Articles

Found 5 Documents
Search

Utilization of Blended Learning Strategies Combined With Content Area Literacy to Improve The Capabilities of Writing Scientific Works at University Hambali, Muhammad; Susilowati, Novi Eka
ISLLAC : Journal of Intensive Studies on Language, Literature, Art, and Culture Vol 1, No 2 (2017)
Publisher : Jurusan Sastra Indonesia

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

Abstract

The facts show that the culture of students literacy, including the culture of writing scientific papers, is low. Therefore, it is necessary to improve the culture of student literacy. One of them is by utilizing blended learning strategy combined with content area literacy to improve the ability to write scientific papers. This blended learning strategy allows students to read, write, and develop critical thinking combined with the use of communication and information technology that is characteristic of activity in the current era of technology. A blended learning strategy is done by assigning students to write scientific papers, while the content area literacy is done by deepening the substantive aspects of the topic of written scientific papers. When the course of writing scientific papers took place, students follow lectures face to face and combined with learning face-to-face (virtual learning). This learning brings advantages such as giving students the opportunity to work and consult scientific papers written anytime and anywhere.
KETEPATAN PENGGUNAAN PREPOSISI DALAM KARANGAN SISWA KELAS III, IV, V, DAN VI Sumadi, Sumadi; Susilowati, Novi Eka
Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya Vol 44, No 1 (2016)
Publisher : Fakultas Sastra Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (243.126 KB)

Abstract

This study aims at describing the appropriate and correct use of prepositions in elementary school students’ composition. The design of this study is qualitative research combined with formal approaches for students in grade 3, 4, 5 and 6. The results of the study indicate that (1) there is a preposition used in all grades; (2) there are some prepositions used in certain grade; (3) some preposition functions are found in all grades; and (4) some preposition functions are found in certain grades.
The Deletion of Syntactic Function in Sentence Written By Students of Class III, IV, V, And VI Elementary School Sumadi, Sumadi; Susilowati, Novi Eka; Suparno, Suparno
ISLLAC : Journal of Intensive Studies on Language, Literature, Art, and Culture Vol 1, No 2 (2017)
Publisher : Jurusan Sastra Indonesia

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

Abstract

This study aims to describe the deletion of syntactic function in sentences written by students of class III, IV, V, and VI elementary schools. This research data in the form of sentences in class III, IV, V, and VI elementary students. The data were collected from data sources in the form of essays from a number of third-grade students, IV, V, and VI elementary school target of this study. The results showed three things. First, there are sentences found in all classes, namely (1) the constituent sentence essentially present with the basic sentence patterns (a) S-P, (b) S-P-O, (c) S-P-Pel, and (d) S-P-Ket; and (2) a sentence whose constituents are essentially not present with a sentence type whose S constituent is not present. Second, there are sentences found in certain classes, ie (1) sentences whose constituent P is absent only found in class V, and (2) sentences whose S and P constituents are absent are found only in class IV, V, and VI. Thirdly, even though the sentence that his S-constituent is not present is found in all classes, the sentence pattern in each level is different.
IMPLEMENTASI PENDIDIKAN KARAKTER PADA MATAKULIAH BAHASA INDONESIA Susilowati, Novi Eka
Waskita: Jurnal Pendidikan Nilai dan Pembangunan Karakter Vol 1, No 1 (2017)
Publisher : PUSAT MPK UNIVERSITAS BRAWIJAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21776/ub.waskita.2017.001.01.6

Abstract

Character is one of the big problems faced by Indonesia because currently Indonesia is considered experiencing moral degradation. Therefore, cha- racter education should be applied in every level of education to improve the morale ofstudents. Character education needs to be done because (1) decline in family function, (2) the worsening morale of the young genera- tion, (3) the declining value of ethics. With this in mind, the application of character education to Indonesian subjects is very relevant and strate- gic to do because Indonesian is a compulsory course that must be followed by all students. Implementation of character education in Indonesian subjects is conducted in an integrated manner in the planning, imple- mentation, and assessment of learning. Character education is expected to shape the character of the students so that universities not only produce graduates who excel in terms of cognition, but also in terms of behavior.
COMMUNICATIVITY OF AUTISTIC STUDENT UTTERANCE IN LEARNING INTERACTIONS Suparno, Suparno; Susilowati, Novi Eka; Fawzi, Ary; Andarwulan, Trisna; Anggraeni, Astri Widyaruli
ISLLAC : Journal of Intensive Studies on Language, Literature, Art, and Culture Vol 2, No 2 (2018)
Publisher : Jurusan Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (218.575 KB)

Abstract

The purpose of this study is to describe speech communication by autistic students atthe SDLB Autism Laboratory of Universitas Negeri Malang. This study wasconducted on seven autistic students who had different types of autism. The data ofthis study are the elicitation of verbal data in the form of grammatical lingual units andlingual units of the interaction of oral speech of autistic students in the form of wordsand sentences accompanied by speech context. The results of the study show fourthings. First, the shift of speech between teachers and students does not occur wellbecause students are slow in responding to the stimulus from the teacher. Secondly,almost never occurs speech initiation from students. Third, there is inaccuracy andincompatibility of speech responses to stimulus speech. Fourth, the communication ofeach autistic student is different.