Application of GIST Methods in the Teaching of Reading Comprehension to the Intermediate Level of Indonesian Language for Non-native Speakers

The purpose of this study is to obtain an overview of the influence of GIST methods on the reading ability of BIPA learner-level understanding. The research method used is a single-subject method (single-subject method) with an A-B-A design. The baseline (A1) was conducted over four sessions, the intervention (B) was conducted over eight sessions, and the second baseline (A2) was conducted over four sessions. The results show that the GIST method can develop the reading ability of middle-level BIPA learners’ comprehension. This can be seen from the increase in the average value obtained by each subject under each condition. The data overlap from research subject, that is, 0%, 25%, 25%, 12.5%, and 0%. Overlap data from the results of the study did not exceed 25%, which indicates that the application of the GIST method to reading comprehension ability is very effective. Based on the research, the GIST method proved capable of developing the reading ability of BIPA learners, especially in terms of reading comprehension of texts.   Keywords: ability to read comprehension, BIPA learning, GIST method (Generating Interaction between Schemata and Text

Implementation of Teaching Materials Based on Indonesian Culture in BIPA Learning As One Way to Lift Indonesian Culture in the World

This study aims to develop various teaching materials as well as lifting Indonesian culture through bringing the learning of the Indonesian language to the eyes of the world through BIPA learning. The method used in this research is research and development. Researchers create teaching materials using various cultural terms from various regions in Indonesia, try them out with BIPA learners and make improvements to their shortcomings. The cultural materials used by the author in the mid-level BIPA textbook are a habit, a character from the area, traditional food, traditional clothing, rituals/ traditions, traditional dance, and traditional musical instruments. The results of this study indicated that the authors created unique BIPA teaching materials at intermediate level (B2) and succeeded in making BIPA learners more interested in learning Indonesian. In this way, learners can not only learn BIPA in terms of the Indonesian language but can also simultaneously get to know the culture of Indonesia.     Keywords: instructional BIPA materials, intermediate level (B2), learning BIPA, terms in Indonesian cultur

METODE COMMUNICATIVE LANGUAGE TEACHING BERBASIS KOMPETENSI GRAMATIKAL DALAM PEMELAJARAN BERBICARA BIPA : Penelitian Eksperimen Subjek Tunggal pada Pemelajar BIPA Tingkat Menengah

Penelitian ini dilatarbelakangi oleh permasalahan pemelajar BIPA yang belum mampu menggunakan pola atau tata bahasa dalam ujaran dengan benar. Tujuan dari penelitian ini adalah mengetahui profil pemelajaran berbicara BIPA, mengetahui kompetensi berkomunikasi pemelajar BIPA pada kondisi setiap kondisi, mengetahui pengaruh metode Communicative Language Teaching (CLT) berbasis kompetensi gramatikal terhadap kemampuan berkomunikasi pemelajar BIPA, dan mengetahui respons pemelajar BIPA terhadap metode Communicative Language Teaching (CLT) berbasis kompetensi gramatikal. Metode penelitian yang digunakan dalam penelitian ini adalah metode penelitian eksperimen subjek tunggal dengan desain A-B-A. Hasil penelitian menunjukkan profil pemelajaran berbicara terlangsung mengandalkan pengetahuan B1 dalam proses pemelajaran B2, profil pemelajaran berbicara tampak berbeda pada saat diterapkannya CLT berbasis kompetensi gramatikal yang mampu melibatkan siswa secara aktif dalam komunikasi dan mampu melatih kefasihan berbicara sesuai dengan gramatikal. Ketiga kemampuan awal berkomunikasi pemelajar BIPA tampak mengalami permasalahan pada penggunaan tata bahasa. Pada kondisi intervensi, subjek 1 dan subjek 2, dan 3 mengalami peningkatan dalam penggunaan pola ujaran meskipun tidak terlalu signifikan. Perubahan kemampuan berkomunikasi pada kondisi baseline akhir terlihat sangat signifikan terutama subjek 3. Dari hasil penelitian tersebut, tampak metode CLT berbasis kompetensi gramatikal berpengaruh positif terhadap kompetensi berkomunikasi ketiga pemelajar BIPA ini. Selain itu, pemelajar BIPA memperlihatkan respons yang positif terhadap metode CLT berbasis kompetensi gramatikal ini. Data overlap yang diperoleh dari ketiga subjek tersebut, yaitu subjek 1 (25%), subjek 2 (0%), subjek 3 (0%). Data overlap yang tidak melebihi dari 25% ini membuktikan bahwa treatment CLT berbasis kompetensi gramatikal tersebut dapat mengembangkan kompetensi komunikasi pemelajar BIPA. Berdasarkan penjelasan tersebut, dapat disimpulkan bahwa adanya pengaruh positif dari metode Communicative Language Teaching (CLT) berbasis kompetensi gramatikal terhadap kemampuan berkomunikasi pemelajar BIPA, khususnya dalam penggunaan tata bahasa komunikasi lisan. ---- This research is motivated by problems of BIPA learners who have not been able to use the pattern or grammar in speech correctly. The purpose of this research is to know the learning profile of BIPA speakers, to know the communication competency of BIPA learners on the condition of every condition, to know the influence of Communicative Language Teaching (CLT) method based on grammatical competence on communication ability of BIPA learners, and to know the learning response of BIPA towards Communicative Language Teaching ( CLT) based on grammatical competence. The research method used in this research is a single subject experimental research method with A-B-A design. The results of the study show that the profile of direct talk learning relies on the knowledge of B1 in the learning process B2, the speech learning profile appears to be different when the grammatical competency-based CLT is applied which is able to engage students actively in communication and able to train grammatical fluency. The three early communication skills of BIPA learners appear to have problems with the use of grammar. Under intervention conditions, subject 1 and subjects 2, and 3 experienced an increase in the use of speech patterns although not significantly. The change of communication ability at the final baseline condition is very significant, especially the subject 3. From the result of the research, it appears that the grammatical competency-based CLT method has a positive effect on the communication competency of these three BIPA learners. In addition, BIPA learners demonstrated a positive response to this grammatical competency-based CLT method. Overlap data obtained from the three subjects, namely subject 1 (25%), subject 2 (0%), subject 3 (0%). Overlap data that does not exceed 25% of this proves that the gramical competence-based CLT treatment can develop the competence of BIPA learners communication. Based on the explanation, it can be concluded that there is a positive influence of the method of Communicative Language Teaching (CLT) based on grammatical competence on communication ability of BIPA learners, especially in the use of oral communication grammar

