scholarly journals MENINGKATKAN KEMAMPUAN BERBICARA PADA SISWA KELAS IV SD NEGERI 38 KOTA TERNATE MELALUI MODEL PEMBELAJARAN ROLE PLAY

EDUKASI ◽  
2019 ◽  
Vol 17 (2) ◽  
Author(s):  
Kodrat Hi. Karim ◽  
Suhardi Abdullah
Keyword(s):  
Role Play ◽  
Bahasa Indonesia

Penelitian ini dilakukan untuk mengetahui bagaimana penggunaan role play dalam meningkatkan kemmapuan berbicara sisiwa kelas IV SD Negeri 3 Guruapin, serta untuk mengetahui sejauhmana penggunaan role play dalam meningkatkan kemampuan berbicara siswa kelas IV SD Negeri 38 Kota Ternate. Penelitian ini dilaksanakan di kelas IV dengan melibatkan 37 siswa dan guru kelas sebagai sumber data. Metode penelitian yang digunakan adalah penelitian tindakan kelas dengan 2 siklus pembelajaran. Setiap siklus terdiri dari 4 tahapan, yakni perencanaan, pelaksanaan, observasi, dan refleksi. Penelitian dilaksanakan dalam dua siklus. Setiap sikluas dilaksanakan dua kali tatap muka. Dari hasil penelitian tindakan kelas tentang penggunaan role play dalam meningkatkan kemampuan berbicara siswa kelas IV SD Negeri 38 Kota Ternate dapat ditemukan bahwa siklus I terdapat 18 siswa atau 48.64% siswa dinyatakan tuntas belajar, sementara 19 siswa atau 51.35% siswa dinyatakan belum tuntas. Kemudian meningkat pada tindakan siklus II yaitu sebanyak 30 siswa atau 81.08% dinyatakan mencapai ketuntasan belajar, dan terdapat 7 siswa atau 18.91% siswa dinyatakan belum tuntas. Adapun peningkatan dari tindakan siklus I ke siklus II adalah sebesar 31.44%. Kata Kunci:  Bahasa Indonesia, Berbicara, Role Play

PENERAPAN METODE BERMAIN PERAN UNTUK MENINGKATKAN PEMBELAJARAN BAHASA INDONESIA ASPEK BERBICARA

2017 ◽  
Vol 6 (2) ◽  
pp. 223
Author(s):  
Musa Ismail
Keyword(s):  
High School ◽  
Language Learning ◽  
Role Play ◽  
Senior High School ◽  
Language Teachers ◽  
Literary Works ◽  
Communication Ability ◽  
The Subject ◽  
Bahasa Indonesia

