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Articles 70 Documents
TINDAK TUTUR DALAM WACANA KELAS VB SD NEGERI 62 KOTA BENGKULU TAHUN PELAJARAN 2012/2013 Saptani, Parli
Diksa : Pendidikan Bahasa dan Sastra Indonesia Vol 1, No 2 (2015): Diksa : Pendidikan Bahasa dan Sastra Indonesia
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (375.554 KB) | DOI: 10.33369/diksa.v1i2.3145

Abstract

Penelitian bertujuan untuk mendeskripsikan tindak tutur yang dominan dalam membuka, menerangkan , dan menutup pelajaran dalam wacana kelas menyimak pada kelas Vb saat membuka pelajaran di SDN 62 Kota Bengkulu tahun pelajaran 2012/2013 didasarkan pada kategori tindak tutur (speech act categories) menurut Sinclair dan Coulthard’s (IRF) Penelitian ini merupakan penelitian wacana kelas yang mendeskripsikan wacana kelas. Teknik pengumpulan data pada penelitian ini, yaitu observasi rekaman video. Dari hasil analisis data, diketahui bahwa tindak tutur yang dominan saat pembelajaran, yakni tindak tutur reply sebanyak 82 tindak tutur atau 12, 4% dari seluruh tindak, directive sebanyak 57 tindak tutur atau 8,6% dari seluruh tindak tutur, elicitation sebanyak 53 tindak tutur atau 8% dari seluruh tindak tutur dan nomination 52 atau 7,9% dari seluruh tindak tutur yang mengarah pada tanya jawab dalam pembelajaran dan penunjukkan pada nama siswa untuk meminta respon. Kesimpulan penelitian menunjukkan bahwa (1) data yang dominan ditemukan tidak cukup menonjol sebagai data yang menjadi penguatan pembelajaran (2) tindak tutur guru sangat dominan dalam pembelajarqn sehingga mengabaikan pembelajaran siswa aktif. Implikasi dalam pembelajaran dikhawatirkan akan berdampak pada tercapainya komunikatif pembelajaran yang dalam kurun waktu lama akan berdampak pada mutu pendidikan.
ANALISIS JENDER WACANA MATERI PELAJARAN BUKU TEKS BAHASA INDONESIA DI SD KELAS TINGGI BENGKULU SELATAN S, Eva
Diksa : Pendidikan Bahasa dan Sastra Indonesia Vol 1, No 1 (2015): Diksa : Pendidikan Bahasa dan Sastra Indonesia
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (497.021 KB) | DOI: 10.33369/diksa.v1i1.3130

Abstract

The research purpose to express stereotype women form and stereotype man form which constituante from jender, and equivalent jender form in text book Indonesian SD (elementary school). The text book selection as detailed examination object is text book Indonesian elementary school are purpose in elementary school high class South Bengkulu erlangga edition study 2010-2011 years. Speaking in text book are thorough beginning from four, five and six class. The research used analysis contents program. Analysis data involue the use of analysis data used. Analysis contents technic. Based on draft analysis sentence the thing which contains stereotype woman (SW), stereotype man (SP) and equivalent jender (KJ) interior discourse in text book it is sentence which give code apart. Equivalent form jender in the sentence in discourse text book Indonesia Language at elementary school high class Bengkulu South explain about equivalent character between woman and man in domestic zone and public which is not yet many get in four, five and six class, until book mentionet not yet equivalent jender. Based on result research can suggestion which is relation with necessarry text book which is give insight equivalent jender. In addition to needed sees jender in arranging curriculum Indonesia Language elementary school. 
ANALISIS TINGKAT KETERBACAAN BUKU SISWA BAHASA INDONESIA KELAS VII BERBASIS KURIKULUM 2013 Gumono, Gumono
Diksa : Pendidikan Bahasa dan Sastra Indonesia Vol 2, No 2 (2016): Diksa : Pendidikan Bahasa dan Sastra Indonesia
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (710.532 KB) | DOI: 10.33369/diksa.v2i2.3300

