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INTERACTIONAL MODIFICATION OF INDONESIAN LEARNERS OF EINGLISH IN NEGOTIATING MEANINGS IN A SMALL GROUP DISCUSSION Egar, Ngasbun
DIMENSI PENDIDIKAN Vol 1, No 2/07 (2005)
Publisher : DIMENSI PENDIDIKAN

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Abstract

Penelitian ini adalah tentang modifikasi interaksi oleh kelompok kecil diskusi mahasiswa Indonesia yang belajar Bahasa Inggris dalam menyelaraskan arti. Masalah pokok dari kajian ini adalah : modifikasi interaksi apa yang digunakan oleh kelompok diskusi mahasiswa yang belajar Bahasa Inggris untuk menyelaraskan arti? Kajian ini juga bertujuan mengenali modifikasi interaksi yang dilakukan mahasiswa tersebut dalam menyelaraskan arti.  Data dikumpulkan dari seuah kelompok kecil diskusi mahasiswa Bahasa Inggris IKIP PGRI Semarang yang telah direkam dan ditranskripsikan menggunakan model yang dikembangkan oleh Eggins dan Slade (1997). Berdasarkan transkripsi tersebut sebagian besar data dianalisa menggunakan taksonomi yang dikembangkan oleh Pica dan Doughty (1985), dan didukung oleh Tarone (1983) dan Agustien (1992), untuk mengenali modifikasi interaksi oleh mahasiswa dalam antara lain : permintaan penjelasan (15,91%), konfirmasi (10,79%), pengecekan komprehensif (3,98%), pengulangan kata yang sama (23,865%), pengulangan lain (10,23%), tanggapan (12,50%), permintaan bantuan (0,57%), permintaan pengulangan (1,14%), translasi literal (0,57%), penjelasan berlebihan (2,84%), usaa tim (0,57%), tanggapan:penerimaan (9,66%), dan usulan (7,39%). Agar kemampuan berbicara siswa meningkat secara signifikan, guru Bahasa Inggris dianjurkan untuk memaksimalkan modifikasi interaksi yang paling banyak dikuasai oleh para siswa dan meningkatkan yang yang paling sedikit dikuasai siswa. Sebagai tambahan, para guru diharapkan dapat mengembangakan aktivitas siswa melalui (1) masukan secara komprehensif,  (2) mengambil bagian dalam pertukaran informasi, dan (3) membagi peran yang sama di antara siswa untuk berinteraksi di dalam kelas. Kata kunci : modifikasi interaksi, menyelaraskan diri, kelompok kecil diskusi.
PENGEMBANGAN PROFESIONALISME GURU MELALUI PENINGKATAN KOMPETENSI SECARA KOMPREHENSIF Egar, Ngasbun
PROCEEDING Vol 1, No 1 (2012)
Publisher : PROCEEDING

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Abstract

PENGEMBANGAN PROFESIONALISME GURU MELALUI PENINGKATAN KOMPETENSI SECARA KOMPREHENSIF Ngasbun Egar IKIP PGRI Semarangegar_ngasbun@ikippgrismg.ac.id  Abstrak Upaya mempersiapkan guru agar memiliki berbagai wawasan, pengetahuan, keterampilan, dan  rasa percaya diri yang tinggi untuk melaksanakan tugas dan kewajibannya sebagai pengemban tugas profesi, merupakan langkah strategis membangun mutu pendidikan. Upaya tersebut perlu dilakukan secara sistematis dan tepat, di samping harus juga berpangkal pada kondisi nyata secara faktual. Artinya,  pengembangan atau peningkatan kemampuan profesional guru harus bertolak pada kebutuhan atau permasalahan nyata yang dihadapi oleh guru sesungguhnya. Sejalan dengan kemajuan peradaban manusia, maka dunia pendidikan juga semakin kompleks, yang pada gilirannya membawa tuntutan yang semakin tinggi juga kepada guru untuk senantiasa melakukan berbagai peningkatan dan pengembangan penguasaan kompetensi. Guru dituntut lebih dinamis dan kreatif dalam mengembangkan proses persiapan, pelaksanaan dan evaluasi pembelajaran siswa. Guru dituntut terus menerus mengembangkan kompetensinya untuk mengembangkan profesionalisme, di samping terus berusaha menghindarkan diri dari hal-hal yang tidak sesuai dengan amanat profesinya. Sehingga diyakini, guru dengan kompetensi dan profesionalisme tinggi mampu memberikan pelayanan prima bagi para siswanya. Kata Kunci: profesionalisme guru, kompetensi guru, komprehensif
ANALISIS DANGLING MODIFIER PADA HASIL PENELITIAN DAN DISKUSI YANG DITULIS OLEH MAHASISWA PROGRAM STUDI PENDIDIKAN BAHASA INGGRIS UNIVERSITAS PGRI SEMARANG TAHUN AKADEMIK 2013/2014 Egar, Ngasbun; Musarokah, Siti; Yulianti, Fitri
Media Penelitian Pendidikan Vol 9, No 2 DESEMBER (2015): MPP
Publisher : Media Penelitian Pendidikan

