Rosita Rahma, Rosita
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MODEL POETRY WORDGAMES DALAM PEMBELAJARAN EKSPRESI TULIS PUISI PADA PEMBELAJAR BAHASA INDONESIA BAGI PENUTUR ASING Sundusiah, Suci; Rahma, Rosita
Jurnal Penelitian Pendidikan Vol 15, No 3 (2015): STRATEGI DAN PEMBELAJARAN
Publisher : Universitas Pendidikan Indonesia

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Abstract

Kegiatan ekspresi tulis puisi dalam pembelajaran BIPA (Bahasa Indonesia bagi Penutur Asing) dapat menjadi salah satu kegiatan yang meningkatkan penguasaan bahasa pembelajar.  Karenanya, dibutuhkan kreatifitas dan variasi pembelajaran dalam menanganinya.  Secara umum, penelitian ini bertujuan untuk menemukan profil kemmapuan ekspresi tulis artistik pembelajar BIPA.  Untuk memudahkan penemuan penelitian, peneliti memilih model poetry wordgames sebagai strategi pembelajaran. Secara khusus, penelitian ini bertujuan untuk mengetahui: (1) bagaimana profil kemampuan ekspresi tulis puisi pembelajar BIPA program Kerja sama UPI-Youngsan University sebelum diberikan treatment ? (2) Bagaimana proses treatment pembelajaran ekspresi tulis puisi dengan menggunakan model poetry wordgames pada pembelajar BIPA program Kerja sama UPI-Youngsan University? Bagaimana profil kemampuan ekspresi tulis puisi pembelajar BIPA program Kerja sama UPI-Youngsan University setelah diberikan treatment ?. Penelitian ini menggunakan metode subjek tunggal sebagai pisau analisis.  Dengan desain penelitian two base line period.  Hasil penelitian menunjukkan bahwa (1) pembelajar telah memiliki pola pemahaman yang baik mengenai puisi sebelum diberi tindakan hanya saja mereka tidak terbiasa menulis puisi, sehingga perlu dilakukan latihan dan pengenalan terhadap model-model puisi Indonesia; (2) model Poetry Wordgames sangat tepat untuk melatih pembelajar dalam pemilihan kosa kata (diksi) puisi, ketika model ini dipadukan dengan teknik lain maka hasil pembelajaran lebih optimal; (3) pembelajar telah mampu menuangkan ide, imajinasi, pengalaman dan emosi mereka ke dalam puisi melalui beragam bentuk majas atau gaya bahasa di antaranya: metafora, perumpamaan (asosiasi), perbandingan, hiperbola, repetisi, paralelisme, dan personifikasi.
Basic Dimensions of Early Reading Skills of Elementary School Students in Bandung Damaianti, Vismaia Sabariah; Rahma, Rosita; Astini, Meilani Puji
Jurnal Ilmu Pendidikan Vol 26, No 1 (2020): June
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um048v26i1p39-46

Abstract

This study is motivated by the need for a descriptive and analytical research related to the basic dimensions of early reading skills of elementary school students to determine the level of students’ reading skills, including their difficulties in learning to read. This study aims to get a picture of the early reading skills of elementary school students in Bandung. The results of this study can be used as a guide for education practitioners, policy makers, and related institutions. Through a descriptive and analytical method, the findings are (1) 98% of students are able to identify letters in words, to analyze words, to identify the direction of letters, and to arrange letters into words. (2) 96% of students are able to strip words into syllables, to sort syllables in words, to identify words with the same forms, to identify words with the same meanings, to replace words with logical words, to insert words in incomplete sentences, and to identify abstract words. (3) The students seem to have difficulties in identifying similar consonant sounds, in identifying similarities in vowel and schwa sounds, in identifying sounds that are similar in sentences, and in identifying reversed sounds. Only 57% of students do not encounter obstacles. (4) 90% of students are capable of making sentences from random words, making sentences from words that are not sequential, correcting sentences that have wrong words, identifying simple sentences in paragraphs, and understanding simple sentences. (5) 70% of students have the ability to understand shapes, sizes, locations, and colors. This study has implications for the need for an integrated remedial program that can be used by both teachers and parents, especially for students who have difficulties with sound identification abilities.