Indonesian language (IN) is one of the obligatory lessons in Senior High  School. The learning of Indonesian language is pointed to the  increasing ability of students. This aim  to increase students’ ability to communicate in Indonesian language well and properly. The communication ability is expected especially in oral and written. Besides, students are hoped to  be  able  to  appreciate  literary works. The objective of this research is to identify and to describe the implementation of role play method in the efforts to increase the activity of Indonesian language  learning  in speaking aspects and to identify and to get  the description whether  the implementation of the method can increase process and result speaking aspect of Indonesian language learning of students class XI IPS 1, Semester 1, SMAN 3 Bengkalis. The method used was classroom action method and the subject was class XII IPS 1, semester 1, SMAN 3 Bengkalis. The collection of data and information were carried out by observation, journal and document study. The result of the research showed that (1) The implementation of of  role play method can increase  the activities of  speaking aspects  in   Indonesian  language learning. On the  1st cycle1, 1st meeting, the percentage of students’ activities was 73% with the good category (3,6), while on the second meeting, it was 82% with the very good category (3,7). On the first meeting of the second cycle, the percentage of students’ activities became 83% with the very good category (4,3), while on the second meeting was 96% with the  very good category (5,0), (2) The implementation of role play method is able to increase the result of speaking aspect in learning Indonesian language. On the first cycle, the students’ reserved effort was 73% while on the second cycle was 77%. Meanwhile, based on attachment 3, the classical completeness on cycle 1 reached 86%, on cycle 2,  it  increased 96%. Based on the result  of  the  research,  the  researcher proposed that it would be better for the Indonesian language  teachers to implement role play method for the materials  that  are  suitable  with . speaking aspects. The reason is that this method is proved to be able to increase the process and result of students  learning. When implementing  this method,  teachers are hoped to give guidance, motivation, and explanation that more focused so that students can learn optimally.Abstrak  Bahasa Indonesia (BI) merupakan salah satu mata pelajaran wajib di SMA. Pembelajaran BI diarahkan  untuk  meningkatkan  kemampuan  peserta  didik.  Hal  ini  bertujuan  untuk meningkatkan  kemampuan  siswa  berkomunikasi  dalam  BI  dengan  baik  dan  benar. Kemampuan  berkomunikasi  yang  diharapkan  terutama  secara  lisan maupun  tulisan.  Selain itu,  siswa  diharapkan  juga  sanggup mengapresiasi  hasil  karya  sastra.  Tujuan  penelitian  ini adalah untuk mengetahui dan mendeskripsikan bagaimana penerapan metode bermain peran dalam upaya meningkatkan aktivitas pembelajaran BI aspek berbicara dan untuk mengetahui dan mendeskripsikan  apakah  penerapan metode  bermain  peran  dapat meningkatkan  proses dan  hasil  pembelajaran  BI  aspek  berbicara  siswa  kelas  XI  IPS  1,  Semester  1,  SMAN  3 Bengkalis. Metode  penelitian  ini  adalah  penelitian  tindakan  kelas  dengan  subjek  penelitian siswa  kelas  XII  IPS  1,  semester  1,  SMAN  3  Bengkalis.  Pengumpulan  data  dan  informasi dilakukan melalui observasi/pengamatan,  jurnal, dan telaah dokumen. Hasil penelitian, yaitu  (1)  Penerapan  metode  bermain  peran  dapat  meningkatkan  aktivitas  pembelajaran  Bahasa Indonesia aspek berbicara pada  siswa kelas XI  IPS  1, Semester  1, SMAN  3 Bengkalis T.P. 2013/2014.  Pada  siklus  1  pertemuan  1,  persentase  aktivitas  belajar  siswa  adalah  73  persen dengan kategori  baik  (3,6),  sedangkan pertemuan  2  sebesar 82 persen dengan kategori  baik (3,7). Pada siklus 2 pertemuan 1, persentase aktivitas belajar siswa menjadi 83 persen dengan kategori sangat baik (4,3), sedangkan pertemuan 2 sebesar 96 persen dengan kategori sangat baik  (5,0);  (2)  Penerapan  metode  bermain  peran  dapat  meningkatkan  hasil  pembelajaran Bahasa Indonesia aspek berbicara siswa kelas XI IPS 1, Semester 1, SMAN 3 Bengkalis T.P 2013/2014. Pada siklus 1, daya serap siswa sebesar 73 persen, sedangkan siklus 2 sebesar 77 persen. Sementara itu, berdasarkan Lampiran 3, ketuntasan klasikal pada  siklus  1 mencapai 86  persen,  sedangkan pada siklus 2 meningkat  menjadi  96  persen. Berdasarkan hasil penelitian, peneliti menyarankan agar guru mata pelajaran, khususnya Bahasa Indonesia sebaiknya menerapkan metode bermain  peran untuk materi yang sesuai dengan aspek berbicara. Alasannya, metode ini terbukti mampu meningkatkan aktivitas dan hasil belajar siswa. Ketika menerapkan metode bermain peran untuk aspek  berbicara, guru dituntut memberikan bimbingan, motivasi, dan penjelasan yang  lebih  terfokus agar siswa dapat melaksanakan pembelajaran dengan maksimal.

scholarly journals BERMAIN PERAN (ROLE PLAY) DALAM PEMELAJARAN KETERAMPILAN BERBICARA BAGI PEMELAJAR BIPA TINGKAT PEMULA

2020 ◽  
Vol 2 (2) ◽  
pp. 65
Author(s):  
Tofan Gustyawan
Keyword(s):  
Language Acquisition ◽  
Language Learning ◽  
Learning Process ◽  
Language Comprehension ◽  
Role Play ◽  
Practical Experience ◽  
Teaching Material ◽  
Comprehension Process ◽  
Creative Teacher ◽  
Bahasa Indonesia

Artikel ini ditulis berdasarkan pengalaman praktis dalam merancang bahan ajar BIPA yang sesuai dengan kebutuhan pembelajar BIPA. Kebutuhan pembelajar yang beragam dapat dijadikan sebagai pertimbangan dalam penyusunan bahan ajar BIPA.  Kebutuhan pembelajar harus diketahui agar proses pembelajaran bahasa Indonesia dapat terakomodasi. Pada proses pembelajaran memerlukan pengajar yang kreatif menghadirkan konteks Indonesia dalam proses pemahaman bahasa Indonesia. Pengajar BIPA yang kreatif salah satunya adalah pengajar yang mampu mengaplikasikan kemampuan seni dalam proses pemerolehan bahasa sebagai strategi pembelajaran BIPA.This article is written according to practical experience in planning BIPA teaching material which is suitable for BIPA learners' needs. Various learners' needs can be become a consideration in making BIPA teaching material. Learners' need must be known  so that Indonesian Language learning process can be accommodated. On learning process is needed a creative teacher whom can bring Indonesian contexts in Indonesian Language comprehension process. One of creative BIPA teachers is a teacher who can apply his art ability in language acquisition process  as a strategy in BIPA teaching.

