ABSTRAKBeberapa waktu silam pengajaran bahasa dihadapkan pada pilihan apakah akan fokus mengajarkan penggunaan bahasa (language use) atau akan berfokus pada`pengajaran bentuk bahasa. Artinya ada dua pendapat tentang bagaimana pengajaran bahasa harus dilakukan untuk meningkatkan kemampuan berbahasa. Beberapa pendekatan dalam pengajaran bahasa berpihak pada konsep keterampilan berbahasa yang mengarah pada 'communicative proficiency' merekomendasi pentingnya pemahaman bentuk kata dan tatabahasa untuk memperlancar kemampuan berkomunikasi siswa. Dimensi tata bahasa dihubungkan dengan fungsi sebagai sarana pemakaian bahasa yang baik. Aturan atau kaidah yang terdapat dalam bahasa akan menuntun orang menghasilkan pemakaian bahasa yang tidak saja baik tetapi juga benar. Berbagai sudut pandang yang telah dikemukakan sebelumnya memperkuat kesimpulan bahwa pembelajaran bentuk kata dan aturan atau kaidah bahasa menyumbang dalam memfungsikan pelajaran Bahasa Indonesia. Untuk alasan itulah dalam pengembangan bahan ajar bahasa Indonesia juga memasukkan aspek kebahasaan berupa bentuk kata dan aturan/kaidah bahasa.Untuk merumuskan konsep tata bahasa kita harus memperhitungkan dan menempatkan secara tepat baik dalam struktur bahasa maupun dalam penggunaan komunikasi. Rumusan tata bahasa dalam bahasa yang digunakan mencakup tiga tataran yaitu tataran morfologi (subsentential), tataran sintaksis (sentential), dan tataran wacana (suprasentential). Subsentential adalah bagaimana sebuah kata dibentuk dan difungsikan dalam kalimat. Sentential adalah bagaimana kedudukan kata kata dalam kalimat, dan pola-pola pengguanannya dalam bentuk kalimat. Suprasentential adalah bagaimana menampilkan bentuk kata dalam sebuah wacana yang sesuai.Kata kunci: communicative proficiency, aspek tata bahasa, bahasa alat berpikir, subsentential, sentential, suprasentential LANGUAGE ASPECT LEARNING IN INDONESIAN LANGUAGE BUILDING ABSTRACTSome time ago language teaching was faced with the choice of whether to focus on teaching the use of language (language use) or focusing on 'language form teaching.
The purpose of this study was to determine the reflective analysis of Indonesian language learning activities in the independent curriculum based on educational policies. The research method used is descriptive qualitative method. The type of data taken is a description of learning activities in the teaching module. The result of this study is that the learning activities in the independent curriculum teaching module are in accordance with existing policies and are based on life skills, namely life skills independently and in accordance with national education goals, namely on the spiritual dimension of faith, piety to God Almighty, and noble character as well as student participation in class.
The purpose of this activity is to train UMKM perpetrator in formal written communication such as in official letters through digital-based training. The development of UMKMs as one of the supporters of economic growth must be accompanied by the development of human resources in various aspects. One way to improve individual competence and strengthen individual characteristics in communication competence and mastery of digital literacy to support business performance. One of the business performances of UMKM perpetrator is the ability to write communication in correspondence, licensing, and proposal activities. The coaching needed is of course in the form of more intensive and continuous training. The coaching in question is training related to written language skills through letters, permits, and proposal forms using digital means, which is limited to UMKM perpetrator in the Bahagia Village, Babelan, Bekasi. The method that will be carried out in the implementation of this program is online and offline in four stages, namely: 1) presentation of the importance of written language skills to achieve language communication goals, 2) discussion of various cohesive and coherent language rules. , 3) UMKM perpetrator carry out written language practice of compiling letters according to the context of their service and business fields through editing activities for the purpose of improving the purposes of letter language communication, 4) mentoring activities and reflection on coherent and cohesive writing and language practice offline.
This Community Service Activity (P2M) departs from the problems of teachers' ignorance of the concept of the Merdekan Belajar’s Curriculum and its implementation. This P2M activity aims to improve the competence of elementary school teachers in Cinyosog Village, Cileungsi in compiling a Learning Implementation Plan (RPP) for Merdeka Belajar based on characters and 21st century skills. This competency enhancement was carried out through socialization activities regarding RPP Merdeka Belajar based on characters and 21st century skills, then Training on Preparation for the Merdeka Belajar’s RPP based on the Character and Skill of 21st Century for Teachers of SDN 01 Cinyosog by offline and online. This P2M activity was attended by 14 teachers at SDN Cinyosog 01 Cileungsi. This training provided the concept of Merdeka Belajar based on characters and 21st century skills, then compiled RPP. This RPP is linked to the 2013 SD Curriculum that was applicable during the Covid-19 pandemic, namely the Merdeka Belajar’s RPP with simplification of KI-KD in the curriculum structure, as well as simplifying the components in the RPP. The lesson plan includes three components, namely learning objectives, learning steps, and evaluation of the learning presented based on the characters and skills of the 21st century. The product of this training activity is a collection of lesson plans compiled by the teachers of SDN Cinyosog 01 Cileungsi and videos of the training activities for the Merdeka Belajar’s RPP based on the Characters and Skills of the 21st Century which was uploaded on the Youtube channel of the PBSI FBS UNJ Study Program.
The research objective is to determine inference of verbal communication based on context analysis and communication event context in public service advertisement. The focus of the research is the inference using context analysis with some categories as follow, personal intepretation, locational intepretation, temporal intepretation, and analogical intepretation. This research also refers to communication event context which consists of setting and scene, participant, ends, act sequence, keys, instrument, norms, and genres. The object of the research is 50 public service advertisements consisting of 485 word pairs. The methodology implemented in this research is qualitative with content analysis method. The result of analysis based on intepretational context shows that 830 intepretations were identified in 485 word pairs which mostly contains personal intepretation of 49%, analogical intepretation of 35%, 9% is the locational intepretation, and 7% temporal intepretation. Based on communication event in the advertisement, it is noticed that the process of message delivery is mostly in the form of elocution of 42% with presuasive message of 68% and comprehension communication reaches 56%. In terms of communication style, casual communication is 38%, while open communication is 66%. Based on data analysis, 9% of the advertisement uses female character as a communicator with local residential as background of 28% and day time setting of 66%. Most of the communication atmosphere used (38%) is easy situation. Based on overall context analysis, most of public service advertisement (64%) sponsored by state institution contain persuasive context (public information, government program or services).
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