27-37
Author(s):  
Novita nurul Halimah ◽  
Farida Yufarlina Rosita
Keyword(s):  
Data Collection ◽  
Language Learning ◽  
Learning Process ◽  
Speech Acts ◽  
Process Data ◽  
Language Class ◽  
Illocutionary Acts ◽  
Teachers And Students ◽  
Collection Data ◽  
Class Viii

This study reviews the illocutionary acts of teachers and students in the learning process of Indonesian Language class VIII PK in MTsN 3 Boyolali. This study aims to (1) describe the illocutionary acts of teachers and students in the VIII PK Indonesian Language learning process in MTsN 3 Boyolali, and (2) the purpose of the illocutionary speech acts of teachers and students in learning Indonesian VIII PK class at MTsN 3 Boyolali. This type of research is descriptive qualitative. The research techniques used in this study were competent listening and recording techniques. The data collection techniques are used by researchers to obtain comprehensive data regarding the types of speech acts of illocution during the learning process. Data analysis techniques in research using interactive model analysis consisting of four channels, namely, data collection, data reduction, data presentation, and drawing conclusions / verification. The results of this study found 78 data illocutionary speech acts according to Austin consisting of 6 vermiculative speech acts, 68 exclusive speech acts, and 4 commissive speech acts. The speech acts found have different goals and factors in speaking according to the situation and context. Every communication will succeed if the speaker understands the intentions of the speaker.  

scholarly journals PERSEPSI GURU BAHASA INDONESIA TERHADAP IMPLEMENTASI KURIKULUM 2013 (STUDI KASUS DI SMP NEGERI SE-KOTA MATARAM)

2018 ◽  
Vol 6 (1) ◽  
pp. 10
Author(s):  
Titin Untari ◽  
Baiq Yuliatin Ihsani
Keyword(s):  
Language Learning ◽  
Problem Based Learning ◽  
Learning Model ◽  
Research Data ◽  
Project Based Learning ◽  
Junior Secondary Schools ◽  
Interview Method ◽  
Junior Secondary ◽  
Teachers And Students ◽  
Bahasa Indonesia

Abstrak: Kurikulum 2013 yang mencakup sejumlah perubahan sudah mulai diberlakukan Juli 2013.Ada berbagai tanggapan tentang pemberlakuan kurikulum 2013 ini.  Kondisi dan sikap masing-masing sekolah (kepala sekolah, guru, dan siswa) serta elemen masyarakat berbeda-beda, antusias karena penasaran dan pesimis karena merasa belum siap. Oleh karena itu, pelaksanaan kurikulum 2013 perlu dikaji dengan lebih bijak  agar dapat dilaksanakan dengan baik dan benar-benar dapat meningkatkan kualitas pendidikan pada umumnya dan pembelajaran bahasa Indonesia pada khususnya. Persepsi dalam hal ini diartikan sebagai tanggapan atau penerimaan langsung dari beberapa pelaku pendidikanyaitu guru-guru bahasa Indonesia yang mengajar di kelas VII SMP Negeri se-Kota Mataram. Persepsi meliputi tanggapan guru tentang hal-hal sebagai berikut: (1) Perubahan mindset yanitu tanggapan tentang Indonesia dalam abad ke-21, (2) Konsep kurikulum 2013 yaitu berkaitan dengan SKL, KI, dan KD, (3) Analisis materi ajar yang meliputi: model pembelajaran, konsep pendekatan saintific, model pembelajaran project based learning, model pembelajaran problem based learning, model pembelajaran discovery based learning, dan konsep penilaian autentik pada proses dan hasil. Metode yang digunakan dalam penelitian ini adalah metode deskriptif kualitatif.Metode pengumpulan data menggunakan metode wawancara dan metode dokumentasi. Subjek penelitian ini adalah guru-guru bahasa Indonesia yang mengajar di kelas VII se-Kota Mataram yang terdiri dari 7 SMP Negeri meliputi SMPN 2, SMPN 6, SMPN 9, dan SMPK Kesuma, dan MTs. Darul Hikmah Mataram. Adapun rencana kegiatan yang akan dilakukan meliputi observasi awal untuk mengetahui  persepsi guru bahasa Indonesia terhadap implementasi kurikulum 2013 dengan harapan implementasi kurikulum 2013 adalah kurikulum yang dapat menghasilkan insan Indonesia yang produktif, kreatif, inovatif dan efektif melalui penguatan sikap, keterampilan, dan pengetahuan yang terintegrasi. Berikunya adalah wawancara untuk mengetahui persepsi guru-guru bahasa Indonesia terhadap implementasi kurikulum 2013. Reduksi data diperlukan untuk memilah dan memfokuskan hal-hal penting tentang implementasi kurikulum 2013. Sedangkan  displaydata diperlukan untuk menampilkan data penelitian yang digunakan untuk memverifikasi  data sebagai langkah awal untuk mengambil kesimpulan. Pengujian keabsahan data berpedoman pada kredibilitas yaitu data penelitian harus mengandung nilai kebenaran.Sedangkan depentabilitas dalam penelitianini mengusahakan agar data penelitian yang diperoleh bermutu.Abstract: The 2013 curriculum which includes a number of changes has already been put into effect July 2013. There are various responses about the implementation of this 2013 curriculum. The conditions and attitudes of each school (principals, teachers, and students) and elements of society are different, enthusiastic because of curiosity and pessimism because they feel not ready. Therefore, the implementation of the 2013 curriculum needs to be studied more wisely in order to be implemented properly and can really improve the quality of education in general and Indonesian language learning in particular. Perception in this case is defined as the response or direct acceptance of some of the actors of education that is the Indonesian teachers who teach in the seventh grade of SMP Negeri as Mataram City. Perceptions include the teacher's response to the following matters: (1) The change of mindset that is the response of Indonesia in the 21st century, (2) The concept of curriculum 2013 is related to SKL, KI, and KD, (3) : learning model, saintific approach concept, project based learning model, problem based learning model, discovery based learning model, and authentic assessment concept on process and outcome. The method used in this research is descriptive qualitative method. Data collection method using interview method and documentation method. The subjects of this study were Indonesian teachers who taught in grade VII in Mataram City which consisted of 7 State Junior Secondary Schools, including SMPN 2, SMPN 6, SMPN 9, Kesuma and SMPK, and MTs. Darul Hikmah Mataram. The planned activities that will be carried out include preliminary observation to know the perception of Indonesian teachers towards the implementation of the 2013 curriculum with the hope that the implementation of the 2013 curriculum is a curriculum that can produce productive, creative, innovative and effective Indonesian people through strengthening attitudes, skills and integrated knowledge. The election is an interview to find out the perceptions of Indonesian teachers on the implementation of the 2013 curriculum. Data reduction is needed to sort out and focus the important things about the implementation of the 2013 curriculum. While displaydata is required to display research data used to verify data as a first step to draw conclusions . Testing the validity of the data guided by the credibility of the research data must contain the value of truth. While the depentability in this research to make the research data obtained quality.

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