stilitetika fpbs tahun iii vol 4

Stilistetika Tahun III Volume 4, Mei 2014

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Pengantar Redaksi

Fakultas Pendidikan Bahasa dan Seni merupakan salah satu institusi

akademik yang berkonsentrasi pada ilmu pendidikan bahasa dan seni. Dinamika

ilmu pendidikan bahasa dan seni amatlah pesat. Oleh karena itu diperlukan wadah

untuk menghimpun dan menyosialisasikan perkembangan ilmu pendidikan bahasa

dan seni tersebut. Berdasarkan kesadaran dan komitmen civitas akademika,

Fakultas Pendidikan Bahasa dan Seni berhasil mewujudkan idealisme ilmiahnya

melalui jurnal Stilistetika yang terbit dua kali setahun, yakni pada bulan Mei dan

Nopember. Apa yang ada di tangan pembaca budiman saat ini merupakan jurnal

Stilistetika Tahun III Volume 4, Mei 2014.

Jurnal Stilistetika ini memiliki makna tersendiri. Penerbitan edisi ini selain

disebarkan secara internal dalam kampus Fakultas Pendidikan Bahasa dan Seni,

juga didistribusikan pada komunitas akademik yang lebih luas. Jurnal Stilistetika

kali ini memuat sepuluh artikel ilmiah yang dihasilkan oleh para dosen,

mahasiswa Fakultas Pendidikan Bahasa dan Seni, dan sebuah artikel ilmiah dari

dosen luar kampus Fakultas Pendidikan Bahasa dan Seni, yakni STIKES Bina

Usadha Bali dan sebuah artikel ilmiah dari mahasiswa ISI Yogyakarta. Adanya

sumbangan tulisan dari luar kampus Fakultas Pendidikan Bahasa dan Seni

diharapkan memperluas cakrawala ilmiah komunitas akademik.

Semoga penerbitan jurnal Stilistetika ini menjadi wahana yang baik untuk

membangun atmosfer akademik. Akhirnya, sumbangan pemikiran, kritik, dan

saran dari pembaca diharapkan dapat memperbaiki terbitan edisi selanjutya.

R e d a k s i


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Halaman

Pengantar Redaksi ......................................................................................... i

Daftar Isi ....................................................................................................... ii

Community Values In The Maintenance Of Balinese Language: A Covert

Policy Analysis In Banjar Taman, Esa Pekraman Ubud, Gianyar-Bali

I Putu Andre Suhardiana, S. Pd., M. Pd. ...................................................... 1

Syntactic Analysis of Locative Prepositional Phrase in English-Indonesian

Text with Reference To The Voyagers and Its Translation Sebuah Sandiwara: Para Penjelajah Ni Luh Gede Liswahyuningsih, S.S., M.Hum. ............................................... 14

Analisis Standar Pendidik dan Tenaga Kependidikan Berdasarkan

Peraturan Pemerintah Nomor 32 Tahun 2013 Tentang Standar Nasional

Pendidikan di Tinjau dari Cipp (Contexs, Input, Process, Product)

Luh De Liska, S.Pd., M.Pd. ........................................................................... 32

Pemerolehan Bahasa Kedua pada Balita Hasil dari Pernikahan Cross

Marriage Jerman-Indonesia Usia 2,5 Tahun

Ni Komang Purwaningsih, S.S. ..................................................................... 48

Membahasakan Objek melalui Pendekatan Observasi Agus Mediana Adipura ....................................................................................... 63

Variasi Kalimat pada Karangan Siswa Kelas X SMA Negeri 7 Denpasar

Tahun Pelajaran 2011/2012

Ni Putu Arik Purnami ................................................................................... 79

Peningkatan Kemampuan Membaca Puisi melalui Teknik Pemodelan oleh

Siswa Kelas XI IPA SMA PGRI 6 Denpasar Tahun Pelajaran 2013/2014

Komang Triana Dewi Wulandari .................................................................. 95

Kemampuan Memainkan Drama dengan Naskah Buatan Kelompok Siswa

Kelas XI IPS SMA N 6 Denpasar Tahun Pelajaran 2013/2014

Kadek Puspita Dewi ...................................................................................... 107

Kemampuan Melukis Objek Buah-Buahan pada Media Kertas dengan

Mengunakan Pastel oleh Siswa Kelas X Tata Boga SMK Pariwisata

Dalung Tahun Pelajaran 2013/2014

I Ketut Budana .............................................................................................. 117

Kemampuan Menarikan Tari Kreasi Metangi dalam Kegiatan

Ekstrakurikuler Siswa Kelas VII-VIII SMP Negeri 3 Tabanan Tahun

Pelajaran 2013/2014

Luh Gede Laras Sita ..................................................................................... 130


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COMMUNITY VALUES IN THE MAINTENANCE OF BALINESE

LANGUAGE: A COVERT POLICY ANALYSIS IN BANJAR TAMAN,

DESA PEKRAMAN UBUD, GIANYAR-BALI

By

I PutuAndre Suhardiana, S. Pd., M. Pd.

Indonesian and Local Language and Literature Education Department

The Faculty of Language and Art IKIP PGRI Bali

Email: [email protected]

Abstract

Community values as a covert language policy play a crucial role in

maintaining mother language in the globalization era. This descriptive qualitative

research aimed at finding the community values of people in banjar Taman, Ubud

in maintaining Balinese language. This research also aimed at investigating the

factors that influence the community values towards the language maintenance. It

was found that the use of mother tongue language in social interaction in banjar

Taman, Ubudwas still maintained well. Based on the interview and observation,

some of the research subjects started to use mixed language with their children.

However, when they went back to the social interaction and activities, they still

used Balinese language. It was because of the community values held by people in

banjar Taman, Ubud. The cultural and religion activities were the major factors

why Balinese language could be well maintained. The existence of Palace of

Ubud (PuriUbud) in that area was another factor which influences the

maintenance of Balinese language in banjar Taman, Ubud, Bali.

Keywords: language policy, language maintenance, community values

Abstrak

Nilai-nilai masyarakat yang terkandung dalam kebijakan bahasayang

tersembunyi memainkan peran penting dalam mempertahankan bahasa ibu di era

globalisasi. Penelitian deskriptif kualitatif ini bertujuan untuk mengetahui nilai-

nilai komunitas orang-orang di banjar Taman, Ubud dalam mempertahankan

bahasa Bali. Penelitian ini juga bertujuan untuk menyelidiki faktor-faktor yang

mempengaruhi nilai-nilai masyarakat terhadap pemeliharaan bahasa. Dari

penelitian ini ditemukan bahwa penggunaan bahasa ibu sebagai bahasa dalam

interaksi sosial di banjar Taman, Ubud masih terpelihara dengan baik.

