PENERAPAN MODEL COOPERATIVE LEARNING TEKNIK DICTOGLOSS TERHADAP KEMAMPUAN MENYIMAK BAHASA JEPANG (Studi Eksperimen Murni Pada Mahasiswa Tingkat III Departemen Pendidikan Bahasa Jepang UPI)

Sebagai pembelajar bahasa Jepang, mempelajari aspek keterampilan berbahasa merupakan hal yang penting. Diantara aspek keterampilan bahasa tersebut salah satunya adalah aspek keterampilan menyimak (Choukai). Berdasarkan hasil survey online yang yang dilakukan pada mahasiswa tingkat III departemen pendidikan bahasa Jepang UPI (September 2019), diketahui bahwa kesulitan yang dialami mahasiswa pada saat pembelajaran menyimak diantaranya adalah kurangnya pemahaman terhadap makna kosa kata (88%), sulit menentukan topik pembicaraan (32%), tidak memahami isi teks (28%). Penelitian ini menerapkan model cooperative learning teknik dictogloss terhadap kemampuan menyimak bahasa Jepang upaya meningkatkan pemahaman mahasiswa dalam pembelajaran menyimak.Tujuan dari penelitian ini adalah untuk mengetahui penguasaan keterampilan menyimak mahasiswa setelah diterapkannya model cooperative learning teknik dictogloss, dan mengetahui tanggapan mahasiswa terhadap penerapan model cooperative learning teknik dictogloss. Metode penelitian yang digunakan adalah metode eksperimen murni dengan Pretest-Posttest Control Group Design. Sampel peneitian merupakan 50 orang mahasiswa tingkat III Departemen Pendidikan Bahasa Jepang tahun ajaran 2019/2020. Hasil penelitian ini menunjukkan bahwa dengan menerapkan model cooperative learning teknik dictogloss pemahaman menyimak mahasiswa meningkat terlihat dari nilai rata-rata pretest-posttest yang mengalami peningkatan sebesar 18,6. Berdasarkan analisis tes, nilai rata-rata pretest kelas eksperimen adalah 68 dan posttest 86,64. Nilai t-hitung 2,83 dan t-tabel dengan db 49 adalah 2,69 (1%) dan 2,02 (5%) sehingga nilai t-hitung lebih besar dibandingkan dengan nilai t-tabel pada taraf 5%, yakni 2,83 ≥ 2,02. Selain itu, penerapan model model cooperative learning teknik dictogloss mempermudah mahasiswa untuk memahami makna kosa kata yang terdapat dalam teks, mempermudah memahami isi teks simakan, membuat mahasiswa menjadi lebih fokus pada saat menyimak teks dari audio yang diperdengarkan. Kata Kunci: Cooperative Learning, Teknik Dictogloss, Keterampilan Menyimak THE APPLICATION COOPERATIVE LEARNING MODEL OF DICTOGLOSS TECHNIQUE TO JAPANESE LISTENING ABILITY (Experimental Research in 3th grade of Japanese Language Education of Indonesia University of Education) Mia Rosmalia 1608102 ABSTRACT As a Japanese language learner, learning aspects of language skills is important. One of them is the listening skill aspect (choukai). Based on the results of an online survey to 25 3rd grade students of Japanese language education department UPI (on September 2019), it is known that the difficulty experienced by the majority of students when learning the listening skill is the lack of understanding the meaning of vocabularies (88%), determining topic of the text (32%) and the contents of the text (28%). This research applies cooperative learning model of dictogloss technique to Japanese language listening skill to improve students understanding of the text in listening. This research aims to determine differences of students' ability in mastering the listening skills and knowing students' responses to the application of cooperative learning model of dictogloss technique. The research uses pure experimental method with Pretest-Posttest Control Group Design. 50 3rd grade students of academic year 2019/2020 of Japanese language department UPI were sampled in this research. The results showed that students’ ability to listening skill increased by applying the cooperative learning model of dictogloss technique. The average pretest-posttest score which increased by 18.6. Based on result of the test analysis, the average pretest value of students at experimental class is 68 and after using the cooperative learning model of dictogloss technique the average value of the test is 86.64. The value of t-count is 2.83 and t-table for db 49 is 2.69 (1%) and 2.02 (5%), the value of t-count was greater than t-table at the level of 5% is 2.83 ≥ 2.02. In addition, the application of cooperative learning models of dictogloss techniques makes it easier for students to understand the meaning of the vocabulary contained in the text, makes it easier to understand the contents of the text simulations, making students more focused when listening to the text of the audio being heard. Keywords: Cooperative Learning; Dictogloss Technique; Listening Skil