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Abstract

The aims of the study are 1) to describe how dangling modifiers are used by the students in writing Research Findings and Discussion and 2) to give a solusion of the dangling modifiers produced by them.  This study is descriptive qualitative research. The object of the study is the Final Projects, especially Research Findings and Discussion Chapter written by the English Education Department Students of University of PGRI Semarang in the academic year 2013/2014. The total number of the sample is 30 Final Projects, and purposive sampling is used in getting the sample. In collecting the data, the writers used non interactive method that is in the form of documentation. There are three components used in analyzing the data—reducing the data, presenting the data, and drawing conclusion. The result of this study shows that the writers found 39 sentences of the 22 Research Findings and Discussion indicated dangling modifier. There was no dangling modifier in 8 Research Findings and Discussion. The sentences indicated dangling modifier started with present participle, past participle, to infinitive, dan prepositional phrase. The dangling modifiers are because the inroductory phrases of the sentences did not refer to the subjects of the main clauses. In other words, the subjects of the main clauses did not match with the introductory phrases of the sentences or the parts ofmain clausewere in the form of expletive construction orpassive construction; as a result, thesubjects were not clear. In solving the problems of the dangling modifiers, the writers changed the subjects of the main clauses, so these matched with both the introductory phrases (modifiers) and the main clauses or added subordinating conjunctions and subjects (doer of action) on the introductory phrases, so these phrases became complete introductory clauses(adverbial clause). Then it is suggested for the advisors to improve the quality in guiding the students to write Research Findings and Discussion both in techniques to write them and/or the structures of the sentences, so the students can minimize the errors in writing sentences, especially dangling modifier.   Keywords: analysis,dangling modifier, Reserach Findings and Discussion
ANALISIS DANGLING MODIFIER PADA HASIL PENELITIAN DAN DISKUSI YANG DITULIS OLEH MAHASISWA PROGRAM STUDI PENDIDIKAN BAHASA INGGRIS UNIVERSITAS PGRI SEMARANG TAHUN AKADEMIK 2013/2014 Egar, Ngasbun; Musarokah, Siti; Yulianti, Fitri
Media Penelitian Pendidikan Vol 9, No 2 DESEMBER (2015): MPP
Publisher : Media Penelitian Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The aims of the study are 1) to describe how dangling modifiers are used by the students in writing Research Findings and Discussion and 2) to give a solusion of the dangling modifiers produced by them.  This study is descriptive qualitative research. The object of the study is the Final Projects, especially Research Findings and Discussion Chapter written by the English Education Department Students of University of PGRI Semarang in the academic year 2013/2014. The total number of the sample is 30 Final Projects, and purposive sampling is used in getting the sample. In collecting the data, the writers used non interactive method that is in the form of documentation. There are three components used in analyzing the data—reducing the data, presenting the data, and drawing conclusion. The result of this study shows that the writers found 39 sentences of the 22 Research Findings and Discussion indicated dangling modifier. There was no dangling modifier in 8 Research Findings and Discussion. The sentences indicated dangling modifier started with present participle, past participle, to infinitive, dan prepositional phrase. The dangling modifiers are because the inroductory phrases of the sentences did not refer to the subjects of the main clauses. In other words, the subjects of the main clauses did not match with the introductory phrases of the sentences or the parts ofmain clausewere in the form of expletive construction orpassive construction; as a result, thesubjects were not clear. In solving the problems of the dangling modifiers, the writers changed the subjects of the main clauses, so these matched with both the introductory phrases (modifiers) and the main clauses or added subordinating conjunctions and subjects (doer of action) on the introductory phrases, so these phrases became complete introductory clauses(adverbial clause). Then it is suggested for the advisors to improve the quality in guiding the students to write Research Findings and Discussion both in techniques to write them and/or the structures of the sentences, so the students can minimize the errors in writing sentences, especially dangling modifier.   Keywords: analysis,dangling modifier, Reserach Findings and Discussion
PENDIDIKAN ANAK USIA DINI BERBASIS LIFE SKILLS Nugrahani, Dyah; IKIP PGRI Semarang, Senowarsito; Egar, Ngasbun; Sumardiyani, Listyaning; Wardoyo, Subur L
E-DIMAS Vol 2, No 01/Maret (2011): E-DIMAS
Publisher : E-DIMAS