Berdasarkan hasil wawancara dan observasi, beberapa subjek penelitian mulai

menggunakan bahasa campuran dengan anak-anak mereka. Namun, ketika mereka

kembali ke interaksi social dan kegiatan, mereka masih menggunakan bahasa


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Bali. Itu karena nilai-nilai kemasyarakatan yang dicoba untuk dilestarikan oleh

orang-orang di banjar Taman, Ubud. Kegiatan budaya dan agama merupakan

faktor utama mengapa bahasa Bali dapat terpelihara dengan baik. Keberadaan

Istana Ubud (Puri Ubud) di daerah itu adalah faktor lain yang mempengaruhi

pemeliharaan bahasa Bali di banjar Taman, Ubud, Bali.

Kata Kunci: Nilai-nilaikebijakanbahasa, pemeliharaanbahasa , masyarakat :

1. Introduction

Language plays an important role in developing and maintaining

relationships between people in society. Language is close related to power,

class, status, solidarity, accommodation, face, gender, and

politeness (Wardhaugh, 2002). Particularly in relation to class and status,

dominant language will be preferred to be used even in the daily activities and

family activities. By using dominant language, they will show themselves coming

from higher class or status. Besides, the multicultural society can be a basic reason

of people in using dominant language. In this case, dominant language refers to

Bahasa Indonesia or Indonesian language. To be able to communicate with other

people from other areas, like Javanese, Sundanese, Sasaknese, or Balinese, people

will tend to use Indonesian. In this case seems like mother language is left behind

in which it will lead to language shift even scarcity language.

Balinese language which had become minority language seemed to be less

in use in society. Based on the observation in several schools in Denpasar and

Gianyar, it was seen that almost all students speak in Indonesianwith their friends,

teachers, and families. Musgrave (2011) stated that Indonesian censuses

conducted in 1971, 1980, and 1990 showed an increase in the number of people

who speak Indonesian as their first language, especially among the young

generation, and a decline in the number of people who speak local languages as

their first language. In addition, the fact that Bali became prior tourism destination

in Indonesia made people more interested in learning English. To provide more

evidences towards this issue, an observation in social media Facebook and

Twitter was done. Here, several people from different educational backgrounds,

status, and ages posted comments to express their feeling or to inform


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somethingmostly using Indonesian and English. In short, the use of Balinese

language had shifted to the use of Indonesian and English in Balinese societies.

In multilingual societies, the major concerns were how to develop and

maintain the societys language resources and how to meet the societys and

individuals language related needs. Because of that, all languages in a community

or society had to be accommodated in a language policy, no matter their status,

demographic strength and distribution, economic strength, state of development,

sociolinguistic vitality, functions, legal status, estimation, geographical

distribution, readiness for literacy and numeracy, etc. (Emenanjo, in Musgrave

2011).However, it was in contrast with the governments plan to eliminate local

language from the local content curriculum of elementary school. Minister of

Education and Culture, Mohammad Nuh, aligned the local language would not be

eliminated from the curriculum (Indonesia News, January 3rd

2013). According to

him, the curriculum clearly listed in art and culture subject including arts, regional

culture, and craft and local language was part of it. It means that the chance for

students to learn and communicate in local language was diminishing.

Based on the explanation above, Balinese language in Bali was closing to

be endangered language and it should be preserved. It is because Balinese

language is part of Balinese culture. Maintaining Balinese language became

Balinese people responsibilities including the government. It was close related to

language policy applied in that area. The language policy in this banjar is

categorized as covert policy since there is no written legal document regulating

the use of language. However, the values growing in the society brought big

impacts to the maintenance of Balinese language. Further, this mini research

presented the kinds of communitys values and how those values affected the

community policy and practices. The present research aimed to answer these two

research questions (1) What kind of values washeld by community in

banjarTaman, desapekramanUbud related to the maintenance of Balinese

language and (2) what factors are influencing the values held by people in banjar

Taman desapekramanUbud towards the maintenance of Balinese language.


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2. Theoretical Frameworks

2.1 Sociolinguistics

Sociolinguistics is study of a relationship between language and society

(Holmes, 2001). The sociolinguistics deals with explaining why we speak

differently in different social context and factor such as, class, ethnicity, age, and

sex. This study is concerned with the identifying the social functions of language

and the ways it is used to convey social meaning. Sociolinguistics is also the study

about dialects, languages in contact, language and education, and language in use

(Fromkin in Holmes, 2001). Chaer in Hamida (2011) explains that sociolinguistics

is the study about sociology and linguistics. In vice versa, Wardhough (2002)

states that sociolinguistics and sociology are different studies.

The sociolinguistics will be concerned with investigating the relationship between language and society with the goal of better

understanding of the structure of language and of how languages

function in communication; the equivalent goal in the sociology of

language will be to discover how social structure can be better

understood through the study of language, e.g., how certain

linguistics features serve to characterize particular social

arrangement.

Whereas Spolsky in Trudgill (1983) describes that sociolinguistics is the

study the relation between language and society, between the uses of language and

the social structures in which the user of language live.

From those statements above, it can be concluded that sociolinguistics is

the branch of linguistics and deals with the relation of society and language. The

sociolinguistics cannot be separated from the social meaning and of language use.

This study concerns when and for what purpose does somebody speak what kind

of language or what variety with whom.

2.2 Language and Society

Language incorporates social values. What is of value to society is

incorporated into language to produce standards, ideals and goals (Heath, 2011).

Society changes when that which is of value to society changes. Social changes

produce changes in language.


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However, social changes affect values in ways that have not been

accurately understood. Social values are only the same as linguistic values when

the society is a stable and unchanging one. Once society starts changing, then

language change produces special effects.

2.3 Language and Social Class

Social class refers to the hierarchical distinctions (or stratification)

between individual or groups in societies or cultures. Different social class use

different linguistic varieties. People can be classified into some groups of social

class which is determined largely by considering several aspects as follows:

1) Income (economic)

It deals with wealth, including the ownership of land, property,

means of production, and so on.

2) Occupation

It determines the individuals profession. For instance work as

doctors, lawyers, farmers, fishermen, etc.

3) Education

Viewed from education background, this determiner indicates

whether the individual has graduated his postgraduate or just graduated

from Junior or Senior High School. In other words, it reveals that those

individual has a good background of education or not.

4) Race

It describes whether someone belongs to European, Mongolia,

Polynesia, etc.

5) Religion

There are many religion exist in the world, such as Muslim, Hindu,

Christian, etc.

6) Age

It classified people into young and old.


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The social class is the result of social stratification. It is a term used to

refer to any hierarchical ordering of group within a society (society grouping).

Since the society was grouped into several classes by the existence of social

stratification, therefore social classes were created. Social classes are not merely a

label of society. It simply aggregates of people with similar social and economic

characteristic and also social mobility. Depart from this fact, many linguists

considers that it becomes more difficult to describe a particular variety. So, it is

proposed that the more heterogeneous the society, the more heterogeneous its

language.

