Anang Santoso, Anang
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MULTISENSORIC STIMULATION TO RESOLVE LANGUAGE DISORDERS ON CHILDREN WITH SPECIFIC LANGUAGE IMPAIRMENT Heriwanty, Heriwanty; Santoso, Anang; Mudjianto, Mudjianto; Syamsudin, Syamsudin
Jurnal Pendidikan Humaniora Vol 3, No 3: September 2015
Publisher : Pascasarjana UM

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Abstract

Stimulasi Multisensorik untuk Mengatasi Gangguan Berbahasa pada Anak yang Mengalami Specific Language ImpairmentAbstract: This study is aimed (1) to uncover the causes of language disorders in children who have SLI, (2) deficits in the language of children with SLI, (3) illustrates the carrying on multi-sensory in-tervention stimulation, and (4) describe the development of language skills children who have SLI after undergoing multi-sensory stimulation intervention. Subjects were girls aged 6 years and 9 months. The Data were collected by participatory observation, interview and document study. The results of the study are (1) the language environment that is less stimulus and history of language disorders in family are affecting  language skills of children who have SLI, (2) a deficit of language of children with specific language impairment is very complex, (3) the implementation of interventions in the form of multi-sensory stimulation involve sensory modality audio-visual-kinesthetic-tactile simultaneously, and (4) implementation multi-sensory stimulation can improve language skills and non-language abilities of children with SLI.Key Words: multi-sensory stimulation, language disorders, specific language impairmentAbstrak: Penelitian ini bertujuan (1) mengungkap penyebab gangguan berbahasa pada anak yang mengalami SLI, (2) defisit-defisit kebahasaan pada anak yang mengalami SLI,(3) menggambarkan pe-laksanaan intervensi stimulasi multisensorik, dan (4) menggambarkan perkembangan kemampuan berbahasa anak yang mengalami SLI setelah menjalani intervensi stimulasi multisensorik. Subjek pe-nelitian adalah anak perempuan berusia 6 tahun 9 bulan. Data dikumpulkan dengan observasi partisipatori, wawancara mendalam, dan studi dokumen. Hasil penelitian adalah (1) lingkungan bahasa yang kurang stimulus dan riwayat gangguan berbahasa keluarga sangat mempengaruhi kemampuan berba-hasa anak yang mengalami SLI, (2) defisit kebahasaan pada anak yang mengalami specific language impairment sangat kompleks, (3) pelaksanaan intervensi dalam bentuk stimulasi multisensorik melibat-kan modalitas sensorik audio-visual-kinestetik-taktil secara simultan, dan (4) penerapan stimulasi multisensorik dapat meningkatkan kemampuan berbahasa sekaligus kemampuan nonkebahasaan pada anak yang mengalami SLI.Kata kunci: stimulasi multisensorik, gangguan berbahasa, specific language impairment
KONSTRUKSI IDEOLOGI DALAM WACANA KEAGAMAAN JARINGAN ISLAM LIBERAL (JIL) Firman, Firman; Santoso, Anang; Dawud, Dawud
LITERA Vol 15, No 1: LITERA APRIL 2016
Publisher : Faculty of Languages and Arts, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/ltr.v15i1.9764

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This study aims to describe the ideological construction in the Liberal Islam Network (LIN)?s religious discourses through lexico-grammatical features, namely vocabulary,grammar, and text structure. This was a qualitative study employing the critical discourseanalysis approach. The research data were words, phrases, clauses, sentences, andparagraphs. The data sources were texts from articles, reports, comments, press releases,and rubrics produced and published by LIN through www.islamlib.com. The findingsshow that the lexico-grammatical features are used to construct LIN?s ideology. Vocabularyincludes classification, lexicalization, meaning relations, and metaphors. Grammar includessentence modes, modality, personal pronouns, and passivization. Text structure includesinteractional convention with participant control and text arrangement and sequencing.Interaction convention includes confirmation, topic direction, and formulation. Textarrangement and sequencing use general patterns and development patterns.
MODEL PELAKSANAAN GERAKAN LITERASI SEKOLAH DI SEKOLAH DASAR Novarina, Gheanurma Ekahasta; Santoso, Anang; Furaidah, Furaidah
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol 4, No 11: NOVEMBER 2019
Publisher : Graduate School of Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/jptpp.v4i11.12989

