An Analysis of Syntactical Ability of Second Language Children Age 5-6 Years Old in Taman Kanak-kanak (Tk) Para Bintang Kota Jambi

The purpose of this research is to identify syntactical ability of second language children age 5-6 years old. The subject of the research is learners of Kindergarten Para Bingtang Kota Jambi. This research is qualitative by using descriptive method. The result of the analysis shows that children age 5-6 years old in Para Bintang Kota Jambi have an ability to produce single sentence and complex sentence. Furthermore, they are also capable of using affirmative sentence, interrogative sentence, imperative sentence, and exclamation sentence. The ability of second language of children is still influenced by mother tongue which shows code mixing and code switching in their utterances. The children will choose to use second language which is Indonesian language in their interaction with teacher. Meanwhile, the children will use mother tongue which is Malay language in communicating with fiends of the same age. The children age 5-6 have an ability to produce sentences from second language and use it based on the context of their communication. Keywords: Language Acquisition, Syntactical Ability, Mother Tongue, Second Language

MODEL PEMBELAJARAN MENULIS ARTIKEL ILMIAH BERBASIS CONTEXTUAL TEACHING AND LEARNING (Penelitian Pengembangan di Program Studi Pendidikan Bahasa dan Sastra Indonesia Fakultas Keguruan dan Ilmu Pendidikan Universitas Batanghari Jambi)

Abstrak Penelitian ini bertujuan untuk mengembangkan sebuah model pembelajaran menulis artikel ilmiah berbasis contextual teaching and learning. Penelitian ini merupakan penelitian pengembangan yang mengadaptasi model pengembangan yang dikemukakan oleh Borg dan Gall. Model dikembangkan didasarkan hasil analisis kebutuhan, kemudian melalui proses validasi oleh pakar, teman sejawat, serta ujicoba. Model ini dikembangkan dengan memadukan dua pendekatan pembelajaran yaitu contextual teaching and learning dan pendekatan berbasis genre teks (genre-based approach). Data hasil analisis kebutuhan, validasi, dan uji coba dianalisis secara kualitatif dan kuantitatif. Temuan penelitian menunjukkan bahwa: (1) mahasiswa membutuhkan model pembelajaran menulis artikel ilmiah yang sesuai dengan karakteristik mahasiswa yaitu layak, dan efektif, serta dekat dengan konteks kehidupan mereka; (2) model pembelajaran yang digunakan saat ini belum dirancang sesuai dengan kebutuhan dan karakteristik mahasiswa; (3) model pembelajaran yang dikembangkan terdiri atas empat sintak yaitu: membangun pengetahuan lapangan (konteks), pemodelan, konstruksi teks bersama, dan konstruksi teks independen; (4) berdasarkan uji kelayakan oleh pakar, model yang dikembangkan dinyatakan sangat layak dengan skor rata-rata kelayakan sebesar 4,54 dengan kategori sangat layak; (5) berdasarkan persepsi pengguna diketahui bahwa model pembelajaran yang dikembangkan dinyatakan sangat baik, dengan skor rata-rata persepsi dosen sebesar 4,39 pada kategori sangat baik dan skor rata rata persepsi mahasiswa sebesar 4,25 juga pada kategori sangat baik; (6) hasil uji efektivitas yang didasarkan pada skor pretest dan posttest diketahui bahwa model pembelajaran menulis artikel ilmiah berbasis CTL efektif meningkatkan keterampilan mahasiswa dalam menulis artikel ilmiah. Dengan demikian, dapat disimpulan bahwa model pembelajaran menulis artikel ilmiah berbasis CTL yang dikembangkan layak dan efektif digunakan dalam pembelajaran menulis artikel ilmiah. Kata kunci: model pembelajaran menulis, artikel ilmiah, contextual teaching and learning ******** Abstract The purpose of this study is to develop a model of teaching to write scientific paper based on contextual teaching and learning. This study is research and development adapting a developmental model established by Borg and Gall. This teaching learning model was developed based on the need analysis data which had been validated by experts, and colleagues, as well as had been tested in trial. This model was developed by cooperating Contextual Teaching and Learning and Genre-Based Approaches. The need analysis, validation, and trial data were analyzed qualitatively and quantitatively. The findings suggest that: (1) the students need an instructional model to write scientific paper aligning with their characteristics: proper, effective and familiar with their daily activities; (2) the writing teaching model currently applied has not been designed based on the students’ needs and characteristics; (3) the writing teaching model developed consists of four syntaxes: developing background knowledge (context), modelling, writing collaboratively, and writing independently; (4) based on feasibility study validated by experts, the developed model score (4.54) confirmed that the model is very feasible; (5) based on the users’ perception, it was found that the developed teaching model is very good with mean score 4.39 (lecturers’ perception) and 4.25 (students’ perception) and were categorized as very good; (6) the efficacy test result based on pretest and posttest scores suggested that the CTL-based model of teaching to write scientific paper was effective to improve the students’ performance in writing scientific paper. As a result, it can be concluded that the writing teaching model developed based on CTL approach is feasible and effective to implement in teaching to write scientific paper. Keywords: writing teaching model, scientific paper, contextual teaching and learnin

MODEL OF CONTEXTUAL-BASED ACADEMIC WRITING LEARNING MODULE

This research and development aims to develop a contextual-based learning module for academic writing course to develop the students’ writing skill. It adopts Borg Gall’s model modified from Jolly and Bolitho’s model of development steps. The development steps include: assessing the teaching materials currently implemented, designing and developing the module, judging module feasibility by experts, and testing module effectiveness. It applies mixed method approach to describe textual data qualitatively and analyze numerical data using t-test. The data were obtained from need analysis through document analysis, interview, observation, survey, and experiment. The analysis found that the lecturers and students need appropriate, practical and effective teaching materials that meet their needs. Therefore, the module of writing teaching material is developed by integrating the seven components of contextual approach in various learning activities. Th epracticality test suggests that the module is very pratical. The feasibility test 82.27 in average confirming that the module is very feasible to develop. The effectiveness test found that it is very effective reflected in the posttest mean score of experimental class (78.10) that is significally different from the control class (69.80). The tests of practicality, feasibility, and effectiveness come into conclusion that the developed module can be implemented in the academic writing class. As suggesstion, the lecturers and researchers are recommended to develop comprehensively teaching materials aligning with the students’ needs.Keywords: model, contextual-based, academic writing, module, research and developmen