2.4 Balinese Language

Balinese language is a branch of the Austronesian language Sundik and

more specifically of the Bali-Sasak subsidiaries. This language is primarily

spoken in the island of Bali, the island of Lombok to the west, and a bit on the

east end of the island of Java. Bali has its own language usage levels, for example,

there are so-called Bali Alus, Madya Bali and Bali Rude. Its smooth-spoken

formal used for example in the traditional village-level meetings, woo women, or

between low-caste people with a higher caste.

Balinese language consists of a number of speech levels. They are mainly

affected by the caste exist in Bali. Further, the choice of the language will be

associated with the caste of the people involved in communication.

2.4.1 Caste

The term caste in Bali is adapted from India but it is not similar actually.

As explained in background previously that the application of castes in Bali was

affected by Warnafrom Hinduism. There are four Warnawhich is called

CaturWarna, divides Hinduism into four groups based on their occupation in

parallel horizontal form.

Catur Warna Kuciptakan menurut pembagian dari guna (sifat) dan karma (pekerjaan). Meskipun Aku sebagai penciptanya,


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ketahuilah Aku mengatasi gerak dan perubahan. (Bhagavadgita IV.

13 as cited in Titib, 2005).

From the statement above, Warnais determined by guna and karma. Guna

stands for the talent and behavior of someone, while karma is related to the job.

Viewed from Warna, the society then, is classified into four occupational

categories namely Brahmana (Priest), Ksatria (Kings, Warriors, Governments),

Weisya (Traders, Sellers), and Sudra (Farmers, Servants, Labors). However, these

social stratifications or so-called as caste, becomes misleading in Balinese society.

2.4.2 Balinese Speech Levels

Balinese language has levels system in which the speech levels is called

Anggah-Ungguhin Basa. Kersten (in Hamida, 2011:2) pointed that Balinese

language can be classified into five levels, namely BasaKasar (Low language),

BasaMadya (Middle language), BasaIpun (Humble language), BasaSinggih

(Refined language), and BasaAlus (Honorific language). However, Kersten then

republished his book with several revisions. In his revision, he stated six

classification of Balinese language, such as: BasaKasar (Low language)

BasaBiasa (Familiar language), BasaMadya (Middle language), BasaAlusSor

(Humble language), BasaSinggih (Refined language), and BasaAlus (Honorific

language).

2.5 Community Values in Bali

Community values in Bali are closely related to cultural values. Cultural

values are affected by domains where the people are involved in communication.

According to Titib (2005), the values are involving:

1. Etiquette: manners habits which agreed within the interaction between

humans in the group.

2. Nguopin: mutual cooperation.

3. Ngayah or ngayang: community service for religious purposes.

4. Manners: indigenous relations in polite society against those of different

sex.


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According to Titib (2005) cultural values cannot be separated with the

Hindu influence on Balinese culture. This is in line with the term of Hindus

culture as the soul of Bali.It is inevitable that the influence of Hinduism and

Indian culture in Bali such a magnitude, it is evident from the various

archaeological heritages as revealed by Swellengrebel in Titib (2005), namely:

primary sources are inscriptions issued by the kings in impressive number written

on stones and metal (copper). The inscriptions are about the kings and his

ministers in relation with the administration of the central government and the

people in the villages, rules in the fields of religious, rules related to irrigation,

taxation, and so forth. Other sources are the ancient relics, statues and artifacts.

Based on Swellengrebelsstatement above, the religious life can be studied

through the sources mentioned above. In addition, the sources of the manuscripts

(papyrus) are quite numerous. The values or Hinduism are internalized in

individual and social behavior, and also in the form of physical matters such as

sacred buildings in temples, the house layout, desapekraman (traditional villages

in Bali which are ruled by the values of Hinduism), etc.

2.6Language Policy

Language policy is mainly related to decisions (rules, regulations and

guidelines) about the status, use, domains and territories of language and the

rights of speakers under questions. Language policy consists of three major

elements, namely (1) language practice, which focuses on how language practices

are done; (2) language management, which means any form of formulation or

proclamation of an explicit plan or policy to modify or influence a language

practice; and (3) language beliefs, which are the beliefs about language and

language use that lie behind each policy.

According to Sciffmanas cited in Hamida (2011), language policy can be

dividedinto two, namely:

1) Covert Language policy


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Overt policies state explicitly the rights of any or all linguistics

groups to the use of their language in whatever domains they specify.

(explicit, specific, formalized, codified, manifest, de jure)

Example: UUD 1945, UU No. 24 tahun 2009 (constitutes)

2) Covert Language Policy

Covert policies do not mention any language policy in any

written legal documents, administrative code, etc. (implicit, informal,

unstated, de facto, grass-roots, latent)

Example: belief, culture, custom

2.7Language Maintenance

Language maintenance is the effort to prevent and maintain languages

from becoming unknown, loss, and dead. Language loss is the loss of a first or

second language or a portion of that language by individuals. Speakers who

routinely use more than one language may not use either of their languages in

ways which are exactly like that of a monolingual speaker.

Factors contributing to language shiftas stated by Holmes(2001) are listed below.

1) Economic, social and political factors including the reasons of people

to shift the language for the sake of jobs, migration, seeking

information in broader area, and to establish good relationship between

states or countries.

2) Demographic factors including to whom to talk, in what situation, and

where it can be performed. If the demographic factors are in a small

number, it will speed up the language shift.

3) Attitudes and values towards certain language will slower the language

shift. When certain language is less valued, it will increase the speed of

language shift.


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3. Research Methods

The present research used qualitative research method since it aimed at

gaining a descriptive data about the community value towards the language

maintenance.

The research subjects in this research were five people in banjar Taman

desapekramanUbudas an example of global area which were taken from different

caste, educational background, and occupation. Their interaction within the family

members and communities was analyzed to be able to determine the values held

by people in banjar Taman desapekramanUbud related to the maintenance of

Balinese language.

Research instruments in this research involving the researcherhimself as

the main instrument interview guide, observation sheet, tape recorder, and note

book. To gather the data, several methods were usedsuch as observation,

interview, recording, and note taking.

Further, the data will be analyzed in using Miles and Huberman model.

Miles and Huberman model consists of four steps, such as data collection, data

reduction, data display and conclusion drawing/verification.

4. Findings

Based on the interview with Bendesa, he stated that there was no written

document which regulates the use of Balinese in society. However, he stated

several activities conducted in Ubud obliged the community to speak Balinese.

Here are the contexts in which community keep using Balinese language in social

interaction.

1) Etiquette: manners habits which agreed within the interaction between

humans in the group.

2) Nguopin: mutual cooperation.

3) Ngayah or ngayang: community service for religious purposes.

4) Manners: indigenous relations in polite society against those of

different sex.


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5) Paruman: meeting which involved all community in banjar Taman

Ubud.

6) Bendesaelection: the election of bendesato have a new leader, Balinese

is still used to moderate the process of the election program.

Furthermore, after the end of the election, the new bendesawill give a

short speech in Balinese about his winning.

7) Tangkil: coming to the palace of Ubud (PuriUbud) to ask for help

related to any religious activities. PuriUbud has close relationship and

brings a big impact to all communities in Ubud.