Abstract

The aim of this research is to comprehensively  describing readability of Bahasa Indoesia’s students text book. The books is “Buku Siswa Bahasa Indonesia Kelas VII” revision edition 2014,  published by Ministry of Education and Culture. Research was conducted with descriptive quantitative design. All of text in the text book (38 article) was taken as sample, and analysed using Fry Graph formula.  The result of analysis shown, more than a half of all text (52%) is suitable for seventh grade student. While, 18 text  (48%) is not suitable one.  
KAJIAN HISTORIS KUMPULAN PUISI TIRANI DAN BENTENG KARYA TAUFIQ ISMAIL Martalena, Martalena
Diksa : Pendidikan Bahasa dan Sastra Indonesia Vol 2, No 1 (2016): Diksa : Pendidikan Bahasa dan Sastra Indonesia
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (504.335 KB) | DOI: 10.33369/diksa.v2i1.3224

Abstract

The purpose of this research aim to know the representation of historical event and historical fact in Tirani dan Benteng poem anthology by Taufiq Ismail. The background of the study was the researcher’s interest on poems by Taufiq Ismail which were anthology in Tirani and Benteng. The poems told about the historical events at the end of Soekarno era. This study used historical approach. The method used in this study was content analysis. The scope of the study was the analysis toward of the historical event representations and historical facts representation in the anthology. The focuses of this study were: (a) historical event representations, (b) artifact representations, (c) sociofact representation, and (d) mentifact representation. The results show that: (1) the event historical reprentations were: G30S/PKI event, collapse of Indonesian economic joint, event demonstration student in Tritura action causing to die Arief Rachman Hakim, (2) the artifact representations were: jacket covered with blod, rumpled banner, flag at half mast, weapon and steel bayonet, (3) sociofact representations were poverty and vertical as well as horizontal class conflicts, (4) mentifact representations were the spirit to defend truth and justice and the aspiration of the youths involved in Tritura action.
PENGEMBANGAN MODEL PEMELAJARAN CERITA RAKYAT MELALUI COPYWRITING Apriola, Vinna
Diksa : Pendidikan Bahasa dan Sastra Indonesia Vol 1, No 1 (2015): Diksa : Pendidikan Bahasa dan Sastra Indonesia
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (565.905 KB) | DOI: 10.33369/diksa.v1i1.3141

Abstract

Development model this folklore Iesson is background by writer desire which have profession as teacher to bear special Iesson model this subject and of a kind, bearing better Iesson condition in student easiness and class to fond of to read folklore.This research And development aim to give information about existence one of effective Iesson model in course of folklore Iesson to Indonesian teacher, and as positive input in development model folklore Iesson for the sake of furthermore. This Research type is research qualitative using method R&D (Research And Development). Research checking and developing folklore Iesson model in class.This Research instrument is interview do not the structure, and respon assessment enquette addressed to coleage and student as valid determinant of product, and also the field note hit things that happened in product test in class.This Research data is product in the form of substance teach to print containing of development execution guide model folklore Iesson of through copywriting which tried with instrument. Result obtained from research product test applied in class XI IPS 3 SMA Plus Negeri 7 Kota Bengkulu in teaching year 2012 on Wednesday, 16 May 2012 beating 08.45-10.15 WIB is effective, according to, and draw.
PERSIAPAN KEMAHIRAN BERBICARA FORMAL Yulistio, Didi
Diksa : Pendidikan Bahasa dan Sastra Indonesia Vol 2, No 2 (2016): Diksa : Pendidikan Bahasa dan Sastra Indonesia
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (712.332 KB) | DOI: 10.33369/diksa.v2i2.3458

