Penelitian ini bertujuan menganalisis kesesuaian silabus mata kuliah keterampilan menulis (Production Écrite) bahasa Prancis dengan keterampilan Abad ke-21, yaitu The 4Cs yang meliputi Critical Thingking (berpikir kritis), Creativity (kreativitas), Communication (komunikasi), dan Colaboration (kolaborasi). Silabus yang dianalisis terdiri dari silabus mata kuliah Menulis semester 1 sampai dengan semester 4. Analisis ini nantinya akan dijadikan masukan dalam mengembangkan silabus enulis bahasa Prancis untuk mahasiswa tingkat I dan tingkat II Program Studi Pendidikan Bahasa Prancis–Universitas Negeri Jakarta. Sebagai masukan dianalisis pula RPS keterampilan menulis Program Studi Pendidikan Bahasa Prancis ex IKIP. Berdasarkan analisis unsur-unsur RPS, semua RPS termasuk RPS yang baik karena memenuhi unsur-unsur yang harus ada dalam RPS. Namun ada beberapa keterampilan Abad ke-21 yang belum terintegrasi dalam RPS-RPS tersebut, seperti keterampilan menganalisis, mengevaluasi, mengambil keputusan, memiliki imajinasi, fleksibilitas, keterbukaan, berinovasi dan menggunakan teknologi.Kata Kunci: keterampilan abad ke-21, keterampilan menulis, silabus
The information technology in learning during this pandemic situation is very important, because we did online courses, while not all teachers, including French teachers, are ready to do online courses. In learning stage there are preliminary, core and closing stages. In the preliminary stage contains information about Core Competencies (KI) and Basic Competencies (KD) that will be discussed, motivating students, apperception, etc. The core activity stage is the stage of making students understand the material in various ways and various media. The closing stage is to provide an evaluation, exercise, or test. This research focuses on the closing stage, which using Kahoot in the evaluation stage. Because not all French teachers know about Kahoot, this Kahoot implementation training becomes needed. The results are Kahoot documents made by French vocational schoolteachers. Kahoot is made according to their needs. There are 8 Kahoot documents with various KI and KD.
The curriculum 2013 (K.13) has been applied since 2013, but its implementation in the French language teaching at high school has not been widely studied. This study aims to determine the implementation of K.13 in French language teaching at high school. This study is a qualitative research with phenomenological approach involving four French teachers: 2 senior teachers and 2 junior teachers. The data are obtained through interviews and analysed using Miles and Huberman theory. The results showed that those four French teachers had implemented K.13 in their classrooms. Likewise, there are some teachers who have applied scientific approach, PBL, discovery learning, and PjBL.
Dalam masa pandemi covid-19 ini, hampir semua kegiatan sekolah dilakukan secara daring, demikian juga dengan Praktik Keterampilan Mengajar (PKM) di sekolah mitra. Penelitian ini bertujuan untuk mengetahui pendapat mahasiswa Prodi Pendidikan Bahasa Prancis mengenai PKM Daring yang telah mereka lakukan. Penelitian PKM Daring ini melibatkan 15 responden yang telah melakukan PKM pada semester gasal dan semester genap tahun 2020-2021. Data diperoleh melalui angket tertutup dan angket terbuka yang diberikan kepada responden melalui Google Form. Setelah angket terisi, kemudian angket tersebut dianalisis dengan menggunakan teori Hubermann, hasil penelitian menunjukan bahwa sebagian besar mahasiswa PKM, senang melakukan PKM Daring. Ada banyak keuntungan yang mereka peroleh dari PKM Daring tersebut. Disamping keuntungan tentunya ada juga beberapa kekurangannya. Kesimpulan dari penelitian ini adalah PKM Online mahasiswa Jurusan Bahasa dan Keguruan Perancis 100 persen lancar, 87 persen mahasiswa mengatakan PKM Online menggembirakan. 40 persen mahasiswa menyatakan PKM Online tidak ada masalah, masalah utama hanya pada jaringan internet.
The aim of this study was to determine the cultural translation errors in aspect of gender and racial discrimination in movies subtitles The Help and Hidden Figures. This study used a qualitative approach and content analysis method by Krippendorff (2004). This qualitative study was in descriptive qualitative approach. While content analysis use was conversational analysis. Conversation in both movies subtitles were used as data of the study especially the conversation which was the part of gender and racial discrimination. The finding of this study was in form of cultural translation errors in conversation that contained gender and racial discrimination. The result showed, there were four kinds of cultural translation errors in aspect of gender and racial discrimination in movies subtitles The Help and Hidden Figures. They were (1) word choices translation errors; (2) number translation errors; (3) translation errors in cultural material; and (4) translation errors in comprehended SL in the text. All the errors found influeced information and message that delivered to the viewers.
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