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Abstract: This study describe the implementation of school literacy movement consisting of its habituation, development and learning and obstacles in SD Muhammadiyah 4 of Surabaya. Habituation stage covers literacy activities habituation, supporting facilities, creating a literacy-rich environment, and public involvement. Development stage covers habits of literacy activities, literacy activities supporting program, educators and education force in literacy activities, school literacy team and professional literacy development for educator and education force. Learning stage includes the use of enrichment book, textbook selection, responding to the text activities, and facilities utilization in learning. The research findings showed that the implementation of school literacy movement ran optimally. During its implementation, there were some obstacles such as the time to conduct the literacy activities, the availability of reading materials in the class, and diminishing commitment of the teachers to run the literacy activities inside the class along with the changing policy of the literacy habituation from the headmaster.Abstrak: Studi ini mendeskripsikan tentang pelaksanaan gerakan literasi sekolah yang terdiri dari pembiasaan, pengembangan dan pembelajaran dan kendalanya di SD Muhammadiyah 4 Kota Surabaya. Dalam tahap pembiasaan  meliputi pembiasaan kegiatan literasi, penyediaan sarana dan prasarana, pengadaan lingkungan kaya teks dan pelibatan publik. Tahap pengembangan, meliputi kebiasaan kegiatan literasi, program pendukung kegiatan literasi, partisipasi pendidik dan tenaga kependidikan dalam kegiatan literasi, tim literasi sekolah, dan pengembangan profesional literasi bagi pendidik dan tenaga kependidikan. Tahap pembelajaran, meliputi penggunaan buku pengayaan, pemilihan buku teks pembelajaran, kegiatan menanggapi teks, pemanfaatan sarana dan prasarana dalam pembelajaran. Hasil penelitian menunjukkan bahwa pelaksanaan gerakan literasi sekolah berjalan optimal, namun masih terdapat kendala dalam pelaksanaannya, seperti masalah waktu pelaksanaan kegiatan literasi, berkurangnya koleksi baca di dalam kelas, dan berkurangnya komitmen guru dalam melaksanakan kegiatan pembiasaan membaca di kelas bersamaan dengan berubahnya kebijakan dari kepala sekolah atas pentingnya pembiasaan literasi untuk siswa.
HUBUNGAN DISIPLIN DENGAN TANGGUNG JAWAB BELAJAR SISWA Yasmin, Faizatul Lutfia; Santoso, Anang; Utaya, Sugeng
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol.1, No.4, April 2016
Publisher : Graduate School of Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (393.938 KB) | DOI: 10.17977/jp.v1i4.6226

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This study aimed to learn discipline and responsibility, as well as how to discipline relations with the responsibilities of student learning. This type of research is descriptive correlation with a quantitative approach. Collecting data using a questionnaire with fourth grade students object Cluster III District of Ngimbang Lamongan. Data were analyzed using Pearson correlation analysis. The results of data analysis known to most students have the discipline and sense of responsibility of higher learning, correlation values obtained Perason rhitung of 0.823 with significance value = 0.000. rtabel with degrees of freedom (df = 90) for α = 0.05 value obtained 0.205. The next step to do a comparison, where the value is greater than rtabel rhitung (0.823> 0.205), and in addition the significant value gained less than α = 0.05 (0.000 <0.05) so that it can be concluded, and there is a relationship of discipline with responsibility learn.Tujuan penelitian mengetahui kedisiplinan dan tanggung jawab belajar, serta bagaimana hubungan disiplin dengan tanggung jawab belajar siswa. Jenis penelitian adalah deskriptif korelasional dengan pendekatan kuantitatif. Pengumpulan data menggunakan angket dengan objek siswa kelas IV SD Gugus III Kecamatan Ngimbang Kabupaten Lamongan. Teknik analisis data menggunakan analisis korelasi pearson. Hasil analisis data diketahui sebagian besar siswa memiliki disiplin dan rasa tanggung jawab belajar tinggi, uji korelasi Perasondidapatkan nilai rhitung sebesar 0,823 dengan nilai Signifikansi = 0,000. rtabel dengan derajat bebas (df=90) untuk α = 0,05 didapatkan nilai 0,205. Langkah selanjutnya dilakukan perbandingan, di mana nilai rhitung lebihbesar daripada rtabel  (0,823 > 0,205), dan selain itu nilai signifikansi yang diperoleh kurang dari α = 0,05 (0,000 < 0,05) sehingga dapat disimpulkanserta terdapat hubungan disiplin dengan tanggung jawab belajar.
THE CONSTRUCTION OF CULTURAL EDUCATION IN TETRALOGY OF LASKAR PELANGI NOVEL Suaedi, Hasan; Santoso, Anang; Siswanto, Wahyudi; Pratiwi, Yuni
ISLLAC : Journal of Intensive Studies on Language, Literature, Art, and Culture Vol 3, No 2 (2019)
Publisher : Jurusan Sastra Indonesia