Pengembangan Model Pembelajaran Rissca Dalam Perkuliahan Kajian Kurikulum Bahasa dan Sastra Indonesia

The research is aimed at designing a learning process that can stimulate the activity of students analytical thinking on the subject of the Curriculum of Indonesian Language and Literatures. The method used is research and development with 4D version. The result of the research is a learning model which is lesson study based focused on developing the concept of cooperative and scientific method, namely RISSCA (Reading, Identifying, Sequencing, Sharing, Communicating, Assessing). In this model, the materials chosen are systematically and procedurally arranged. On the subject of the Curriculum of Indonesian Language and Literatures, the materials that are suitable with this model are the understanding of the development of curriculum naming, core and basic competencies, the development of learning approach, syllabus compiling, the introduction of lesson planning, learning assessment of KTSP and the curriculum of 2013. The learning result achieved by implementing RISSCA is very good. The average score of each cycle reaches 72; 82,4; 84,3; and 87

PENGEMBANGAN PEMBELAJARAN BAHASA INDONESIA MELALUI MODEL KOOPERATIF BERBASIS LIFE SKILL

Developing cooperative model learning stand on several approaches are assumed to be able to improve the student learning process and outcome. The approach is active learning, contructivistic, and cooperative. Those several approaches are integrated to produce a learning model that enable their potential optimally. In order for student with life skill, learning in school emphized the application of science that learn to equip student to know and overcome the issues of life. A learning not only about knowledge knowing, remembering, and understanding, but also directed to creat something useful for life. Indonesian language learning is expected to assist the student get to know them self, their culture, and?é?á the cultures of others, suggest their idea and feel, participate on the society as the language owner and founder, and also use their analitic and imaginative capability. Indonesian language learning directed improve student cammunicate?é?á ability in Indonesian language properly and correctly, either orraly or in writing, and foster an appreciation of literary works. Based on that, student need to be eqquipped with life skills through cooperative learning process. Thus, the expected goals so that student has language skills, can be achieved optimally. Key words: leaning, life skill, cooperative, language leaning aspect

19the Analysis of Students\u27 Team Achievement Divisions (Stad) Used in Learning Practice of Translating and Interpreting

Due to the Motto of STKIP Siliwangi Bandung “ The Leader of Learning Innovation”, this research deals with The Analysis of Student Teams Achievement Division (STAD) used in Learning Practice of Translating and Interpreting. This research explores the implementation of Students\u27 Team Achievement Divisions (STAD) and find out the advantages and disadvantages of Students\u27 Team Achievement Divisions (STAD) used in learning Practice of Translating and Interpreting. The objective of the research was to motivate students and encourage them to be active in learning, to accelerate student achievement, to improve behavior in learning, and to find out the students\u27 ability with Student Teams-Achievement Divisions (STAD) method. Data collection technique focused on participant observation, interviews, and documentation. Student Team-Achievement Division (STAD) is one type of cooperative learning model using small groups with a number of members of each group of 4-5 students in heterogenic way. It begins by delivering the objectives of learning, delivering of material, group activities, quizzes and group rewards. Students\u27 Team Achievement Divisions (STAD) method also is an effective method of cooperative learning. As with other learning methods, STAD method also has advantages and disadvantages. In the learning process there are good interaction among students, good attitude, increased interpersonal skills. It\u27s effective in increasing student participation and can train students to be more focus, more concentrate in answering questions from the teacher. It can make students eager to learn. But if the chief of the group can not resolve conflicts that arise constructively, it will be less effective in a group work. And if the number of groups is not considered, that is less than four, it would tend to withdraw and less active during the discussion. And if the number of groups of more than five, then chances for them to be passive in task completio

