scholarly journals Faktor Pendukung dan Penghambat Peran Pendampingan Suami Terhadap Isteri Pada Masa Kehamilan dan Persalinan

2021 ◽  
Vol 10 (2) ◽  
pp. 475-483
Author(s):  
Theresia Limbong
Keyword(s):  

Pendahuluan; peran pendampingan suami masih menjadi masalah sosio-medis baik pada tingkat global maupun pada tingkat nasional dan lokal. Tujuan; mengkaji faktor-faktor pendukung dan penghambat peran pendampingan suami terhadap isteri pada masa kehamilan dan persalinan. Metode; metode deskriptif kualitatif, eksploratif dan studi fenomenologi. Sumber data adalah data primer dan sekunder. Teknik pengumpulan data meliputi observasi, interview dan dokumentasi. Instrumen utama penelitian adalah penulis sendiri, dengan didukung pedoman wawancara, melakukan pencatatan, perekaman dan validasi data, dan peralatan pencatatan lapangan tape recorder, kamera digital Model analisis data dilakukan secara interaktif dan berlangsung secara terus menerus sampai tuntas. Rangkaian prosesnya mencakup reduksi data, penyajian data, dan verifikasi data. Hasil; bahwa struktur sosial, aktor sosial (meliputi empati, persepsi positif, motivasi, nilai-nilai kepercayaan, sikap, kompetensi sosial, dan perilaku sosial), dukungan keluarga, perubahan-perubahan multidimensional pada isteri, kebutuhan pemecahan masalah dan konflik, kesemuanya merupakan faktor pendukung. Sedangkan waktu, ruang, pekerjaan, persepsi yang negatif, frekuensi kehamilan dan bersalin, kebijakan tempat kerja, kebijakan di pusat pelayanan kesehatan, dan perilaku isteri adalah faktor-faktor penghambat. Kesimpulan; bahwa faktor pendukung peran pendampingan suami terhadap isteri selama masa kehamilan hingga persalinan adalah: nilai dan norma sosial; faktor social, dukungan keluarga; perubahan multidimensional pada isteri; dan kebutuhan pemecahan masalah dan konflik

2016 ◽  
Vol 13 (1) ◽  
Author(s):  
Jupriaman Jupriaman ◽  
Sri Minda Murni

The objectives of this study were to describe the classroom discourse structure, to describe how the classroom discourse is realized by teacher and students and the reasons for the realizations of the ways they are. The source of the data was English teacher and the students while the data are verbal and non verbal utterances of students and teachers. The instruments for collecting data were video tape recorder and researcher’s field note. The data were collected by observing and recording the utterances uttered by the teacher and students. The findings showed that the classroom discourse structures were dominantly realized by Initiation and Response (IR) structure. It was reflected in teacher direct, elicit and information exchanges was found that the classroom discourse structures. The other exchanges occur are boundary (framing and focusing move), directive, informing, check, accept, react, reply, nomination, marker, bid and conclusion acts. The reasons why the realization as the ways they are (1) teacher as a centre of interaction, (2) teacher gives some questions without any caring to the evaluation, appreciation and feedback without any feedback to make dialogue, (3) students have been disciplined not to speak in classes without a teacher’s direction, and most of them are unwilling to speak English.   Keywords: Classroom Discourse Structures, Initiation and Response, Sinclair and Coulthard Theory


2020 ◽  
Vol 64 (1) ◽  
pp. 15-24
Author(s):  
Kupriyanov A.O. ◽  
◽  
Kuznetsov D.A. ◽  
Morozov D.A. ◽  
Leve D.E. ◽  
...  

Sign in / Sign up

Export Citation Format

Share Document