8) Cultural ceremonies and performance: the cultural ceremonies and

performances are frequently held in Ubud since they are part of

tourism offered by Ubud. The performances like cak, barong, wayang

(puppet), arja, etc.should be performed in Balinese language.

Eventhough the visitors were mostly coming from other countries, the

communities in Ubud in doing performance are still maintaining to use

Balinese language.

Based on the interview and observation towards those four

subjects, some of them start to use Indonesian to their kids and relatives.

Some values have been degrading. The value of the family may decrease;

however, the values in the community interaction can be still maintained.

Based on the result of the research, the community values obliged the

communities to use Balinese in the communication. the interesting facts

found in the research that, cultural and religious activities in Bali are

closely related to the existence of PuriUbud.

Based on the interview with these subjects, PuriUbud hold stronger

power than the Regent himself. People in banjar Taman and in Ubud

generally get free access to PuriUbud. They are given rights to utter their

problem and PuriUbud will try to solve their problem. PuriUbud is well

known as BendesaAgung which lead all the bendesainUbud. As stated


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previously, PuriUbud holds bigger power rather than the Regent even

though officially PuriUbuds Position is lower than the Regent.

Based on the interview with the bendesa, the power of PuriUbud is

due to its historical value. The king living in PuriUbud previously,

regulate all the system and people in Ubud in such good way, he could

bring welfare for his citizens. Because of that, until this time, PuriUbud

still get higher position in people in Ubud and people need to speak

Balinese to be able to interact withPuriUbud.

The strong community values as stated previously can maintain the

Balinese language in society even though their family values towards

Balinese language has been decreasing.

5. CONCLUSION

Language maintenance is the effort to prevent and maintain languages

from becoming unknown, loss, and dead. The phenomenon in Bali has shown

that Balinese language has started to be leaving behind. However, Ubud can

maintain the use of Balinese language in social interaction. It is due to the strong

community values held by banjar Taman Ubud community. Community values

are some values embraced by the community as a decision basis in running the

day-to-day life. The value of the community, especially in terms of the values in

using mother language will lead to the maintenance of mother language. This

value can be said as a covert policy with the purpose of maintain mother language.

References

Baron, Dennis. (2005). Language and Society. PBS: Public Broadcasting service

http://www.pbs.org/speak/words/sezwho/socialsetting/ (January 2013).

Heath, Ian. (2011). Language and society.A modern thinker.http://www.modern-

thinker.co.uk/6%20-%20language%20and%20society.htm (January

2013)


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Hamida, Layli. (2011) Family Values in The Maintenance Of Local/Home

Language. In: International Seminar Language Maintenance and Shift.

ISSN: 2088-6799, 2 Juli 2011, Hotel Pandanaran Semarang.

Holmes, J. (2001). An Introduction to Sociolinguistics, London/New York:

Longman.

Indonesia News. (2013). Education Minister: Regional Language Will Not Be

Removed. Edition: January 3, 2013.

Maharani, S. A. I. PemertahanBahasaIbu di KalanganRemajapadaLingkunganPuri

di KabupatenGianyar. (unpublished thesis).

Musgrave, Simon. (2011). Language Shift and Language Maintenance in

Indonesia.http://users.monash.edu.au/~smusgrave~/publication/LMLS-

Indonesia-Musgrave.pdf.

Tinggen, I Nengah. 1986. Sor Singgih Basa Bali. Singaraja: Rhika Dewata.

Titib, I Made. 2005. Nilai-nilaiBudaya Bali Universal. Parisada Hindu

Dharma.http://www.parisada.org/index.php?option=com_content&task

=view&id=497&Itemid=79 (January 2013).

Trudgill, Peter. (1983). Sociolinguistics.An Introduction to Language and

Society.Harmondsworth: Penguin Books.

Wardhaugh, Ronald. (2002). An Introduction to Sociolinguistics (Fourth Edition).

Oxford: Blackwell Publishing.


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SYNTACTIC ANALYSIS OF LOCATIVE PREPOSITIONAL

PHRASE IN ENGLISH - INDONESIAN TEXT WITH

REFERENCE TO THE VOYAGERS AND ITS TRANSLATION SEBUAH SANDIWARA:

PARA PENJELAJAH

Oleh

Ni Luh Gede Liswahyuningsih, S.S.,M.Hum.

ABSTRACT

Translation becomes important in this globalization era since each country

has its own language and each language in the world has its own grammatical

construction. In the translation process, a translator should understand the surface

structure of language. The surface structure of language refers to the actual words,

phrases, clauses, sentences, paragraphs constructed the text either written or

spoken. The locative prepositional phrase as one element of language surface

structure is important to be understood because locative prepositional phrase will

give a clear information of the activities done in a place. The translation of

locative prepositional phrase can be done based on the procedure of translation

process. The structure of locative prepositional phrase can be varied so it is also

necessary to discuss about the syntactical form of the locative prepositional

phrase.

Keywords: Translation, syntactical analysis, locative prepositional phrase

ABSTRAK

Penerjemahan sangatlah penting di era globalisasi ini karena setiap negara

memiliki bahasa masing-masing dan setiap bahasa di dunia memiliki konstruksi

gramatikalnya masing-masing. Dalam proses penerjemahan, seorang penerjemah

harus memahami struktur permukaan bahasa. Struktur permukaan bahasa tersebut

mengacu pada kosakata, frase, klausa, kalimat, paragraf yang menyusun teks baik

tertulis maupun lisan. Frase preposisi lokatif sebagai salah satu bagian struktur

permukaan bahasa sangatlah penting untuk dipahami karena frase preposisi lokatif

akan memberikan informasi yang jelas tentang tempat dilakukannya suatu

kegiatan. Penerjemahan frase preposisi lokatif dapat dilakukan berdasarkan

prosedur proses penerjemahan. Struktur frase preposisi lokatif dapat bervariasi

sehingga penting untuk dibahas mengenai bentuk sintaksis frase preposisi lokatif

tersebut.

Kata kunci: Penerjemahan, analisis sintaksis, frase preposisi lokatif


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INTRODUCTION

Every language in the world has its own grammatical construction which

is difference each other both in lexical and syntactical forms of the way it is

expressed. No two languages are ever sufficiently similar to be considered as

representing the same social reality or even about culture. This is also applied to

Indonesian and English which have different characteristics in the grammatical

construction. English as the international language becomes the most important

language in the world. Therefore, translation has an important part in transferring

the message from Indonesian into English or vice versa. Bell (1991: 7) states that

translation is transferring the message of the source language into the target

language in various ways as long as the original meaning can be conveyed to the

reader.

In fact, translation faces many problems because of the influencing of the

culture and the context of situation to the language structure. Translating a

language does not enough only knowing the sound and the meaning of words but

it is more deeply knowing the surface and the deep structure of the language

influenced by the context of the situation. Translation involves a board studies

such as linguistic and cultural studies. Translation can be defined as a process of

transforming a piece of linguistic work into another language. Therefore, it is

important for translators to consider a detailed understanding of the surface

structure of language.

