Feb 20

PENELITIAN NARATIF

Posted on February 20, 2013 by rida

Buah Pemikiran yang Dianak Tirikan

Penulis resensi : Rida Afrilyasanti )*

Buku                : Penelitian Naratif dalam Linguistik Terapan: Resonansi untuk Transformasi.

Penulis            : Yazid Basthomi

Penerbit          : Penerbit Bintang Sejahtera, Malang.

Tahun terbit    :  2012.

Tebal              : 155 halaman.

Ukuran           : 16 x 24,2 cm

Menanggapi lemahnya pemahaman dan variasi metode penelitian yang digunakan di lingkup peneliti Indonesia, Basthomi mencoba menyajikan sebuah pemahaman baru mengenai alternatif metode penelitian. Dengan mengutip beberapa ulasan dari Schnee (2009), Lapadat (2004), Gordon (2009), Norton and Early (2011) mengenai penelitian naratif, dan juga pengalaman menulisnya dengan menggunakan metode penelitian ini, Basthomi mencoba meyakinkan pembaca akan signifikansi dari penelitian naratif.

Pemahaman yang ada di masyarakat kita (bahkan di lingkup akademika sekalipun), naratif merupakan bentuk cerita (buah pikiran penulis) yang jauh dari data kuantitatif yang diyakini memiliki kualitas keabsahan dan kevalidan. Buku Basthomi ini dapat dikatakan melawan arus karena sebagaimana yang kita ketahui, saat ini dengan adanya UU dan PP baru mengenai kenaikan pangkat guru dan dosen, para pelaku akademika tersebut dituntut untuk lebih banyak menulis, dan bentuk penulisan yang dihargai sebagai bentuk penelitian yang valid adalah penelitian tindakan kelas (PTK).

Berbeda dengan permintaan pasar terhadap buku-buku yang menyajikan pemahaman mengenai bentuk penelitian tindakan kelas, Basthomi mencoba meyakinkan adanya bentuk penelitian lain yang selama ini tidak dianggap sebagai sebuah penelitian, hanya dianggap sebagai sebuah kajian pustaka. (X.11)

Menjawab isu terhadap kevalidan dan keabsahan data dari penelitian naratif, di halaman 124 Basthomi menjelaskan bahwa kevalidan data penelitian naratif diperoleh dari konsep-konsep objektif melalui pendekatan-pemdekatan subjektif. Penjelasan ini memang kurang memberikan gambaran detail mengenai apa yang dimaksudkan oleh penulis (terutama bagi para peneliti pemula). Namun dengan disajikannya beberapa contoh penelitian naratif, pembaca mendapat gambaran jelas mengenai bentuk penyajian data yang dimaksud.

Bagian yang dirasa paling mendasar, yang merupakan core utama dari buku ini adalah bab 10, dimana Basthomi menarik benang merah dari semua contoh-contoh penelitian naratif yang disajikan di bab-bab sebelumnya dan menuangkan ide kritisnya terhadap kebijakan baru bentuk tulisan ilmiah yang selama ini diterima (diakui) di lingkup akademik serta bagaimana penelitian naratif hanya mendapat posisi sebagai sebuah kajian pustaka. Dalam bab ini pula penulis memberikan pemahaman lebih jauh mengenai isu objektifitas dan subjektifitas dalam penelitian-penelitian naratif.

Hal lain yang menarik dari buku ini adalah ide penulis untuk menyadarkan pembaca (terutama kalangan akademika) akan pentingnya penelitian naratif sebagai sebuah refleksi pendidikan, khususnya dalam lingkup kegiatan belajar mengajar guru. Dalam konteks linguistik serta proses pengajarannya, penelitian naratif mampu menyajikan data yang lebih detail sehingga mampu mengungkapkan sisi-sisi proses pengajaran yang selama ini mungkin tidak tersentuh dalam pengolahan data penelitian menggunakan metode penelitian yang lain dan tidak diasumsikan dalam hipotesa awal penelitian.

Hal yang kurang dari penulisan buku ini adalah bahwa penulis mengganggap semua pembaca buku adalah mereka yang telah tahu banyak mengenai bentuk dan metode penelitian dan atau sering terlibat dalam penelitian, sehingga buku ini lebih banyak menyajikan refleksi yang diberikan oleh penulis terhadap contoh-contoh penelitian naratif serta pemikiran kritis penulis mengenai posisi penelitian naratif dalam konteks akademis di Indonesia. Penulis memang telah menjelaskan di awal (dan dijelaskan lagi di bagian akhir buku) bahwa buku ini bukan merupakan sebuah buku pedoman penulisan penelitian naratif, namun lebih merupakan buah pemikiran yang ditujukan untuk membantu pembaca menjadi lebih kritis dalam melihat metode-metode penelitian yang ada serta posisi metode penelitian tersebut dalam konteks akademis di Indonesia.