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Abstract

Abstract To achieve the goal of teaching learning, a proper method, as an instrument, plays an important role in serving the teaching learning materials. The education of pre-school is aimed to develop the life skill, which covers attitude, knowledge, creativity, and skill. The teaching learning methode that forms the child’s character has to be turned back to the curriculum. It should remain concerning in the phase of the development and character of child who like playing, singing, dan moving. Finally, the teaching learning methode must be addressed in shaping academic, social, personal intellegence, and child’s creativity. Key words: a proper method, pre-school, life skills
MARRY POPE OSBORNE’S INFORMATION IN HER DIARY “MY SECRET WAR”: FROM THE MOOD ANALYSIS PERPECTIVE Egar, Ngasbun
ETERNAL Vol 1, No 2 (2010): Agustus Vol 1 No 2
Publisher : ETERNAL

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Abstract

ABSTRACT   This paper concerns the Mood Analysis on My Secret War, a Diary written by Marry Pope Osborne. This analysis aims at: 1) identifying the Mood Structures realized in the diary and 2) describing the Finite verbal operators used in the text. The data was collected by using documentary method. The data analysis was done by a) “coping down” sentences into clauses, b) identified the Subject and the Finite to find out the Mood structure and c) identified the Residue. From the analysis, it was found that the types of Mood in the text mostly use declarative mood and the Finite verbal operators used in the text are mostly past temporal operators. Here the writer tells her past experience.   Key words: analysis, Mood, diary
PELATIHAN PENYUSUNAN SILABUS DAN RPP BAHASA INGGRIS TERINTEGRASI PENDIDIKAN KARAKTER BAGI GURU-GURU BAHASA INGGRIS TINGKAT SEKOLAH DASAR DI KECAMATAN MRANGGEN KABUPATEN DEMAK egar, Ngasbun; Sukmaningrum, Rahmawati; Musarokah, Siti; Hawa, Faiza
E-DIMAS Vol 3, No 1 septembr (2012)
Publisher : E-DIMAS

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Abstract

Demoralization occured in school life. Teachers as the person incharge of the students’ education in school must find the way out to demolish the demoralization. Character Education needs to be developed in school to maintain students’ behaviour. Character Building is important to be developed in the learning process. The development of Character Building is integrated into subject matters in elementary schools. Teachers should be involved in the character education for students. In running the process of learning, instructional materials are needed. Syllabus and lesson plan are parts of the instructional materials. Teachers are not only responsible for educating students in school but also responsible for building students’ characters through the material they deliver. Character Buildings are integrated in the syllabus and lesson plan in order that the students can apply the moral values from the material they learn in their daily lifes. The syllabus and lesson plan improvement with all the potency can be used for supporting the effectivity of character education implementation which is becoming the prior attention. Teachers should know more about students personality and what students need in the learning process. Teachers can improve their skills in making syllabus and lesson plans based character education by joining this workshop. Teachers need to be “an up-date” person in giving materials and delivering the moral values to build the students’ character. Through the program of repetition drills and monitoring, teachers can learn more about syllabus based character education to fulfill the students’ need. Syllabus based character education has to be used for imprasing the character education in order for gaining teachers’ and students’ creativity.Key words: Syllabus, Character Buildings.
INTERACTIONAL MODIFICATION OF INDONESIAN LEARNERS OF EINGLISH IN NEGOTIATING MEANINGS IN A SMALL GROUP DISCUSSION Egar, Ngasbun
DIMENSI PENDIDIKAN Vol 1, No 2/07 (2005)
Publisher : DIMENSI PENDIDIKAN