scholarly journals Penerapan Metode Bermain Peran Mata Pelajaran Bahasa Indonesia Pada MI Kelas 2

2019 ◽  
Vol 2 (1) ◽  
pp. 01
Author(s):  
Nur Aini
Keyword(s):  
Learning Process ◽  
Role Play ◽  
Role Playing ◽  
Learning Interest ◽  
Bahasa Indonesia

Role playing can be called a drama or imitating certain behaviors or characters that differentiate each student's position. With this method, students are expected to be able to issue their imagination in playing a character or living up to the character of a predetermined character. The research was conducted on 2nd grade students at MI Muhammadiyah 2 Kedungbanteng Tanggulangin, Sidoarjo. Method of role play a method that can be one of the solutions in the learning process in the classroom that allows learners or students the spirit in learning. And it can increase students learning interest so that students can sharpen their thinking to learn well and try hard to get a satisfactory value.  

scholarly journals Strategi Komunikasi Pemelajar Bahasa Indonesia bagi Penutur Asing Asal Filipina

2017 ◽  
Vol 6 (2) ◽  
pp. 160
Author(s):  
Yeyen Purwiyanti ◽  
Sarwiji Suwandi ◽  
NFN Andayani
Keyword(s):  
Role Play ◽  
Verbal Communication ◽  
Communication Strategy ◽  
Natural Background ◽  
Study Case ◽  
Bahasa Indonesia

This research aims to describe and explain the communication strategy used by BIPA students from Philippines during BIPA learning. This research is a study case using natural background. The researcher will describe and explain both verbal and non-verbal communication strategy used by BIPA students of UPT Bahasa UNS who come from Philippines. Data of this research are result of observation and interview note from BIPA students from Phillipines as well as BIPA teachers. The result of this research is communication strategy used by BIPA students from Philippines, which are equivallance, borrowing, dictionary, self-correction, prefix, role play, phrase, preposition, similar pronounciation and diction. Communication strategy that is dominantly used by BIPA students is borrowing English in the communication of targeted language. Targeted language in this research is Indonesian. Verbal and non-verbal communication strategy has benefit toward BIPA students to understand the on-going event. Moreover, it could bridge the gap between the students and the teachers, as well as among the students. Abstrak Penelitian ini bertujuan untuk mendeskripsikan strategi komunikasi yang digunakan oleh pemelajar BIPA asal Filipina dalam pembelajaran BIPA. Penelitian ini merupakan penelitian studi kasus dengan menggunakan latar natural. Peneliti akan mendeskripsikan dan menjelaskan strategi komunikasi verbal dan nonverbal yang digunakan oleh pemelajar BIPA UPT Bahasa UNS yang berasal dari negara Filipina. Data penelitian ini berupa catatatan lapangan hasil observasi dan catatan lapangan hasil wawancara pemelajar BIPA yang berasal dari Filipina dan pengajar BIPA. Hasil dari penelitian ini adalah strategi komunikasi yang digunakan oleh pemelajar BIPA asal Filipina, yaitu ekuivalensi, peminjaman, kamus, koreksi diri, imbuhan, peragaan, frasa, preposisi, kemiripan lafal, dan diksi. Strategi komunikasi yang dominan digunakan adalah peminjaman bahasa Inggris dalam menggunakan komunikasi bahasa target dalam penelitian ini adalah bahasa Indonesia.

scholarly journals THE EFFECTIVENESS OF ROLE PLAYING MODEL ON UPGRADING STUDENTS’ SKILL OF APPRECIATION

2020 ◽  
Vol 2 (1) ◽  
pp. 106-110
Author(s):  
Liza Murniviyanti ◽  
Mohsin Shaikh ◽  
Gusmaizal Syandri
Keyword(s):  
Education Program ◽  
Research Method ◽  
Role Play ◽  
Role Playing ◽  
Research Data ◽  
Test Technique ◽  
Practice Test ◽  
Literature Education ◽  
Bahasa Indonesia ◽  
Program Research