Abstract

Kegiatan berbicara dalam situasi resmi melibatkan audien dengan berbagai latar belakang pendidikan. Kegiatan berbicara ini merupakan proses berbahasa lisan dalam mengekspresikan pikiran dan perasaan, menyampaikan berbagai informasi tentang sesuatu, dan merefleksikan pengalaman pembicara. Tujuan kajian ini untuk mendeskripsikan beberapa aspek terkait persiapan kemahiran berbicara dalam forum formal/resmi. Untuk itu, seorang pembicara dalam forum ini perlu mempersiapkan diri yang baik khususnya berbagai kecakapan yang perlu dimiliki seperti melakukan observasi situasi, kondisi, dan toleransi sebelum kegiatan dilakukan. Secara umum, persiapan kemahiran berbicara mencakup persiapan aspek bahasa dan nonbahasa. Secara khusus, hal penting yang perlu dipersiapkan bagi seorang pembicara yang akan melakukan kegiatan berbicara formal, mencakup (1) persiapan pengetahuan atau pengalaman tentang materi yang akan disampaikan dan telah dimiliki pembicara, (2) persiapan sistematika atau organisasi urutan berbicara, (3) persiapan penguasaan unsur kebahasaan, dan (4) persiapan penyajian atau unsur nonkebahasaan.
PENINGKATAN KEMAMPUAN MENULIS TEKS FABEL DENGAN PEMBELAJARAN BERBASIS PORTOFOLIO PADA SISWA KELAS VIII SMP NEGERI 1 PONDOK KELAPA BENGKULU TENGAH Yuliani, Santi
Diksa : Pendidikan Bahasa dan Sastra Indonesia Vol 2, No 1 (2016): Diksa : Pendidikan Bahasa dan Sastra Indonesia
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (487.89 KB) | DOI: 10.33369/diksa.v2i1.3246

Abstract

The purpose of this study to describe comprehensively the increase in the Ability to Write Text Fabel with Portfolio Based Learning to Students of Class  VIII SMP Negeri 1 Pondok Kelapa Bengkulu Tengah. The method used is classroom action research. Sources of data obtained through eighth grade students worksheet F. Data collection techniques in this study is the testing techniques and nontes (observation, journals, and interviews). This research was conducted in three cycles. First cycle consisted of 2 meetings, the second cycle consists of two sessions, and the third cycle comprises one meetings. The test results of this study indicate that an increased ability to write text fable in students. The average value of the class in the first cycle of 63.6 (enough) with a passing rate of 27%, increased in the second cycle with an average of 70 (good) with a passing rate of 56.7%. Then increased again in the third cycle, which amounted to 76 (excellent) with a passing rate reached 86.7%.       
PENINGKATAN KEMAMPUAN BERBICARA DENGAN METODE BERMAIN PERAN (ROLE PLAY) SISWA KELAS XII IPS 1 MAN MANNA BENGKULU SELATAN Muslimah, Hindun
Diksa : Pendidikan Bahasa dan Sastra Indonesia Vol 1, No 2 (2015): Diksa : Pendidikan Bahasa dan Sastra Indonesia
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (407.051 KB) | DOI: 10.33369/diksa.v1i2.3146

Abstract

Tujuan penelitian ini untuk mengetahui peningkatan  kualitasproses pembelajaran dan kemampuan berbicara dengan metode bermain peran (role play) siswa kelas XII IPS1 MAN Manna  Bengkulu Selatan.  Penelitian ini dilakukan dengan dengan tahapan-tahapan sebagai berikut: (1) tahap perencanaan, (2) tahap pelaksanaan, (3) tahap pengamatan, dan (4) tahap repleksi dan  seterusnya sampai perbaikan dan peningkatan dapat tercapai. Metode pengumpulan data menggunakan observasi, wawancara dan tes. Instrumen yang digunakan adalah lembar pengamatan aktivitas siswa, wawancara, dan tes belajar siswa. Analisis data yang digunakan adalah deskriptif kualitatif dan kuantitatif. Berdasarkan hasil penelitian, disimpulkan bahwa metode bermain peran (role play) dapat meningkatkan kualitas proses pembelajaran dan  kemampuan berbicara pada siswa kelas XII IPS 1 MAN Manna Bengkulu Selatan tahun pelajaran 2014-2015 . Hal ini dapat dibuktikan dengan meningkatnya presentase sikap siswa pada  minat, keaktifan, kerja sama dan sikap pada siklus I 93,75% , pada siklus II menjadi 96,88%. Kemampuan berbicara pada siklus I rata rata kelas 69,09%, setelah tindakan pada siklus II meningkat menjadi 80,41%.
BAHASA GURU DALAM MENGEKSPRESIKAN PENGHARGAAN (REWARD) DAN HUKUMAN (PUNISHMENT) KEPADA SISWA DI TAMAN KANAK-KANAK (TK ) AISYIYAH IV KOTA BENGKULU Asparida, Asparida
Diksa : Pendidikan Bahasa dan Sastra Indonesia Vol 1, No 1 (2015): Diksa : Pendidikan Bahasa dan Sastra Indonesia
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (481.554 KB) | DOI: 10.33369/diksa.v1i1.3137