Peresensi adalah Rida Afrilyasanti, seorang guru bahasa Inggris, peneliti dan penulis dalam jurnal-jurnal pendidikan nasional maupun internasional.

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Feb 20

BOOK REVIEW

Posted on February 20, 2013 by rida

NARRATIVE RESEARCH

A Critical Review of Basthomi, Y., 2012, Penelitian Naratif dalam Linguistik Terapan: Resonansi untuk Transformasi. Malang: Penerbit Bintang Sejahtera. 155 pp.

A Review by Rida Afrilyasanti

In responding to a weak understanding and variations of research methods applied by Indonesian researcher, teachers, and scholars in presenting their study, Yazid Basthomi has begun casting about for another variation to take place of the recurrence of the application of research methods. Using Schnee’s (2009), Lapadat’s (2004), Gordon’s (2009), Norton and Early’s (2011) narrative study, and his own trajectory, Basthomi (2012) attempts to certify the significant of a narrative study.

Ever since Indonesian public (especially in academic context) has not really considered yet that narrative studies provide a valid data and are outlying the subjectivity-objectivity issues. Basthomi’s idea is somewhat different. As it is introduced previously, starting from his understanding on narrative study theories and his own trajectory, Basthomi (2012) confirmed and elucidated that narrative studies endow with valid data that is obtained from the objectivity concept through the subjectivity approach.

What is arguably most significant is Basthomi’s attempt in the 10th chapter of the book to cope all the examples of narrative studies provided in the previous chapters into a conclusion of the significant of narrative studies in linguistic context and use it as a founding theories to give pertinent critiques toward the position of narrative studies in Indonesian academic context in which they are considered as “just a literature review.” In this chapter, he moreover provides the answer toward the subjectivity-objectivity issue on the narrative studies.

It is also interesting that he comes up with an emphasis (through the examples of the narrative studies provided) that in linguistic context and the process of language learning, a narrative study enrich the data with other detail data that might be missed from the studies using other research methods. Furthermore, using narrative studies on the students-teachers reflection toward their language teaching and learning, they can get much more data that may not be predicted and assumsed before.

However reflection given by the writer on the examples of the narrative studies are more about his critical thinking toward the data of the study not focusing on criticizing and explaining the writing style of a narrative study. Moreover, despite these criticisms, the writer still has some value and we need to judge it in terms of his purpose in writing it. It is not intended to be an instructional book for writing a narrtive study, but is intended mainly to assist the readers to have deeper understanding on the narrative studies and be more critical toward the position of narrative studies in Indonesian academic context.

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Dec 13

WORD ASSOCIATION

Posted on December 13, 2012 by rida

VOCABULARY LEARNING: VISUALIZE IT AND UNDERSTAND IT

BY: RIDA AFRILYASANTI

Learning new language is not an easy stuff. Learners have to deal with new vocabulary that they do not even have any ideas about it. It is so as they do not have a mental image that can connect them to understand its meaning. Here I would like to share an idea about word associations. Association will help learners to get mental pictures of new vocabulary that still seems abstract for them. Furthermore, the easiest way that can be employed is by associating the words with the learners’ senses. Here are the steps that can be employed:

1. Having audio exposure

Have the learners to listen to the words for several times. As the learners get the words, ask them to repeat after the teacher using the correct pronunciation. This audio exposure can be accompanied with the visual one. While having the students to listen and repeat the words, show them the pictures of the words. These pictures will help them to draw the meaning of the words presented

2. Presenting the words in the written form

Have the students recognize the spelling of the words they have learnt by letting them see the writing. Write the words on the board so that everyone is able to see it. Then, ask them to read and repeat the words again.

3. Introducing the meaning through word association

After the students read and repeat, help them to understand the meaning by mentioning some other words that are in association with the new words presented. The associated words have to be the words that are familiarized by the students. For instance, the new word is “TASTY”, teacher can have other words that are in relation to the meaning of tasty; delicious or having nice taste. The teacher can mention fried chicken, yummy, steak, or others. Have the students guess the meaning. If the students are not able to guess the words yet, give them more clues. This can also be done as a game in which a student will come forward to replace the teacher while the rest students will guess. The student who is acting out as the word source will receive a new word with its meaning.

4. Checking your students’ understanding using group words

In order to check the students understanding, the teacher can give an exercise by giving them list of words and ask them to group the words. Don’t forget to include the new words have learnt previously.

5. Inserting the words into sentences

In order to help the students to be able to use the words in sentences, give them some exercises in which they can read and understand the words within sentences, for instance cloze procedural text. At last, ask them to make their own sentences using the new words learnt.

 

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