The problem in this research was lack of students' confidence to play the role and the lack of experience of students in the experience of literature which resulted in the ability to appreciate the role play was still not satisfied. One way to tackle the problem was using the role playing method. The research method used was experiment. The population of this research was the fourth semester students of Bahasa Indonesia and Literature Education Program. Research data were obtained through practice test technique. The results showed that there was influence of role playing method on role playing ability in accordance with drama script written by students.

scholarly journals Pelatihan Penggunaan Bahasa Kelas (Classroom Language) Dalam Pembelajaran Bahasa Inggris Bagi Guru SMK Jakarta Pusat 1 Jakarta

Jurnal SOLMA ◽  
2018 ◽  
Vol 7 (1) ◽  
pp. 1
Author(s):  
Martriwati Martriwati ◽  
RR Sri Setyani ◽  
Heni Novita Sari ◽  
Nita Kaniadewi
Keyword(s):  
Role Play ◽  
Classroom Language ◽  
Post Test ◽  
Bahasa Indonesia

Pelatihan ini bertujuan untuk meningkatan wawasan dan keterampilan bahasa Inggris guru-guru SMK Jakarta Pusat 1 khususnya dalam penggunaan bahasa kelas atau Classroom Language. Target luaran yang ingin dicapai dari pelatihan ini adalah supaya kemampuan guru dalam menggunakan classroom language bisa meningkat baik secara kuantitas maupun kualitas dalam rangka menghadapi rencana jangka panjang sekolah untuk mendirikan kelas dwi bahasa dapat terlaksana sesegera mungkin. Pelatihan ini dilakukan di Sekolah Menengah Kejuruan Jakarta Pusat 1 yang berlokasi di Jl. Abdul Muis Jakarta Pusat dan dilakukan selama 4 hari dimulai dari tanggal 26 Desember hingga 29 Desember 2016. Materi pelatihan berisikan konsep Classroom Language, jenis-jenis Classroom Language dan bagaimana mengucapkan Classroom Language tersebut dengan benar. Semua materi pelatihan disampaikan secara interaktif dimana peserta pelatihan terlibat aktif dalam setiap kegiatan hingga praktek role play penggunaan Classroom Language di  depan peserta lain dalam kelompok. Hasil dari kegiatan pelatihan melalui post test yang diberikan baik secara tulisan maupun praktek menunjukkan ada peningkatan yang signifikan di beberapa kompenen Classroom Language yaitu di kegiatan opening(Greeting) dan Penutup. Pada kegiatan inti, peningkatan yang terjadi tidak begitu signifikan terjadi karena peserta pelatihan fokus pada penyampaian materi dalam bahasa Indonesia sehingga seringkali lupa mengucapkan Classroom Language seperti memberikan perintah (command), permintaan (request) atau menegur siswa ketika situasi itu memungkinkan.

scholarly journals KEEFEKTIFAN METODE DISKUSI KELOMPOK DAN BERMAIN PERAN DALAM MENINGKATKAN KETERAMPILAN BERBAHASA INDONESIA MAHASISWA THAMMASAT UNIVERSITY, THAILAND

LingTera ◽  
2015 ◽  
Vol 2 (1) ◽  
pp. 84
Author(s):  
Wandah Waenawae ◽  
Pujiati Suyata
Keyword(s):  
Foreign Language ◽  
Performance Appraisal ◽  
Group Discussion ◽  
Role Play ◽  
Asian Studies ◽  
Southeast Asian Studies ◽  
Sample Test ◽  
Quasi Experimental ◽  
Speaking Skill ◽  
Bahasa Indonesia

