Section outline
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Mata kuliah Studi Bahasa bertujuan untuk memberikan pengetahuan tentang ilmu bahasa yang relevan dan mendukung pendidikan bahasa. Topik Materi yang dibahas meliputi Linguistik Strukturalisme, Linguistik Pendidikan, Functional Grammar, Common European Framework of Reference (CEFR), Bahasa dan Kebudayaan, Kesemestaan Bahasa, Analisis Kontrastif, dan Sosiolinguistik.
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Mata kuliah yang memiliki bobot 3 SKS ini bertujuan untuk memberikan pengetahuan tentang ilmu bahasa yang relevan dan mendukung pendidikan bahasa. Dalam mata kuliah ini akan dibahas Linguistik Strukturalisme, Linguistik Pendidikan, Functional Grammar, Common European Framework of Reference (CEFR), Bahasa dan Kebudayaan, Kesemestaan Bahasa, Analisis Kontrastif, dan Sosiolinguistik.
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Structuralism, in linguistics, any one of several schools of 20th-century linguistics committed to the structuralist principle that a language is a self-contained relational structure, the elements of which derive their existence and their value from their distribution and oppositions in texts or discourse. This principle was first stated clearly, for linguistics, by the Swiss scholar Ferdinand de Saussure (1857–1913). Saussurean structuralism was further developed in somewhat different directions by the Prague school, glossematics, and other European movements.
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Kajian dalam linguistik mikro meliputi fonologi, morfologi dan morfosintaksis. Selanjutnya, ketiga kajian linguistik mikro tersebut dikaitkan dengan pengajaran bahasa.
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Linguistic studies are very broad and varied. Educational linguistics is included in the study of macro linguistics, as well as concerning linguistic training and research related to educational theory and practice, particularly in the teaching and learning of language as a second language. Special education linguistics studies issues in linguistic and cultural diversity with an approach to learning and teaching that embraces local, national, and international interests. Examples of these issues include second language acquisition, language learning, language selection, language maintenance and shifting, language and ethnicity, descriptive analysis, speech and discourse, education, implications of linguistic diversity, language planning education, bilingualism, and speech and illiteracy interactions.
Educational Linguistics in language learning focuses its assessment on educational matters, one of which is related to language acquisition and language learning. In this case, language acquisition and learning are associated with the Krashen & Terrel acquisition vs learning hypothesis. The next assessment is related to matters relating to language learning, such as variations in language learning, principles of language learning, second language teaching, and determining factors in second language learning. These matters are one of the focuses of the field of educational linguistic studies.
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PPT ini berisi kajian dan pembahasan terkait matari linguistik pendidikan di dalam pembelajaran bahasa.
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NAMES OF ARJUNA IN THE SÊRAT BHAGAWAD GITA
Doni Dwi Hartanto a,*, Pratomo Widodo b,*
Pascasarjana Universitas Negeri Yogyakarta
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Pertemuan ke-6 ini akan membahas Functional Grammar dan penerapannya dalam pengajaran bahasa. Teori Functional Grammar yang dapat dipelajari oleh mahasiswa adalah bukunya Halliday.
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Second-language acquisition (SLA), sometimes called second-language learning - otherwise referred to as L2 (language 2) acquisition, is the process by which people learn a second language. Second-language acquisition is also the scientific discipline devoted to studying that process. The field of second-language acquisition is a sub-discipline of applied linguistics but also receives research attention from a variety of other disciplines, such as psychology and education. A central theme in SLA research is that of interlanguage: the idea that the language that learners use is not simply the result of differences between the languages that they already know and the language that they are learning, but a complete language system in its own right, with its own systematic rules. This interlanguage gradually develops as learners are exposed to the targeted language.