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Penelitian ini adalah tentang modifikasi interaksi oleh kelompok kecil diskusi mahasiswa Indonesia yang belajar Bahasa Inggris dalam menyelaraskan arti. Masalah pokok dari kajian ini adalah : modifikasi interaksi apa yang digunakan oleh kelompok diskusi mahasiswa yang belajar Bahasa Inggris untuk menyelaraskan arti? Kajian ini juga bertujuan mengenali modifikasi interaksi yang dilakukan mahasiswa tersebut dalam menyelaraskan arti.  Data dikumpulkan dari seuah kelompok kecil diskusi mahasiswa Bahasa Inggris IKIP PGRI Semarang yang telah direkam dan ditranskripsikan menggunakan model yang dikembangkan oleh Eggins dan Slade (1997). Berdasarkan transkripsi tersebut sebagian besar data dianalisa menggunakan taksonomi yang dikembangkan oleh Pica dan Doughty (1985), dan didukung oleh Tarone (1983) dan Agustien (1992), untuk mengenali modifikasi interaksi oleh mahasiswa dalam antara lain : permintaan penjelasan (15,91%), konfirmasi (10,79%), pengecekan komprehensif (3,98%), pengulangan kata yang sama (23,865%), pengulangan lain (10,23%), tanggapan (12,50%), permintaan bantuan (0,57%), permintaan pengulangan (1,14%), translasi literal (0,57%), penjelasan berlebihan (2,84%), usaa tim (0,57%), tanggapan:penerimaan (9,66%), dan usulan (7,39%). Agar kemampuan berbicara siswa meningkat secara signifikan, guru Bahasa Inggris dianjurkan untuk memaksimalkan modifikasi interaksi yang paling banyak dikuasai oleh para siswa dan meningkatkan yang yang paling sedikit dikuasai siswa. Sebagai tambahan, para guru diharapkan dapat mengembangakan aktivitas siswa melalui (1) masukan secara komprehensif,  (2) mengambil bagian dalam pertukaran informasi, dan (3) membagi peran yang sama di antara siswa untuk berinteraksi di dalam kelas. Kata kunci : modifikasi interaksi, menyelaraskan diri, kelompok kecil diskusi.
PENDIDIKAN ANAK USIA DINI BERBASIS LIFE SKILLS Nugrahani, Dyah; IKIP PGRI Semarang, Senowarsito; Egar, Ngasbun; Sumardiyani, Listyaning; Wardoyo, Subur L
E-Dimas: Jurnal Pengabdian kepada Masyarakat Vol 2, No 1 (2011): E-DIMAS
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (159.538 KB) | DOI: 10.26877/e-dimas.v2i1.102

Abstract

Abstract To achieve the goal of teaching learning, a proper method, as an instrument, plays an important role in serving the teaching learning materials. The education of pre-school is aimed to develop the life skill, which covers attitude, knowledge, creativity, and skill. The teaching learning methode that forms the child?óÔé¼Ôäós character has to be turned back to the curriculum. It should remain concerning in the phase of the development and character of child who like playing, singing, dan moving. Finally, the teaching learning methode must be addressed in shaping academic, social, personal intellegence, and child?óÔé¼Ôäós creativity. Key words: a proper method, pre-school, life skills
PELATIHAN PENYUSUNAN SILABUS DAN RPP BAHASA INGGRIS TERINTEGRASI PENDIDIKAN KARAKTER BAGI GURU-GURU BAHASA INGGRIS TINGKAT SEKOLAH DASAR DI KECAMATAN MRANGGEN KABUPATEN DEMAK egar, Ngasbun; Sukmaningrum, Rahmawati; Musarokah, Siti; Hawa, Faiza
E-Dimas: Jurnal Pengabdian kepada Masyarakat Vol 3, No 2 (2012): E-DIMAS
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (96.497 KB) | DOI: 10.26877/e-dimas.v3i2.442

Abstract

Demoralization occured in school life. Teachers as the person incharge of the students?óÔé¼Ôäó education in school must find the way out to demolish the demoralization. Character Education needs to be developed in school to maintain students?óÔé¼Ôäó behaviour. Character Building is important to be developed in the learning process. The development of Character Building is integrated into subject matters in elementary schools. Teachers should be involved in the character education for students. In running the process of learning, instructional materials are needed. Syllabus and lesson plan are parts of the instructional materials. Teachers are not only responsible for educating students in school but also responsible for building students?óÔé¼Ôäó characters through the material they deliver. Character Buildings are integrated in the syllabus and lesson plan in order that the students can apply the moral values from the material they learn in their daily lifes. The syllabus and lesson plan improvement with all the potency can be used for supporting the effectivity of character education implementation which is becoming the prior attention. Teachers should know more about students personality and what students need in the learning process. Teachers can improve their skills in making syllabus and lesson plans based character education by joining this workshop. Teachers need to be ?óÔé¼?ôan up-date?óÔé¼?Ø person in giving materials and delivering the moral values to build the students?óÔé¼Ôäó character. Through the program of repetition drills and monitoring, teachers can learn more about syllabus based character education to fulfill the students?óÔé¼Ôäó need. Syllabus based character education has to be used for imprasing the character education in order for gaining teachers?óÔé¼Ôäó and students?óÔé¼Ôäó creativity.Key words: Syllabus, Character Buildings.