Abstract

This study aims to determine the teachers' use of language in expressing appreciation and punishment in Kindergarten (TK ) Aisyiyah IV Bengkulu City. The theory is used with respect to theories of language teachers, the theory of appreciation, and the theory of punishment. The method used in this study is a qualitative descriptive method. With the source data comes from the learning activities undertaken by teachers and students in kindergarten classes B-1 and B-3 IV Aisyiyah city of Bengkulu with data in the form of language teachers in learning activities obtained from the recording. Data collection techniques using the recording techniques. Then, data analysis techniques with the following steps: (a) transcription, (b) identification, (c) reduction, (d) coding and classification, (e) interpretation, and (f) conclusion. The study suggests that teachers in TK Aisyiyah IV Bengkulu award by 28 dialog (51.85%) in Teaching and Learning Activities (KBM) in the Class B-1 from a total of 54 teachers dialog. While the teaching in the class B-3 teachers awarded the dialogue as much as 22 (30.55%) of the number of teachers is 72 dialog dialog. Both of KBM in the Class B-1 as well as teaching at the Class B-3, overall teacher award in the form of praise. Forms of teacher praise given the form of words: children pious, smart kid, smart, dear, industrious boy, the son of a quick, great kids, correct, and neat. Then, in giving punishment (punishment) there are 4 dialog teachers (0.74%) in Teaching and Learning Activities (KBM) in the Class B-1 of the overall total of 54 teachers dialog dialog. Whereas the KBM in Class B-3, the teacher punishes the dialogue as much as 13 (1.80%) of the overall dialogue sebayak 72 teacher dialogue. Punishment by teachers, both in the Class B-1 and the Class B-3 as a whole in the form of preventive punishment in the form of advice and words of command and the contents of the advice, such as the use of the phrase should not, take turns speaking, no, not a pious child, should see the teacher, should not break, should not eat, repeat attached, should not be throwing, and should not be saying nasty.
ANALISIS NILAI – NILAI PENDIDIKAN KARAKTER DALAM FILM UPIN DAN IPIN PRODUKSI LES COPAQUE TAHUN 2010 Purnomo, Fazrul Sandi
Diksa : Pendidikan Bahasa dan Sastra Indonesia Vol 2, No 2 (2016): Diksa : Pendidikan Bahasa dan Sastra Indonesia
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (658.729 KB) | DOI: 10.33369/diksa.v2i2.3411

Abstract

The purpose of this study to determine the values of character education in the film of Upin and Ipin production Les' Copaque in 2010. This research uses descriptive method. The data in this research is the dialogue in the film of Upin and Ipin production in 2010 that contains the value of character education. Based on the analysis found values contained in the film of Upin and Ipin production Les' Copaque in 2010 is religious, honest, tolerance, discipline, hard work, creative, curiosity, appreciate the achievements, friendly, social care / care about others, responsibility, brave, cooperation, mutual help, wisdom, respect for all life forms and environment that care of each other, respect for others / public politeness, and self-respect. There is value that  specially  treated is patriotism because it involves nationalism. Upin and Ipin Film production of Les Copaque in 2010 containing values of character education.