PENGEMBANGAN PROGRAM LITERASI MEMBACA KRITIS BERANCANGAN MODEL KEMITRAAN LITERASI KOMPREHENSIF DI PERGURUAN TINGGI

Pemerintah telah menetapkan beberapa kebijakan melalui UU dan Peraturan lainnya sebagai upaya dalam meningkatkan kemampuan literasi peserta didik. Namun, kebijakan tersebut belum secara jelas memberikan rambu-rambu pelaksanaan kegiatan literasi di perguruan tinggi. Selain itu, masalah praktis kemampuan literasi di jenjang perguruan tinggi menjadi latar belakang penelitian ini, di antaranya mayoritas peserta didik belum mampu menggali informasi secara kritis, mengorganisasikan pemikiran dengan baik, mengemukakan argumentasi ilmiah, menilai kredibilitas referensi, sehingga berdampak pada kemampuan mentransformasikan pengetahuannya ke dalam karya tulis ilmiah. Oleh karena itu, diperlukan alternatif program literasi di perguruan tinggi. Penelitian ini bertujuan untuk mengembangkan Program Literasi Membaca Kritis Berancangan Model Kemitraan Literasi Komprehensif. Pengembangan produk program literasi ini meliputi pengembangan kerangka kerja program, parameter kemampuan literasi membaca kritis, strategi instruksional untuk meningkatkan kemampuan literasi membaca kritis. Metode penelitian yang digunakan dalam penelitian ini adalah metode penelitian R&D dengan desain 4D. Tahapan penelitian yang dilakukan meliputi 1) kajian profil kegiatan literasi di perguruan tinggi yang meliputi proses pelaksanaan kegiatan literasi, tingkat kesulitan soal evaluasi kegiatan literasi, dan pemetaan kemampuan literasi membaca kritis; 2) perancangan model hipotetik Program Literasi Membaca Kritis Berancangan Model Kemitraan Literasi Komprehensif; 3) pengembangan Program Literasi Membaca Kritis Berancangan Model Kemitraan Literasi Komprehensif; 4) dan pengujian serta penilaian keterpakaian Program Literasi Membaca Kritis Berancangan Model Kemitraan Literasi Komprehensif. Berdasarkan hasil penelitian, program literasi ini dapat meningkatkan kemampuan literasi membaca kritis. Hal ini dapat dilihat dari kemampuan dalam menyelesaikan masalah, komponen argumen peserta didik, dan produk tulisan artikel ilmiah yang dihasilkan melalui program. Penelitian ini menghasilkan kerangka kerja program, parameter kemampuan literasi membaca kritis, strategi instruksional untuk meningkatkan kemampuan literasi membaca kritis, dan produk akhir Program Literasi Membaca Kritis Berancangan Model Kemitraan Literasi Komprehensif. Berdasarkan hasil uji validasi dari para pakar dan respons pengguna bahwa program literasi membaca kritis ini layak dan dapat digunakan di perguruan tinggi