The primary factor driving SLA appears to be the language input that learners receive. Learners become more advanced the longer they are immersed in the language they are learning and the more time they spend voluntarily reading. The input hypothesis developed by linguist Stephen Krashen theorizes that comprehensible input alone is necessary for second language acquisition. Krashen makes a distinction between language acquisition and language learning (the acquisition–learning distinction), claiming that acquisition is a subconscious process, whereas learning is a conscious one. According to this hypothesis, the acquisition process in L2 (Language 2) is the same as L1 (Language 1) acquisition. Learning, on the other hand, refers to conscious learning and analysis of the language being learned.
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Penguasaan sebuah bahasa oleh seorang anak dimulai dengan perolehan bahasa pertama atau disebut dengan bahasa ibu. Setelah bahasa ibu diperoleh maka pada usia tertentu anak memperoleh bahasa lain atau bahasa kedua yang ia kenal sebagai khazanah pengetahuan yang baru.
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Pentingnya Pemahaman Budaya dalam Pembelajaran Bahasa Asing Hanif Maghfur Darussalam, Pratomo Widodo
Ilmu Pendidikan Bahasa Pascasarjana UNY
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Pragmatics will play a role in helping learners understand the meaning of a speech or language use so that the meaning of the speech can be understood properly. In pragmatics we will study the contextual meaning of a speech. According to Nozz and Llamzon (1986) there are at least four main elements that must always be considered in pragmatic studies such as roles, setting, topics, and the medium used in communicating. Pragmatics is very important to learn. The importance of pragmatics in communicating is to avoid mistakes in communication because pragmatics is closely related to context.
The scope of pragmatics consists of deixis, reference dan inference, presupposition, speech act, and implicature. Then in the second language pragmatic learning there is inter-language pragmatics. Interlanguage Pragmatics (ILP), is a study of understanding and production of linguistic action patterns by non-native speakers in using second languages (Kasper and Blum-Kulka, 1993). Interlanguage pragmatic studies are covered by two disciplines, namely Second Language Acquisition (SLA) and Pragmatics. Furthermore, there are several approaches in teaching pragmatics for second language learning. The pragmatic teaching approaches are the communicative approach, the explicit-implicit approach, and the 6R approach. The use of this approach is adapted to the situation, conditions, and circumstances of the learners and it is also possible to modify or use a combination of several approaches at once.
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Unsur pokok yang harus diperhatikan dalam kajian pragmatik: peran, latar peristiwa, topik, dan medium yang digunakan dalam berkomunikasi. Pentingnya pragmatik dalam berkomunikasi yakni agar tidak terjadi kesalahan-kesalahan dalam komunikasi. Pragmatik berperan sebagai alat untuk membantu pembelajar dalam memahami makna suatu tuturan dalam penggunaan bahasa baik bahasa pertama maupun bahasa kedua. Tuturan Tintin: Là, une moto! Memiliki makna yang berbeda jika konteksnya berbeda.
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DIRECTIVE SPECH ACT ON TINTIN COMIC’S: LE SCEPTRE D’OTTOKAR
Desi Rahmawati, Pratomo Widodo
S3 Ilmu Pendidikan Bahasa, Pascasarjana, Universitas Negeri Yogyakarta
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MID TES
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Common European Framework of Reference for Languages (CEFR) is the European general framework of reference for languages covering learning, teaching and language assessment issues. The CEFR is a guideline used to describe the achievement of foreign language students across Europe. At present, the use of CEFR has begun to expand to various countries outside Europe, including Colombia, the Philippines, China, Japan, countries in West Asia and Southeast Asia (Muliastuti, 2017: 31). It was put together by the Council of Europe as a major part of the "Learning Citizenship Language for Europe" program which was originally a project circa 1989–1996. Its main aim is to provide a method of learning, teaching and assessing applicable to all languages in Europe.
Language users can develop different levels of competence in each domain, and to help define them, the CEFR has provided a set of General Reference Levels. The reference level generated by the CEFR is currently used by teachers of foreign languages (read: German and French) at educational institutions and education personnel (LPTK) in Indonesia to be referred to as a reference in learning. The guidebook for teachers using the CEFR states that the CEFR functions (1) as a tool to measure the level of ability of foreign language learners, (2) to make foreign language learning systems more transparent at the international level, and (3) to learn foreign languages in society. multilingual. To carry out this function, the CEFR divides the ability of foreign language learners into three major levels, namely A, B, and C. Then each of these levels is divided into A1, A2, B1, B2, C1, and C2.
