SKRIPSI Jurusan Pendidikan Jasmani dan Kesehatan - Fakultas Ilmu Keolahragaan UM, 2017

Ukuran Huruf:  Kecil  Sedang  Besar

Zamahsari, Gamal Kusuma. 2017. Scaffolding Implementation in BIPA Learning in Beginner Class. Thesis. Educational Bahasa Indonesia Department, Post Graduate of State University of Malang. Advisers: (I) Prof. Dr. H. Ah Rofiuddin, M.Pd., (II) Dr. Widodo HS,

gamal kusuma zamahsari

Abstrak


ABSTRAK

 

Kata kunci: scaffolding, teacher, and learning BIPA

This research is intended to reveal two things namely the variety and function of scaffolding in learning BIPA in beginner class. The approach used is qualitative approach. The research type of this class research is descriptive research with literature study design and document. Data source in this research is BIPA learning in beginner class. This research data in the form of scaffolding in BIPA learning in beginner class. The learning process of BIPA in the beginner class is recorded using the ASUS Zenfone 4 mobile phone. Then the selected scaffolding data is analyzed using Miles and Huberman interactive modeling technique.

The results of this study indicate that BIPA teachers in Critical Language Scholarship beginner classes use several scaffolding types including (1) modeling, (2) connecting, (3) schemata development, (4) development of metacognition, (5) contextualization, (6) Illustration, (7) demonstration, and (8) correction. Meanwhile, the scaffolding functions that appear in the BIPA learning interaction in the beginner class include (1) demonstrating, (2) focusing, (3) providing information, (4) guiding, (5) explaining, and (6) directing. These functions relate to the range of scaffolding seen in BIPA learning. (C) the function of providing information relating to the shape of development of the schemata, (d) the guiding function associated with the form of metacognition development, (e) the explanatory function relating to the form Contextualization, illustration, and demonstration, and (f) the directional function is related to the form of correction.

Based on the result of this research, it can be concluded that the variation of the emergence of various scaffolding that appear in BIPA learning is influenced by several factors such as (a) the topic of learning, (b) the level of learner's skill, (c) the language and cultural background of the learners, and (d) the learner's ability And teachers. This means it is possible to appear other forms in the BIPA learning background in different classes. The presence of scaffolding is needed by BIPA teachers to help understanding BIPA students in obtaining Indonesian language well and correctly. Suggestions related to the development of theoretical knowledge and practical application of science. For prospective teachers BIPA suggested to realize the role of scaffolding in learning because learning BIPA has special characteristics and different from Indonesian language learning for Indonesian people.

 

 BIPA teacher candidates are expected to be able to convey the concept of Indonesian language, the structure of Indonesian sentences, kelogisan in Indonesian language, and acceptance in Indonesian language to BIPA students. This means that BIPA teachers have the task of making BIPA students able to speak Indonesian well and correctly. For the next researcher is suggested to be able to further develop the scope of research target on BIPA learning study. The study was conducted on beginner classes and for American learners. The researcher can then conduct further research on different levels of proficiency or in terms of the origin of different learning countries. In addition, the findings of this study are expected to be an alternative development of learning BIPA.