Discussing the surface structure of language refers to the actual words,

phrases, clauses, sentences, paragraphs constructed the text either written or

spoken. Phrases as part of language structure is necessary to be analyzed to

consider a detailed understanding of their functions in the sentence especially in

the process of translation of English text into Indonesian. One of the important

phrases in English is prepositional phrase, which is translated into Indonesian

especially locative prepositional phrase. The study of locative prepositional phrase

will support translators to give a clear description of the activities done in a place.

This study analyzes about the syntactical and lexical forms of the English locative


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prepositional phrases and its equivalent in Indonesian. Besides, this study also

discusses about the procedures used by the translator in translating the English

locative prepositional phrase into Indonesian. The data are taken from the

translation book entitled The Voyagers in English version and its translation

into Indonesian Sebuah Sandiwara: Para penjelajah.

THEORITICAL FRAMEWORK

THEORY OF TRANSLATION

Catford (1964: 20) states that translation is the replacement of representation of

text in one language by a representation of equivalence text in a second language.

Meanwhile, Larson (1998) states that translation is a process of transferring the

meaning of the source language into the receptor language in the form of the

surface structure of a language. Translation is concerned with a study of the

lexicon, grammatical structure, communication situation and cultural context of

the source language text in order to determine its meaning. He divides translation

into two types. The first one is form-based translation and the second one is

meaning-based translation. Form-based translation is a form of translation that is

mainly according to the form of the source language and it is commonly known as

literal translation. This type of translation is very useful for the study of the source

language. But, on the other hand, it is not so helpful for the speakers of the

receptor language. It has a little value of communication in term of transforming

from one language into another. Meanwhile, meaning-based translation is a type

of translation that attempts to make every effort to transform the meaning of the

source language text in the natural forms of the receptor language and it is usually

called as idiomatic translation.

Vinay and Darbelnet (in Venuti, 2000: 84-93) proposed seven procedures

of establishing equivalence. They are:


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a. Borrowing

Borrowing is the translation method which uses foreign terms in

translating a term from the source language into the target language, to

overcome a gap in term of meaning. This procedure means that one

language borrows an expression form from another language.

b. Calque

Calque is a special kind of borrowing whereby a language borrows an

expression form of another and then the form is translated literary in terms

each of its elements.

c. Transposition

Transposition is a translation process which involves replacing one word

class with another without changing the meaning of the message. The

transposition can also be applied in a language form. There are two types

of transposition; they are obligatory transposition and optional

transposition. Obligatory transposition is applied when the target language

has no different choices due to the language concepts, while optional

transposition is applied when there is an opportunity to choose different

language forms to make the product of translation sound more stylistic and

understandable.

d. Literal Translation

Literal translation is also known word-for-word translation. It is direct

transfer of a source language (SL) text grammatically and idiomatically

appropriate in the target language (TL) text.

e. Modulation

Modulation is a translation process in which there is a variation of form of

the message. The variation is obtained by a change in the point of view.


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f. Equivalence

Equivalence is applied when there are two text which have the same

situation but those texts are using completely different stylistic and

structural methods.

g. Adaptation

Adaptation is a translation process which is adapted if there is situation

being referred to by the source language (SL) message but is unknown in

the target language (TL) culture.

Nida (1975:27) argues that there are three conditions that can be used as

basic principles of translation, they are the loss of information, the addition of

information and the skewing of information.

a. Loss of information

In the translation process, the translation of items from the source

language does not explain the whole information into the target language

or is not translated and transferred into the target language.

b. Gain of information

The translation of items from the source language into target language is

with addition of extra information

c. Skewing of information

The translation of items from the source language is not the exact

equivalent which means it is skewed in the target language.

THEORY OF SYNTAX

Syntactic rules determine the correct order of words in a sentence.

Sentences are more than words placed on after another like beads on a string. The


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words of a sentence can be divided into subgroups and so on, until only single

word remains.

A sentence has a subject and a predicate, and the syntactic rule determine

the linear order of words and their hierarchical structure, that is, how the words

are grouped into structural constituents.

THE PHRASE

Words tend to cluster and function as a unit. Cluster of words which do

not form sentences are called phrases. A phrase is a unit potentially composed of

two or more words; but which does not have the prepositional characteristic of a

sentence. Phrases typically, but not always, function as elements of sentences.

Phrases are characterized as having a head word and various modifiers indicating

quality, quantity, possessor, augmentation, negation, etc. Several kinds of phrases

are:

1. Noun phrases:

a. A determiner (a, an, the) and one or two descriptive adjectives

modifying a noun: the girl, a beautiful girl.

b. A possessor, either a possessive pronoun or possessive phrase

modifying a noun: his book, the dolls dress.

2. Adjective phrase consists of an adjective modified by an adverb: very

small.

3. Adverb phrase consists of an adjective modified by very: very high.

4. Verb phrase consists of one or more auxiliary verb plus the main verb;

is flying, have been doing.

5. Prepositional phrase constructed by a preposition with a modifier of

noun phrase; in the morning, to the park.


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The possible modifications found in noun phrase can be in form of qualifiers,

descriptive, quantifiers, possessors, determiners, demonstratives.

PREPOSITIONAL PHRASE

Prepositional phrase consists of a preposition followed by a prepositional

complement, which is characteristically a noun phrase or a Wh-clause or V-ing

clause (Quirk,et al., 1985:657). For example: in the market, at the bus stop, on the

book, from what the lecture said, by completing the thesis. Sneddon (1996:189-

194) categorized the preposition into:

a. Locative preposition indicates position and direction, they are in, at, on

(di) that indicate the action occurs in the place, to (ke) indicates

movement toward, and from (dari) indicates movement away.

b. Apart from locative preposition, there are many other prepositions, they

are; for (untuk, bagi, guna, buat), with (dengan), about/ concerning

(tentang, mengenai), by (oleh), until (sampai), like (seperti), without

(tanpa), towards (terhadap), together with (beserta), after (sesudah,

setelah, sehabis), before (sebelum), during (selama), and between

(antara).

LOCATIVE PREPOSITIONAL PHRASE

Sneddon (1996) states that locative prepositional phrase indicates position

and direction. The preposition shows that the action occurs in the place indicated

by the following noun or noun phrase. In Indonesian, the three locative

prepositions (at, in and on) which can be translated into Indonesian as di or

sometimes pada; can also combined with a set of locative noun which indicate

location in relation to the following noun. These locative noun include; atas (top/

above); dalam (inside); depan (front), bawah (beneath), samping (side), etc. For

example: di atas meja (on a table), di depan rumah (in front of the house).


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DATA ANALYSIS

Locative prepositional phrases usually contain a preposition followed by

noun or noun phrase. Locative preposition indicates position and direction, they

are in, at, on that indicate the action occurs in the place, to indicates

movement toward, and from indicates movement away.

a. PP with preposition from

Source Language Text Target Language Text

From a garden of flowers it had become

a jungle of thorns.