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Dalam bahasa Prancis disebut Cadre uropéen commun de reference pour les langues, disingkat menjadi CECRL atau CECR. CEFR merupakan kerangka umum acuan bagi Eropa untuk bahasa yang meliputi masalah belajar, mengajar, dan penilaian bahasa. Di dalam CEFR ada enam tingkat/jenjang yang dijadikan sebagai standar Eropa untuk penilaian kemampuan berbahasa seseorang.
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Common European Framework of Reference for Languages (CEFR) dan Implikasinya bagi Buku Ajar BIPA
Sudaryanto1 , Pratomo Widodo2
1Program Studi S-3 Ilmu Pendidikan Bahasa Universitas Negeri Yogyakarta
Published di Jurnal Idiomatik (PBSI Universitas Muslim Maros), Vol. 3, No. 2, Desember 2020, hlm. 80-87
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Keterampilan berbahasa yang meliputi keterampilan menyimak, berbicara, membaca, dan menulis menjadi aspek penting dalam belajar bahasa. Keempat keterampilan berbahasa tersebut erat kaitannya antara yang satu dengan lainnya. Keempat keterampilan tersebut juga mempunyai kedudukan yang saling mendukung dalam pencapaian keterampilan berbahasa seseorang. Pemerolehan berbahasa secara umum dikuasai secara bertahap, yaitu mula-mula menyimak, berbicara, membaca, dan kemudian menulis. Keempat keterampilan tersebut akan didapatkan seseorang pada saat pengajaran bahasa. Seseorang harus menguasai keempat aspek tersebut agar terampil berbahasa. Sehingga pembelajaran keterampilan berbahasa pada dunia pendidikan tidak hanya menekankan pada teori saja, tetapi seseorang dituntut untuk mampu menggunakan bahasa sebagaimana fungsinya, yaitu sebagai alat untuk berkomunikasi.
Keterampilan berbahasa yang pertama adalah menyimak atau mendengar Subyantoro dan Hartono (2003:1-2) menyatakan bahwa mendengar adalah peristiwa tertangkapnya rangsangan bunyi oleh pancaindra pendengar yang terjadi pada waktu kita dalam keadaan sadar akan adanya rangsangan tersebut, sedangkan mendengarkan adalah kegiatan mendengar yang dilakukan dengan sengaja penuh perhatian terhadap apa yang didengar, sementara itu menyimak intensitas perhatiannya terhadap apa yang disimak. Pembelajaran menyimak menuntun siswa mampu menguasai berbagai pengetahuan informasional, konseptual, prosedural, dan metakognitif. Keterampilan berbahasa yang kedua adalah berbicara. Pada dasarnya ketrampilan berbicara dilakukan dengan motivasi untuk mengemukakakan sesuatu kepada orang lain, atau karena ingin memberikan reaksi terhadap sesuatu yang didengarnya (Nurgiyantoro, 2011: 442). Keterampilan berbahasa yang ketiga adalah membaca. Membaca dapat didefinisikan sebagai “proses menerima komunikasi tertulis”. Unsur yang harus ada dalam kegiatan membaca adalah pemahaman. Kegiatan membaca yang tidak disertai dengan pemahaman bukanlah kegiatan membaca (Zucdi, 2012:3). Keterampilan berbahasa yang keempat adalah menulis. Menulis merupakan suatu proses merekam ide-ide atau gagasan yang rumit secara terorganisir, terutama pada pemilihan diksi dan ejaan yang memiliki peranan yang sangat penting (Abaye, 2015: 272).