Voltage uprating of existing 275kV overhead transmission line tower for increasing the power transfer capability

This project presents a methodological approach, suggestions and information in uprating the existing 275kV transmission overhead line. The work also calculate and analyses the effect of conductor swing angle on L3 tower top geometrics and keep the probability of flashover at low state. In this project, the insulator length and clearances of swing conductor to tower body, top cross-arm, bottom cross-arm and conductor to conductor are considered. The purpose of this work is to determine the clearances necessary to insulator withstand for 400kV line. In addition, it is also important to make sure that conductors have to maintain the clearances under TOV (temporary over-voltage), switching and lightning overvoltages. The work in this project have used Excel and Smart Draw to analyze the results and plot the clearance distances of swing conductor, also the phase to phase rms voltage and redrawing the existing overhead tower. Therefore, voltages rating for the L3 tower can be determined through the available clearances. Firstly, the voltage rating is determined with standard 400kV specification of insulator length. Then, the insulator is being shorted to do the analysis to the voltage rating and lastly, the overall cross-arm is changed to fully insulate such as composite cross-arm. As the result, by using standard insulator length, the tower only carried 351kV rather than composite cross-arm that carry 450kV. The standard L3 tower will be increase the power transfer capacity to 400kV in term of voltage by changing the steel cross-arm to composite cross-arm

Improving English teaching in Universitas Islam Indonesia: Implementation of cooperative learning

Even though cooperative learning is quite a recent paradigm in the field of English teaching especially in English as a Foreign or Second Language (EFL/ESL) classes, it is actually not new for Indonesians. The concept, which relies on individual contributions upon communal achievement, is similar to the concept of gotong royong, which is undoubtedly an innate belief of Indonesians. The concept of gotong royong itself is frequently defined literally as mutual help. However, it is actually more than mutual help, since it also requires all society members’ participations in any event, for the sake of the community. This literature study is aimed at investigating the applicability of cooperative learning technique in the teaching of English in Universitas Islam Indonesia. The paper will be presented in the order of discussion on cooperative learning, followed by elaboration of gotong royong, and summed up by relevancies of the two concepts. It is possible that this technique also suits the teaching of other subjects, since the concept of cooperative learning and gotong royong would also facilitate the students in going into real life phenomena and experience. Nevertheless, the implementation of this method requires large scale and systemic changes to be ideal in nature

Libraries, Language, and Change: Defining the Information Present

Changes in the information world are resulting in new concepts of resource sharing, new practices in the management of library resources, and an expanding role for libraries in the educational process. However, such concepts have not necessarily been identified, named, and defined in the language of contemporary librarianship. Although librarians and their associates in the information and educational processes need to be made aware of these subtle, but powerful, new issues, discussions cannot easily proceed until there is a shared understanding of them in the language of review and debate. This paper introduces three themes that encompass these issues: distance information, managed information, and transformational budgeting.Informatio

Modelling Users, Intentions, and Structure in Spoken Dialog

We outline how utterances in dialogs can be interpreted using a partial first order logic. We exploit the capability of this logic to talk about the truth status of formulae to define a notion of coherence between utterances and explain how this coherence relation can serve for the construction of AND/OR trees that represent the segmentation of the dialog. In a BDI model we formalize basic assumptions about dialog and cooperative behaviour of participants. These assumptions provide a basis for inferring speech acts from coherence relations between utterances and attitudes of dialog participants. Speech acts prove to be useful for determining dialog segments defined on the notion of completing expectations of dialog participants. Finally, we sketch how explicit segmentation signalled by cue phrases and performatives is covered by our dialog model.Comment: 17 page