Dari sebuah taman bunga, tempat ini

berubah menjadi hutan berduri.

The locative prepositional phrase in source language text is from a garden

of flowers which has the constitution of preposition (from) + noun phrase (a

garden of flowers). In Target Language Text, the equivalent of locative

prepositional phrase is dari sebuah taman bunga which contains preposition

(dari) + noun phrase (sebuah taman bunga). Those locative prepositional phrases

have the same construction whether in the source language or the target language,

which consist of a preposition followed by a noun phrase. However, they are

different in the constitution of noun phrase. It can be syntactically depicted as

follow.

From a garden of flowers

PP1

P NP1

from

D NP2

a

N1 PP2

garden

P N2

of flowers

Dari sebuah taman bunga

PP

P NP1

dari

D NP2

sebuah

N1 N2

taman bunga


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The tree diagram shows that the preposition from is translated literally

into dari indicating movement away. The noun phrase in English prepositional

phrase consists of article (a) + noun (garden) + prepositional phrase which

contains preposition (of) + noun (flowers). While the noun phrase in the target

language consists of article (sebuah) + noun (taman) + noun (bunga). It is clearly

seen that there is loss of information in the translation of noun phrase. The

information of preposition of in the noun phrase of source language is lost in the

target language. This is caused by the changing of grammatical construction of the

source language into target language.

b. PP with preposition to


He could travel instantaneously to any

part of the remotest space, or even

beyond.

Ia sanggup berpergian setiap saat

dengan cepat sekali ke tempat yang

paling jauh sekalipun.

The locative prepositional phrase in source language text is to any part of

the remotest space which has the constitution of preposition (to) + noun phrase

(any part of the remotest space). In target language text, the equivalent of locative

prepositional phrase is ke tempat yang paling jauh which contains preposition

(ke) + noun phrase (tempat yang paling jauh). Those locative prepositional

phrases consist of a preposition followed by a noun phrase. However, they have

different constitution in the noun phrase. It can be seen in the tree diagram below.

ke tempat yang paling jauh

PP

P NP

ke

N AdjP1

tempat

D AdjP2

yang

paling jauh

to any part of the remotest space

PP1

P NP1

to

D NP2

any

N PP2

part

P NP3

of

the remotest space


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It is clearly seen that the translation procedures used in the translation

process are literal translation and loss of information. The tree diagram shows that

the preposition to is translated literally into ke indicating movement toward.

Loss of information is clearly seen on the translation of noun phrase any part of

the remotest space, which is translated into tempat yang paling jauh. The noun

phrase in source language consists of article (any) + noun (part) + prepositional

phrase which contains preposition (of) + noun phrase (the remotest space). While

the noun phrase in the target language consists of noun (tempat) + adjective

phrase (yang paling jauh). It is clearly seen that there is loss of information in the

translation of noun phrase. The information of noun phrase any part, preposition

of are lost in the target language. This is caused by the changing of grammatical

construction of the source language into target language.


In fact, his only aim was to see that the

universe kept functioning peacefully,

and whenever it got out of order he

would act quickly to restore it to its

original condition.

Bilamana ada suatu kerusakan, ia cepat

bertindak untuk mengembalikannya

seperti semula.

The locative prepositional phrase in source language text is to its original

condition which has the constitution of preposition (to) + noun phrase (its

original condition). In target language text, the locative prepositional phrase is

translated into seperti semula which contains adverbial (seperti) + adverbial

(semula). The locative prepositional phrases of source language text consist of a

preposition followed by a noun phrase. However, it is translated into adverbial

phrase. It can be seen clearly in the tree diagram below.


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The tree diagram shows that the procedure used in the translation process

is transposition since the prepositional phrase to its original condition is translated

into adverbial phrase seperti semula. This procedure is used in this translation

process to make the product of translation sound more stylistic and understanable.

c. PP with preposition in


These beings who were called Sha

Ligraams, lived immersed in an ocean of golden red illumination, they swam

in this light, like fish in a sea of silence.

Mereka, disebut Sha Ligraam, dan hidup dalam samudera cahaya ini

seperti ikan ikan di dalam laut yang tenang.

There are two locative prepositional phrases in the example above. The

locative prepositional phrase in source language text are in an ocean of golden

red illumination which has the constitution of preposition (in) + noun phrase (an

ocean of golden red illumination) and in a sea of silence which consists of

preposition (in) + noun phrase (a sea of silence). In target language text, the

equivalent of locative prepositional phrases are dalam samudera cahaya ini

which contains preposition (dalam) + noun phrase (samudera cahaya ini) and di

dalam laut yang tenang which contains preposition (di) + noun phrase (dalam laut

yang tenang). Those locative prepositional phrases consist of a preposition

followed by a noun phrase. However, they have different constitution in the noun

phrase. It can be syntactically depicted as follow.

to its original condition

PP

P NP1

to

Pro NP2

its

Adj N

original condition

seperti semula

AdvP

Adv Adv

seperti semula


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process are literal translation, loss of information and gain of information. The

first tree diagram shows that the preposition in is translated literally into dalam

indicating action occurs in the place. Loss of information is clearly seen on the

translation of noun phrase an ocean of golden red illumination, which is translated

into samudera cahaya ini. The noun phrase in source language consists of article

(an) + noun (ocean) + prepositional phrase which contains preposition (of) + noun

phrase (golden red illumination). While the noun phrase in the target language

consists of noun (samudera) + noun (cahaya) + article (ini). It is clearly seen that

there is loss of information in the translation of noun phrase. The information of

article an and preposition of are lost in the target language. Besides loss of

information, there is also gain of information of the article ini in the target

in a sea of silence

PP

P NP1

in

D NP2

a

N PP

sea

P N

of silence

di dalam laut yang tenang

PP

P NP1

di

N1 NP2

dalam

N2 AdjP

laut

D Adj

yang tenang

dalam samudera cahaya ini

PP

P NP1

dalam

N1 NP2

samudera

N2 D

cahaya ini

in an ocean of golden red illumination

PP1

P NP1

in

D NP2

an

N PP2

ocean

P NP3

of

golden red illumination


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language. Literal procedure is also used in the translation of the noun phrase

golden red illumination which is idiomatically translated into cahaya. The second

tree diagram shows that the preposition in is translated into di indicating action

occurs in the place. Loss of information occurs in the article a which is left

translated in the target language. Gain of information can be seen in the

preposition di which is added by noun dalam. This is caused by the changing of

grammatical construction of the source language into target language.

d. PP with preposition at


And in the very center, at the top of the

whole population of Sha Ligraams there dwelt the most incredibly

powerful and beautiful being of all.

Di titik pusat, berdiri di puncak dari

seluruh umat Sha Ligraam Sha Ligraam ini berdiamlah setitik cahaya yang paling cemerlang diantara seluruh

cahaya lainnya yang ada.