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Keterampilan berbahasa yang meliputi keterampilan menyimak, berbicara, membaca, dan menulis menjadi aspek penting dalam belajar bahasa. Keempat keterampilan berbahasa tersebut erat kaitannya antara yang satu dengan lainnya. Keempat keterampilan tersebut juga mempunyai kedudukan yang saling mendukung dalam pencapaian keterampilan berbahasa seseorang. Ketrampilan berbahasa sangat penting diaplikasikan pada kelas BIPA
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ANALISIS TAGMEMIK DALAM SURAT KABAR REBUPLIKA PADA KOLOM OPINI RUBRIK “SUARAPUBLIKA”
Nabiyya Zarbali (19705261036)
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Language is a part of culture which plays a very important role in it. Some social scientists argue that without language, culture would not be possible. Language simultaneously reflects the culture of its speakers. In a broad sense, language is a symbolic representation of a nation, reflecting its historical background, cultural way of life, and people's way of thinking. Language is part of culture and culture is part of language. The two are so closely intertwined that one cannot separate culture and language. To deepen the relationship between language and culture, an in-depth study of the following Sapir-Worf and Frans Boas (American anthropology) hypothesis is required.
The link between language and culture was originally developed by Edward Sapir (1884-1939) and Benyamin Lee Whorf (1897-1941) known as the Sapir-Whorf Hypothesis. Sapir and Whorf saw that the human mind is determined by the classification system of a particular language used by humans. The first hypothesis is the linguistic relativity hypothesis which states that differences in language structure are generally parallel to cognitive differences in non-languages. The second hypothesis is linguistic determinism, which states that the structure of language affects the way individuals perceive and reason about the perceptual world. The relationship between language and culture is very close. That is, language can be viewed as an extension of culture. According to the Sapir-Whorf hypothesis, in fact every language represents a distinctive symbolic world and depicts the reality of the mind, inner experiences, and needs of the wearer.
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Bahasa adalah bagian dari budaya yang memainkan peran sangat penting di dalamnya. Brown (1994) bahasa adalah bagian dari budaya dan budaya adalah bagian dari bahasa. Moran (2001) bahasa digunakan untuk berpartisipasi dalam menggambarkan, menafsirkan dan menanggapi budaya. Brooks (1997) di satu sisi, bahasa membawa sintaksis, semantik, dan makna pragmatis bagi pengguna bahasa untuk berkomunikasi tetapi di sisi lain, budaya membawa makna dan makna budaya diekspresikan melalui pola perilaku misalnya bahasa. Holmes (1972) bahasa sebagai bagian dari representasi kebudayaan dari masyarakatnya dan bahasa merupakan bagian dari kebudayaan (language in culture), bahasa tidak berdiri sendiri (language and culure).
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Artikel Jurnal Studi Bahasa dan Budaya
Dipublish di Jurnal LITERA Edisi Maret 2021.
Penulis: Setyawan Pujiono dan Pratomo Widodo
Berikut link artikelnya https://journal.uny.ac.id/index.php/litera/article/view/37927
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Syntactically is brother linguistics which discusses the structure of the internal sentence. The structure of internal sentences were discussed: words, phrases, clauses, and sentences. Said part unit of the smallest in syntaxis. Discourse is language in the above sentence or in the above clause (Stubs in Schiffrin, 2007). The views Halliday (1985: 2003) language as a semiotic socio include study (1) the text; (2) trilogy of situation context (discourse field, discourse involvement, and discourse model ); (3) register; (4) cod; (5) a lingual system that includes ideational, interpersonal, and textual components : and (6) social structure .
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Cabang linguistik yang membahas struktur internal kalimat. Struktur internal kalimat yang dibahas: kata, frasa, klausa, dan kalimat. Kata bagian satuan terkecil dalam sintaksis. Kata berperan sebagai pengisi fungsi sintaksis, penanda kategori sintaksis, dan perangkai dalam penyatuan bagian-bagian dari suatu sintaksis. Kata sebagai mengisi satuan sintaksis, dibedakan menjadi 2: (1) kata penuh dan (2) kata tugas.