Permasalahan penelitian adalah perbandingan keefektifan metode diskusi kelompok dan bermain peran dalam meningkatkan keterampilan berbicara bahasa Indonesia mahasiswa di Thammasat University, Thailand. Tujuan penelitian untuk menentukan metode pembelajaran yang lebih efektif antara metode diskusi kelompok dan bermain peran dalam pembelajaran keterampilan berbicara bahasa Indonesia mahasiswa di Thammasat University, Thailand. Penelitian ini merupakan penelitian eksperimen semu. Populasi penelitian adalah seluruh mahasiswa jurusan kajian Asia Tenggara di Thammasat University yang mengambil mata kuliah pembelajaran bahasa Indonesia sebagai bahasa asing. Sampel penelitian adalah mahasiswa yang belajar bahasa Indonesia di kelas dasar. Pengambilan data menggunakan instrumen lembar penilaian performansi keterampilan berbicara bahasa Indonesia. Validitas instrumen menggunakan validitas isi. Reliabilitas instrumen diperiksa melalui teknik interrater. Data kemudian dianalisis menggunakan Independent Sample Test dengan bantuan program SPSS 17.0 for windows. Hasil penelitian membuktikan bahwa metode bermain peran lebih efektif daripada metode diskusi kelompok untuk meningkatkan keterampilan berbicara bahasa Indonesia mahasiswa Thammasat University, Thailand. __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ THE EFFECTIVENESS OF PROMOTING THE INDONESIAN SKILL THROUGH GROUP DISCUSSION AND ROLE PLAY METHODS ON THE STUDENT OF THAMMASAT UNIVERSITY, THAILAND   Abstract The problem is the comparative effectiveness method for improving the Indonesian speaking skill of the students of Thammasat university,Thailand. The study is aimed to discribe the effectiveness comparison of the more effective method between group discussion and role play methods in improving the Indonesian speaking skill of the students at Thammasat university,Thailand. The research was quasi-experimental. The population was all of the Southeast Asian Studies Program students of Thammasat University, Thailand who took a course in the teaching of Indonesian as a foreign language. The sample was the students at the beginning class. The data collection used the performance appraisal instrument sheets of Indonesian speaking skill. The validity of the instrument was using content validity. The reliability of the instrument examined using the interrater technique. The data were analyzed using Independent Sample Test with SPSS 17.00 for Windows. The result of the research proves that the role play method is more effective than the group discussion method in improve the Indonesian speaking skill of the students of Thammasat University, Thailand. Keywords: speaking skill, group discussion, and role play

Effects of Using Mixed Reality With Coaching on the Interprofessional Communication Skills of Speech-Language Pathology Graduate Students

2021 ◽  
pp. 1-21
Author(s):  
Jacqueline A. Towson ◽  
Matthew S. Taylor ◽  
Diana L. Abarca ◽  
Claire Donehower Paul ◽  
Faith Ezekiel-Wilder
Keyword(s):  
Graduate Students ◽  
Self Efficacy ◽  
Mixed Reality ◽  
Role Play ◽  
Speech Language Pathology ◽  
Traditional Role ◽  
Allied Health Professionals ◽  
Interprofessional Communication ◽  
Language Pathology ◽  
The Individual

Purpose Communication between allied health professionals, teachers, and family members is a critical skill when addressing and providing for the individual needs of patients. Graduate students in speech-language pathology programs often have limited opportunities to practice these skills prior to or during externship placements. The purpose of this study was to research a mixed reality simulator as a viable option for speech-language pathology graduate students to practice interprofessional communication (IPC) skills delivering diagnostic information to different stakeholders compared to traditional role-play scenarios. Method Eighty graduate students ( N = 80) completing their third semester in one speech-language pathology program were randomly assigned to one of four conditions: mixed-reality simulation with and without coaching or role play with and without coaching. Data were collected on students' self-efficacy, IPC skills pre- and postintervention, and perceptions of the intervention. Results The students in the two coaching groups scored significantly higher than the students in the noncoaching groups on observed IPC skills. There were no significant differences in students' self-efficacy. Students' responses on social validity measures showed both interventions, including coaching, were acceptable and feasible. Conclusions Findings indicated that coaching paired with either mixed-reality simulation or role play are viable methods to target improvement of IPC skills for graduate students in speech-language pathology. These findings are particularly relevant given the recent approval for students to obtain clinical hours in simulated environments.

Using the Theory of Planned Behavior to Predict Faking in Selection Exercises Varying in Fidelity

2018 ◽  
Vol 17 (3) ◽  
pp. 155-160 ◽  
Author(s):  
Daniel Dürr ◽  
Ute-Christine Klehe
Keyword(s):  
Theory Of Planned Behavior ◽  
Planned Behavior ◽  
Predictive Validity ◽  
Group Discussion ◽  
Role Play ◽  
Selection Procedure ◽  
High Fidelity ◽  
Selection Research ◽  
Play Group

Abstract. Faking has been a concern in selection research for many years. Many studies have examined faking in questionnaires while far less is known about faking in selection exercises with higher fidelity. This study applies the theory of planned behavior (TPB; Ajzen, 1991 ) to low- (interviews) and high-fidelity (role play, group discussion) exercises, testing whether the TPB predicts reported faking behavior. Data from a mock selection procedure suggests that candidates do report to fake in low- and high-fidelity exercises. Additionally, the TPB showed good predictive validity for faking in a low-fidelity exercise, yet not for faking in high-fidelity exercises.

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