The locative prepositional phrase in source language text is at the top of

the whole population of Sha Ligraams which has the constitution of preposition

(at) + noun phrase (the top of the whole population of Sha Ligraams). In target

language text, the locative prepositional phrase is translated into di puncak dari

seluruh umat Sha Ligraam which contains preposition (di) + noun phrase

(puncak dari seluruh umat Sha Ligraam). Those locative prepositional phrases of

source language text and target language text consist of a preposition followed by

a noun phrase. It can be syntactically depicted as follow.


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The procedures used in the translation process of this sentence are literal

translation, and loss of information. The tree diagram shows that the preposition

at is translated literally into di indicating action occurs in the place. The noun

phrase in English prepositional phrase consists of article (the) + noun (top) +

preposition (of) + article (the) + adjective (whole) + noun (population) +

preposition (of) + noun (Sha Ligraams). While the noun phrase in the target

language consists of noun (puncak) + preposition (dari) + article numeral

di puncak dari seluruh umat Sha Ligraam PP

P NP

di

N PP

puncak

P NP

dari

D NP

seluruh

N N

umat Sha Ligraams

at the top of the whole population of Sha Ligraams PP1

P NP1

at

D NP2

the

N PP2

top

P NP3

of

D NP

the

Adj NP

whole

N PP

population

P N

of Sha Ligraams


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(seluruh) + noun (umat) + noun (Sha Ligraam). Loss of information can be seen

in the translation of noun phrase the whole population of Sha Ligraams in which

the article the and preposition of are lost in the target language. This is caused by

the changing of grammatical construction of the source language into target

language.

e. PP with preposition on


There, on the surface of the planet, he

saw two Sha Ligraams shining up at him.

Nun disana, di atas permukaan planet,

ia melihat dua Sha Ligraam yang bersinar ke arahnya.

The locative prepositional phrase in source language text is on the surface

of the planet which has the constitution of preposition (on) + noun phrase (the

surface of the planet). In target language text, the locative prepositional phrase is

translated into di atas permukaan planet which contains preposition (di) + noun

phrase (atas permukaan planet). Those locative prepositional phrases of source

language text and target language text consist of a preposition followed by a noun

phrase. It can be seen in the tree diagram below.

on the surface of the planet

PP

P NP

on

D NP

the

N PP

surface

P NP

of

D N

the planet

di atas permukaan planet

PP

P NP1

di

N1 NP2

atas

N2 N3

permukaan planet


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The procedures used in the translation process of this sentence are literal

translation, loss and gain of information. The tree diagram shows that the

preposition on is translated literally into di indicating action occurs in the place.

The noun phrase in English prepositional phrase consists of article (the) + noun

(surface) + preposition (of) + article (the) + noun (planet). The noun phrase in the

target language consists of noun (atas) + noun (permukaan) + noun (planet). Loss

of information can be seen in the translation of noun phrase the surface of the

planet into atas permukaan planet in which article the and preposition of are lost

in the target language. Gain of information can be seen in the use of noun atas in

the target language.

f. PP with preposition into


When one of the body-suits which they

wore began to lose its functionality,

usually after a hundred and fifty years

or so, the Sha Ligraam inhabiting it would sit down with it quite calmly and

would quickly jump through power of

thought into a newly made body into another vehicle.

Jika satu dari pakaian yang mereka

pakai mulai kehilangan fungsinya,

biasanya setelah kira-kira seratus

limapuluh tahun, Sha Ligraam yang berdiam di dalamnya akan duduk

tenang dan dengan kekuatan batinnya

segera meloncat ke dalam badan baru

ke dalam kereta yang lainnya.

The first locative prepositional phrase in source language text is into a

newly made body which constitute of preposition (into) + noun phrase (a newly

made body). In target language text, the locative prepositional phrase is translated

into ke dalam badan baru which contains preposition (ke dalam) + noun phrase

(badan baru). The second locative prepositional phrase is into another vehicle

which has constitution of preposition (into) + noun phrase (another vehicle). In

traget language text, it is translated into ke dalam kereta yang lainnya which

consists of preposition (ke dalam) + noun phrase (kereta yang lainnya). Those

locative prepositional phrases of source language text and target language text


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consist of a preposition followed by a noun phrase. It can be syntactically depicted

as follow.


process are literal translation, loss of information and gain of information. The

first tree diagram shows that the preposition into is translated literally into ke

dalam indicating movement toward. Loss of information is clearly seen on the

translation of noun phrase a newly made body, which is translated into badan baru

and noun phrase another vehicle which is translated into kereta yang lainnya. The

noun phrase of the first prepositional phrase in source language consists of article

(a) + adverbial (newly) + adjective (made) + noun (body). Its translation into

Indonesian consists of noun (badan) + adjective (baru). Meanwhile, the noun

phrase of the second prepositional phrase in source language consists of article

(another) + noun (vehicle). Its translation into Indonesian consists of noun (kereta)

+ article (yang) + noun (lainnya). It is clearly seen that there is loss of information

into a newly made body

PP

P NP

into

D NP

a

Adv NP

newly

Adj N

made body

ke dalam badan baru

PP

P NP

ke dalam

N Adj

badan baru

into another vehicle

PP

P NP

into

D N

another vehicle

ke dalam kereta yang lainnya

PP

P NP

ke dalam

N AdjP

kereta

D Adj

yang lainnya


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in the translation of noun phrase. The information of article a and adjective made

are lost in the target language of the first prepositional phrase. Besides loss of

information, there is also gain of information in the second prepositional phrase,

such as the article yang in the target language. This is caused by the changing of

grammatical construction of the source language into target language.

CONCLUSION

Based on the study above, we can see that the translator may use more

than one procedure in translating English locative prepositional phrase into

Indonesian. The locative prepositional phrase usually constructed by preposition

and followed by noun phrase. Between source language and target language, there

usually occurs different in the noun phrase elements.

REFERENCES

Bell, R.T. 1991. Translation and Translating Theory and Practice. London: Longman Inc.

Catford, J.C. 1964. A Linguistic Theory of Translation. London: Oxford

University Press.

Larson, M. 1998. Meaning-Based Translation. Boston: University Press of

America, Inc.

Nida, E.A. 1975. Language Structure and Translation. California: Stanford

University Press.

Prakash, Surya (ed.). 1981. The Voyagers. West Germany: Spiritual University

Press.

Prakash, Surya (ed.). 1996. Sebuah Sandiwara: Para Penjelajah. Jakarta: Brahma

Kumaris.

Quirk, et al. 1985. A comprehensive Grammar of the English Language. New

York: Longman Group, Ltd.

Radford, A. 1988. Transformational Grammar. Cambridge: Cambridge

University Press.

Sneddon, J.M. 1996. Indonesian Reference Grammar. Brisbane: Griffith

University.

Venuti, L. 2000. The Translation Studies Reader. London: Routledge.