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A culture needs to be constructed to the members of the community with the aim to inherit a culture, instilling cultural values, and forming good behavior. In order to reveal the construction of cultural education in tetralogy of Laskar Pelangi novel, then a critical discourse analysis study is used. The construction of cultural education in tetralogy of Laskar Pelangi novel was constructed by three figures, namely the knowledgeable, religious, and government figures. In addition, the method of constructing cultural education in tetralogy of Laskar Pelangi novel uses three methods; they are beliefs, customs, and arts.
STUDI WACANA KRITIS, PENGAJARAN BAHASA INDONESIA, DAN PERSPEKTIF EMANSIPASI Santoso, Anang
Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya Vol 43, No 2 (2015)
Publisher : Fakultas Sastra Universitas Negeri Malang

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The characteristics of language use during this global era include: the instability of language, the prominence of language hybrid, discourse commodification and tecnologized discourse. Language has shown its role as the determinant factor for hegemony in which the Indonesian language teachers should consider. The teaching of Indonesian language should be developed based on critical discourse analysis. Consequently, the learners of Indonesian language might have awareness on language sensitivity on the basis of emancipation perspectives
ANALISIS MINAT MEMBACA PERMULAAN DENGAN CERITA BERGAMBAR DI KELAS I SEKOLAH DASAR Bua, Mety Toding; Santoso, Anang; Hasanah, Muakibatul
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol.1, No.9, September 2016
Publisher : Graduate School of Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (322.202 KB) | DOI: 10.17977/jp.v1i9.6744

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Interest in reading the beginning of elementary school students is very important to support the achievement of a lesson. Based on the researchers tried to assess in an objective study. The purpose of this study to describe the interest in reading beginning with a picture story in the first grade SDN Purwantoro 6 Malang. This research method using descriptive method with qualitative approach. The subjects were students of class I, amounting to 3 students. The results of this study concluded that students interest in reading beginning with picture stories are very helpful in the learning process. Response and enthusiasm of the students look good, the students enjoy learning, so that students gain meaningful learning experiences.Minat membaca permulaan siswa sekolah dasar sangat penting untuk menunjang tercapainya suatu pembelajaran. Berdasarkan hal tersebut peneliti mencoba untuk mengkaji dalam suatu tujuan penelitian. Tujuan penelitian ini untuk mendeskripsikan minat membaca permulaan dengan cerita bergambar di kelas I SDN Purwantoro 6 Kota Malang. Metode penelitian ini menggunakan metode deskriptifdengan pendekatan kualitatif. Subjek penelitian ini adalah siswa kelas I yang berjumlah 3 siswa. Hasil penelitian ini menyimpulkan bahwa minat membaca permulaan siswa dengan cerita bergambar sangat membantu dalam proses pembelajaran. Respon dan antusiasme siswa terlihat baik, siswa lebih senang dalam belajar, sehingga siswa memperoleh pengalaman belajar yang bermakna.
TUTURAN MEMUJI OLEH GURU PEREMPUAN DALAM INTERAKSI PEMBELAJARAN BAHASA INDONESIA Pratama, Pandu Meidian; Santoso, Anang; Martutik, Martutik
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol.1, No.7, Juli 2016
Publisher : Graduate School of Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (457.576 KB) | DOI: 10.17977/jp.v1i7.6563

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Research on speech acts of female teachers in Indonesian language learning interaction is based on the patterns of communication that occurs between teachers and students in the context of learning in the classroom. The purpose of this study was to describe (1) the nature praised the speech act, (2) functions praised the speech act, and (3) the mode of speech act of praise spoken by women who work as teachers Indonesian. In addition to describing the form, function, and mode of speech acts raving, this study also tried to describe the use of language women are seen from the perspective of culture and the features it uses, namely (1) tag question, (2) avoidance of strong swear words, (3) superpolite form, (4) empathic stress, and (5) intensifiers.Penelitian tentang tuturan guru perempuan dalam interaksi pembelajaran bahasa Indonesia ini dilandasi oleh pola komunikasi yang terjadi antara guru dan siswa dalam konteks pembelajaran di kelas. Penelitian ini memiliki tujuan untuk mendeskripsikan (1) wujud tuturan memuji, (2) fungsi tuturan memuji, dan (3) modus tuturan memuji yang dituturkan oleh kaum perempuan yang berprofesi sebagai guru bahasa Indonesia. Selain mendeskripsikan wujud, fungsi, dan modus tuturan memuji, penelitian ini juga berusaha mendeskripsikan penggunaan bahasa perempuan dipandang dari sudut pandang budaya dan fitur-fitur yang digunakannya, yaitu (1) tag question, (2) avoidance of strong swear words, (3) superpolite form, (4) emphatic stress, dan (5) intensifiers. 
NILAI RELASIONAL DALAM FITUR GRAMATIKA WACANA AKADEMIK DI PERGURUAN TINGGI Kusumanegara, Afdhal; Santoso, Anang; Sunoto, Sunoto
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol.1, No.1, Januari 2016
Publisher : Graduate School of Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (429.776 KB) | DOI: 10.17977/jp.v1i1.6602

