This paper focuses on the use of Wiki in enhancing learners' skills in writing argumentative essays. This paper describes the implementation of the online collaborative writing technique (OCWT) through Wiki activities and aims at analyzing the effectiveness of the OCWT to enhance the learners' argumentative essay writing. This study applied a descriptive method, involving a group of 29 students from the English Education Study Program at Universitas Terbuka (UT), Indonesia. In order to find out the effect of teaching material model on improving students' English writing skills, the researchers used two types of instruments, test, and non-test. The observation was also conducted to describe the process of implementing the OCWT. Based on the observation reports, the results of the statistical tests, and the analysis of the learners' perceptions, the OCWT using Wiki integrated into Moodle has a significant influence in improving the learners' argumentative essay writing skills, and as its implication, this approach is very appropriate to hone learners' learning independence. Moreover, the results of the survey show that the learners were very enthusiastic in participating in OCWT.
This study aims to find errors in the translation of scientific texts from English into Indonesian. This research uses the qualitative method with content analysis approach. The results showed that (1) the translation strategy, the majority of students used semantic strategy, especially modulation in translating scientific texts and at least used the special structural strategies of addition, (2) lexical error, the majority of students made formal lexical errors in word selection and the least (3) morphological errors, the majority of students make mistakes in the affixation field of improper use of affixation and the least of which are affixations that are not broken, (4) syntactic errors, syntactical errors found in the translation of scientific texts in the fields, phrases, clauses and sentences but the majority of students make mistakes in the field of sentences are the use of illogical phrases and the fewest errors in the field clause is the addition of auxiliary verbs in the equational or nominal clause, and the separation of the perpetrator (subject) and the word in the active clause, (5) the factor causing errors in translation ie the majority of students do not understand the source language text and the least of which is the quality of the source language using the incorrect grammatical, the sentence is vague, the idea is not coherent and many fungtuations.
Research objective is to providing an insight into the characteristics of Arabic language teaching materials in higher education in Indonesia. This research was conducted by examining a variety of literature relating to teaching materials and Arabic speaking skills. The research method applied survey, involving 97 students from the Arabic Language Education Study Program in several universities in Indonesia and structured interviews with lecturers who supported Arabic speaking skills. The procedure taken are 1) reading literature related to Arabic speaking teaching materials and teaching Arabic speaking skills, 2) observing the learning process of speaking skills at several Arabic Language Education Study Programs, 3) determining the type of survey, 4) determining the sample target, 5) preparing instruments for analyzing the needs of students, 6) preparing structured interview instruments for lecturers, 7) analyzing survey results, 8) translating survey result. The results of this study, teaching materials from Middle East has led to the emergence of gaps in achieving Arabic language skills for beginners, such as the lack of phonetic aspects being taught, monotonous forms of practice, directing students to memorize, and types of dialogue that are not in accordance with student culture in Indonesia. The characteristics of teaching materials that are suitable for use in Arabic language skills are divided into goals, phonetics, themes, social culture, exercises, steps and visualization.
Penelitian ini bertujuan untuk mendeskripsikan: 1) kebutuhan materi ajar membaca bagi siswa BIPA (Bahasa Indonesia Penutur Asing) tingkat A1 dengan pendekatan deduktif di Sekolah Dasar D’Royal Moroco Integrative Islamic School, dan 2) kondisi materi ajar membaca yang selama ini digunakan di sekolah tersebut. Metode penelitian yang digunakan merupakan tahapan eksplorasi dari penelitian pengembangan. Berdasarkan hasil observasi, analisis dokumen, wawancara, dan tes dapat dijabarkan bahwa sekolah tersebut belum memiliki silabus dan materi ajar khusus bagi para siswa BIPA. Sedangkan di sekolah tersebut memiliki cukup banyak siswa BIPA. Hal ini menjadikan pentingnya pengembangan materi ajar membaca BIPA tingkat A1 untuk segera dilakukan. Dalam pendekatan deduktif, materi ajar yang dikembangkan, harus memiliki urutan penyajian sebagai berikut: 1) kaidah pada bagian awal, 2) diikuti contoh-contoh relevan, dan 3) latihan yang memadai. Dalam kaitannya dengan penggunaan materi bagi siswa SD yang masih tergolong anak-anak, maka materi ajar yang dikembangkan juga harus memuat ilustrasi yang menarik.
AbstrakPenelitian ini bertujuan untuk memperoleh pemahaman mendalam mengenai tindak tutur ilokusi dalam interaksi pembelajaran bahasa Indonesia. Penelitian ini dilakukan dari bulan November 2016 hingga Maret 2017 di kelas XII IPS, SMA Ehipassiko School BSD. Penelitian ini difokuskan pada tindak tutur ilokusi, dengan subfokus kategori tindak tutur ilokusi, jenis tindak tutur ilokusi, dan fungsi tindak tutur ilokusi. Penelitian ini merupakan penelitian kualitatif dengan mengambil kajian etnografi komunikasi untuk meneliti tindak tutur ilokusi dalam situasi yang sebenarnya. Data penelitian dikumpulkan dengan metode observasi, simak, rekam, dan wawancara. Data tersebut kemudian dikelompokkan ke dalam pasangan tuturan dengan unit analisis situasi komunikatif, peristiwa komunikatif, dan tindak komunikatif. Hasil penelitian ini menunjukkan bahwa terdapat empat kategori tindak tutur ilokusi yang ditemukan dalam interaksi pembelajaran bahasa Indonesia di kelas XII IPS yaitu kategori asertif, direktif, komisif, dan ekspresif. Kategori-kategori tersebut tersebar ke dalam beberapa jenis yang memiliki fungsinya masing-masing. Kata Kunci : Tindak Tutur Ilokusi, Etnografi Komunikasi ILLOCUTIONARY SPEECH ACT OF INDONESIA LANGUAGE LEARNING INTERACTION (An Ethnography Communication in Ehipassiko Senior High School BSD) ABSTRACTThis research aims to obtain the deepest understanding about illocutionary speech act of Indonesian Language learning interaction. This research was conducted from November 2016 until March 2017 at class XII IPS, SMA Ehipassiko School BSD. This research focuses on category of illocutionary speech act, and subfocuses on type of illocutionary speech act and function of illocutionary speech act. This research ia a qualitative research using ethnography communication for research illocutionary speech act in a real situation. The data is collected through observation, listening, recording, and interview. The data is then grouped into pair of utterances with unit analysis communicative situation, communicative event, and communicative act. The result showed four categories of illocutionary speech act during Indonesia language learning interaction at grade XII IPS namely: assertive, directive, commisive, and ekspressive among several types which have their own function.
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