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PEMBELAJARAN MENULIS ESAI ARGUMENTATIF BERBASIS PENDEKATAN PROSES
Ary Kristiyani dan Praptomo Widodo
Ilmu Pendidikan Bahasa Pascasarjana Universitas Negeri Yogyakarta
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Contrastive analysis is a systematic study of language pairs to identify differences and similarities between them. This method was originally used to determine language families. In 1957, Robert Lado laid the groundwork for the use of contrastive analysis in second language acquisition as a method to help overcome language learning difficulties. More specifically, we also recognize the term constructive linguistics. Contrastive linguistics or also called contrastive analysis, including microlinguistics. The word contransive is taken from the verb contrast, which means to set in opposition in order to show unlikeness compare by observing differences "placing face to face with the aim of showing inequality and comparing by observing differences".
Constructive analysis arises due to the development of constrative linguistics, namely linguistics that compares two or more languages, along with the culture of the language speakers studied. Descriptive-synchronic linguists compare languages with the aim of finding similarities and differences between the first language that students have mastered (B1) and the target language, the language students are learning (B2) for the purposes of learning a second language (B2) or a foreign language ( BA). The contrastive analysis approach has a hypothesis which states that the language errors made by students when studying B2 / BA are caused by interference from the first language system into the language being studied by students. Contrastive analysis divides the hypothesis into two, namely the strong version of the hypothesis and the weak version of the hypothesis.
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Analisis kontrastif merupakan metode sinkronis bahasa untuk menunjukkan persamaan dan perbedaan antara bahasa-bahasa atau dialek-dialek untuk mencari prinsip yang dapat diterapkan dalam masalah yang praktis, seperti pengajaran bahasa dan penerjemahan (Kridalaksana, 1982). Analisis penelitian dua bahasa yang berkaitan dengan linguistik terapan seperti pengajaran bahasa dan penerjemahan.
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Pemerolehan dan Strategi Pengajaran Bahasa Anak Tunagrahita Usia 5;0 – 10;0 Tahun
Dadi Satria dan Pratomo Widodo
Ilmu Pendidikan Bahasa, Universitas Negeri Yogyakarta
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The role of the Sociolinguistic aspects in English Language Learning plays an important role in the language learning process, therefore various aspects in it must be considered for the success of language learning, especially English. Knowing sociolinguistic aspects such as social factors, social class, age, gender, ethnicity, and cultural background can help optimizing the success of learning English, especially for non-English Department students. Sociolinguistics makes a significant contribution to learning English. Sociocultural and language aspects must be integrated in foreign language learning due to several factors such as; where, to whom, and what to learn so that learning English for sports students can run in a fun, on target and comprehensive manner.
Code switching as one of the cross-language communication strategies is very helpful in the process of learning English for students of the Faculty of Sports Science. Code switching as a strategy to overcome the barriers of educator-student communication that have been happening so far. In its function, Code Transfer has 3 functions in learning, namely; (1) the function of delivering material, (2) the function of class management, and (3) the function of discourse markers. Judging from the code-switching function in delivering material in the classroom, there are many benefits that can be obtained in an English learning process, especially in the field of religion. An English learner, of course, must apply it wisely and proportionally so that the learning objectives to be intended can be achieved optimally. Code Switching can be used to make the learning atmosphere more interesting and communicative. Learners can apply Code Switching to manage classes such as; greeting, giving instructions, motivating, and appreciating students from Sport Science backgrounds.
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Sosiolinguistik berperan penting karena mengkaji bahasa yang digunakan dalam konteks sosial yang beragam dan kesesuaian bahasa yang digunakan dalam konteks tertentu.
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URGENSI ALIH KODE DALAM PEMBELAJARAN BAHASA INGGRIS BAGI MAHASISWA KEOLAHRAGAAN
Satya Perdana dan Pratomo Widodo
Ilmu Pendidikan Bahasa Pascasarjana UNY
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Perbaikilah artikel terkait dengan topik masing-masing yang telah dipresentasikan! Kemudian kirimkanlah artikel Saudara ke Jurnal bereputasi yang terindeks Sinta ataupun terindeks scopus.