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The use of grammatical features in academic discourse in college contains a relational value for a particular purpose. To assess the value of relational use of grammatical features, required analytical model is based on a critical paradigm, namely critical discourse analysis. Model of critical discourse analysis that is used is model analysis Fairclough that combines text analysis, discourse practice and socio-cultural practices. Realm of discourse that researched is the academic discourse i.e the research proposal seminar in college. Relational value represent dimension of social relations in academic discourse. The results showed that the relational value using by 5 features of grammar, namely (1) declarative sentence, (2) interrogative sentences, (3) imperative sentence, (4) modalities of relational, and (5) personal pronouns for the purpose of ideological and domination. The use of grammatical features of ideological and repressive conducted by moderator, keynote address, main comparators and general comparator.Penggunaan fitur gramatika dalam wacana akademik di perguruan tinggi mengandung nilai relasional untuk tujuan tertentu. Untuk mengkaji nilai relasional pada penggunaan fitur gramatika, diperlukan model analisis yang didasarkan pada paradigma kritis, yaitu analisis wacana kritis. Model analisis wacana kritis yang digunakan adalah model Fairclough yang menggabungkan analisis teks, praktik kewacanaan, dan praktik sosiokultural. Ranah wacana yang diteliti adalah wacana akademik, yakni seminar proposal penelitian di perguruan tinggi. Nilai relasional merepresentasi dimensi ‘hubungan sosial’ dalam wacana akademik. Hasil penelitian menunjukkan bahwa nilai relasional dilakukan dengan menggunakan 5 fitur gramatika, yakni (1) kalimat deklaratif, (2) kalimat interogatif, (3) kalimat imperatif, (4) modalitas relasional, dan (5) pronomina persona untuk tujuan secara ideologis dan dominasi. Penggunaan fitur gramatika secara ideologis dan represif tersebut dilakukan oleh moderator, pemrasaran, pembanding utama dan pembanding umum.
Studi Penerapan Program Pembiasaan Membaca di Sekolah Dasar Putri Solihah, Febrianita; Santoso, Anang; Mudiono, Alif
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol 3, No 3: MARET 2018
Publisher : Graduate School of Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (649.217 KB) | DOI: 10.17977/jptpp.v3i3.10681

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Reading habit in primary school has an important role to build literacy skills from early age. The purpose of this study is to describe the planning, implementation, and evaluation of the reading habit program in SD Muhammadiyah Kota Blitar. This research method uses phenomenology design. The results of the reading habit program are (1) the planning program was centered by headmaster design; (2) the implementation program consisted of opening class, reading habits on Tuesday in the yard, and creating reading habit areas; (3) the evaluation program carried out in monthly meeting and consist oral evaluation.Pembiasaan membaca di sekolah dasar erat kaitannya dengan pembangunan literasi pada diri siswa sejak dini. Tujuan penelitian ini adalah mendeskripsikan perencanaan, pelaksanaan, dan evaluasi program pembiasaan membaca di SD Muhammadiyah Kota Blitar. Penelitian ini menggunakan rancangan deskriptif kualitatif dengan jenis penelitian fenomenologi. Hasil dari pembiasaan membaca, meliputi (1) perencanaan program pembiasaan membaca berpusat pada rencana yang disusun oleh kepala sekolah; (2) penerapan program pembiasaan membaca terdiri dari opening class yang dilaksanakan di kelas dan pembiasaan membaca hari rabu yang dilaksanakan di halaman sekolah, serta adanya penciptaan lingkungan pembiasaan membaca; (3) evaluasi program pembiasaan membaca dilaksanakan pada rapat bulanan dan evaluasi lisan.