KETERAMPILAN MENULIS DENGAN MODEL PAKEM MELALUI TEKNIK ‘MENJADI WARTAWAN JUNIOR’ DI SEKOLAH DASAR

This research is motivated by the condition of students' writing abilities that are still low. One method that is considered appropriate is the PAKEM model by positioning students as junior journalists. The research method that I use is a quasi-experimental research method with a quantitative approach. The quantitative approach is used to obtain a picture of the ability of students to write reports on interviews through the technique of 'Becoming a Junior Reporter'. In addition, this study also uses a qualitative approach to describe the profile data of students' ability to write reports on the results of interviews through the technique of 'Becoming a Junior Journalist' before the learning approach to writing through the 'Becoming a Junior Journalist' technique is applied. The 'Become a Junior Journalist' technique is effective for improving students' ability to write reports based on an increase in the average pretest score of 57.47 to 78.50 on the average posttest score. Meanwhile, the final average value of the control class was 57.00 in the pretest and increased by 68.78 on the average posttest score. There was a difference in gain of 21.03 in the experimental group and 11.78 in the control group. This proves that writing ability can be improved with the PAKEM model through junior journalist techniques

Application of GIST Methods in the Teaching of Reading Comprehension to the Intermediate Level of Indonesian Language for Non-native Speakers

The purpose of this study is to obtain an overview of the influence of GIST methods on the reading ability of BIPA learner-level understanding. The research method used is a single-subject method (single-subject method) with an A-B-A design. The baseline (A1) was conducted over four sessions, the intervention (B) was conducted over eight sessions, and the second baseline (A2) was conducted over four sessions. The results show that the GIST method can develop the reading ability of middle-level BIPA learners' comprehension. This can be seen from the increase in the average value obtained by each subject under each condition. The data overlap from research subject, that is, 0%, 25%, 25%, 12.5%, and 0%. Overlap data from the results of the study did not exceed 25%, which indicates that the application of the GIST method to reading comprehension ability is very effective. Based on the research, the GIST method proved capable of developing the reading ability of BIPA learners, especially in terms of reading comprehension of texts.   Keywords: ability to read comprehension, BIPA learning, GIST method (Generating Interaction between Schemata and Text

Implementation of Teaching Materials Based on Indonesian Culture in BIPA Learning as One Way to Lift Indonesian Culture in the World

This study aims to develop various teaching materials as well as lifting Indonesian culture through bringing the learning of the Indonesian language to the eyes of the world through BIPA learning. The method used in this research is research and development. Researchers create teaching materials using various cultural terms from various regions in Indonesia, try them out with BIPA learners and make improvements to their shortcomings. The cultural materials used by the author in the mid-level BIPA textbook are a habit, a character from the area, traditional food, traditional clothing, rituals/ traditions, traditional dance, and traditional musical instruments. The results of this study indicated that the authors created unique BIPA teaching materials at intermediate level (B2) and succeeded in making BIPA learners more interested in learning Indonesian. In this way, learners can not only learn BIPA in terms of the Indonesian language but can also simultaneously get to know the culture of Indonesia.     Keywords: instructional BIPA materials, intermediate level (B2), learning BIPA, terms in Indonesian cultur

15. Rezim Internasional Sebagai Instrumen Kepentingan Nasional: Kebijakan Rusia Bergabung Dalam UN Global Counter-terrorism Strategy 2006

Relations between Russia and America had been established for 209 years, started from1807. Relations between Russia and America most filled with disharmony rather thanharmony. Rivality on two states was seen on the Cold War. The bipolar phenomenon doesnot only happen for politic gain in blocs of nations between Russia and America, but mostlikely a refection to some characteristic of nation. This reasearch will explain why Russiajoin UN Global Counter-Terrorism Strategy that known as respond to 9/11. Using rationalchoice theory, this research was found that Russia puts forward the principle of rational toface the threat of terrorist groups in their country. In needs to know the movement ofinternational network from Basayev group, make Russia participate in the global counterterrorismregime formed by the United Nations. Some adjustments shown that the FederalLaw No.35-Fz had replace the Federal Law 130-Fz 1998 before as a counter-terrorism lawsince 2006. The changes of strategy does not only reflect the rationality of an actor, butalso sovereignity of a state