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ANALISIS STANDAR PENDIDIK DAN TENAGA KEPENDIDIKAN

BERDASARKAN PERATURAN PEMERINTAH NOMOR 32 TAHUN 2013

TENTANG STANDAR NASIONAL PENDIDIKAN DI TINJAU DARI CIPP

(Contexs, Input, Process, Product)

Oleh

Luh De Liska, S.Pd., M.Pd.

Fakultas Pendidikan Bahasa dan Seni, IKIP PGRI Bali

Abstrak

Penelitian ini bertujuan untuk mengetahui analisis pelaksanaan standar

pendidik dan tenaga kependidikan berdasarkan Peraturan Pemerintah Nomor 32

Tahun 2013 di tinjau dari CIPP (Contexs, Input, Process, Product). Penilaian

terhadap output dan outcome. Penilaian hasil belajar masih terbatas pada output

pembelajaran, belum menjangkau outcome dari program pembelajaran. Output

pembelajaran yang dinilai aspek kognitif dan aspek afektif.Model CIPP

berorientasi pada suatu keputusan. Menurut Stufflebeam, (1993 : 118) dalam Eko

Putro Widoyoko mengungkapkan bahwa, the CIPP approach is based on the view that the most important purpose of evaluation is not to prove but improve. Pandangan bahwa tujuan penting evaluasi adalah bukan membuktikan, tetapi

untuk memperbaiki.komponen atau dimensi model CIPP yang meliputi, context,

input, process, product.

Kata Kunci : standar pendidikan dan tenaga kependidikan, CIPP (context, input,

process, product.

Abstract

This study aimed at determining the analysis of the implementation of the

standards of teachers and educational personnel based on Government

Regulation No. 32 Year 2013 based on the review of the CIPP (Context, Input,

Process, Product). Assessment of outputs and outcomes. Assessment of learning

outcomes is still limited to the output of learning, not reaching the learning

outcomes of the program yet. Output learning assessed was also still focused on

cognitive aspects, whereas affective aspects have received less attention. CIPP

model was oriented at a decision. According to Stufflebeam, (1993: 118) in

EkoPutroWidoyoko revealed that, "The CIPP approach is based on the view that

the most important purpose of evaluation is not to PROVE but improve." The

concept offered by Stufflebeam with the view that an important purpose of

evaluation is not to prove, but to improve.

Keywords: standard of education and education personnel, CIPP (context, input,

process, product)


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1. PENDAHULUAN

Berdasarkan pembukaan UUD 1945 bahwa salah satu tujuan nasional

Negara Kesatuan Republik Indonesia adalah mencerdaskan kehidupan bangsa.

Hal ini diperkuat dalam UUD 1945 yang menjelaskan bahwa setiap warga Negara

Indonesia berhak memperoleh pengajaran (pendidikan).Ini mengandung arti

bahwa negara mempunyai kewajiban dan tanggung jawab untuk memenuhi

pendidikan setiap warga negaranya guna mewujudkan tujuan nasional, yaitu

mencerdaskan kehidupan bangsa.Pendidikan sebagai suatu proses yang bertujuan,

pendidikan berjalan baik apabila pendidikan mampu berperan secara sebagaimana

mestinya, konteksual dan dengan baik dalam menjawab sekaligus memenuhi

kebutuhan masyarakat serta tuntutan perubahan dan perkembangan zaman. Untuk

mencapai hal tersebut, maka diperlukan suatu sistem atau perangkat pendidikan.

Penilaian terhadap hasil belajar selama ini pada umumnya juga terbatas

padaoutput, sedangkan outcome jarang tersentuh kegiatan penilaian.Keberhasilan

program pembelajaran seringkali hanya diukur dari penilaianhasil belajar siswa,

sedangkan bagaimana kualitas proses pembelajaran yangtelah berjalan kurang

mendapat perhatian. Penilaian hasil belajar masihterbatas pada output

pembelajaran, belum menjangkau outcome dariprogram pembelajaran. Output

pembelajaran yang dinilai juga masihterfokus pada aspek kognitif, sedangkan

aspek afektif kurang mendapatperhatian. Istilah lain, penilaian hasil pembelajaran

selama ini hanyaberfokus pada hard skill atau academic skill, kurang

memperhatikanpenilaian personal skil dan social skill.

Pelaksanaan proses belajar mengajar, merupakan kejadian atauperistiwa

interaksi antara pendidik dan peserta didik yang diharapkanmenghasilkan

perubahan pada peserta didik, dari belum mampu menjadimampu, dari belum

terdidik menjadi terdidik, dari belum kompeten menjadikompeten. Inti dari proses

belajar mengajar adalah efektivitasnya. Tingkatefektivitas pembelajaran sangat

dipengaruhi oleh perilaku pendidik danperilaku peserta didik. Perilaku pendidik

yang efektif, antara lainmengajarnya jelas, menggunakan variasi metode

pembelajaran,menggunakan variasi media atau alat peraga pendidikan,

antusiasme, memberdayakan peserta didik, menggunakan konteks sebagai


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saranapembelajaran (contextual-teaching and learning), menggunakan

jenispertanyaan yang membangkitkan, dan lain sebagainya. Sedang

perilakupeserta didik, antara lain motivasi atau semangat belajar,

keseriusan,perhatian, karajinan, kedisiplinan, keingintahuan, pencatatan,

pertanyaan, senang melakukan latihan soal, dan sikap belajar yang positif.

2. LANDASAN TEORI

Model CIPP berorientasi pada suatu keputusan (a decision oriented

evaluation approach structured). Tujuannya adalah untuk membantu

administrator (kepala sekolah dan guru) didalam membuat keputusan. Menurut

Stufflebeam, (1993 : 118) dalam Eko Putro Widoyoko mengungkapkan bahwa,

the CIPP approach is based on the view that the most important purpose of

evaluation is not to prove but improve. Konsep tersebut ditawarkan oleh

Stufflebeam dengan pandangan bahwa tujuan penting evaluasi adalah bukan

membuktikan, tetapi untuk memperbaiki.Berikut ini akan di bahas komponen atau

dimensi model CIPP yang meliputi, context, input, process, product.

2.1.Context Evaluation (Evaluasi Konteks)

Stufflebeam (1983 : 128) dalam Hamid Hasan menyebutkan, tujuan evaluasi

konteks yang utama adalah untuk mengetahui kekutan dan kelemahan yang

dimilki evaluan. Dengan mengetahui kekuatan dan kelemahan ini, evaluator akan

dapat memberikan arah perbaikan yang diperlukan. Suharsimi Arikunto dan Cepi

Safrudin menjelaskan bahwa, evaluasi konteks adalah upaya untuk

menggambarkan dan merinci lingkungan kebutuhan yang tidak terpenuhi,

populasi

dan sampel yang dilayani, dan tujuan proyek.

2.2. InputEvaluation (Evaluasi Masukan)


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Tahap kedua dari model CIPP adalah evaluasi input, atau evaluasi masukan.

Menurut Eko Putro Widoyoko, evaluasi masukan membantu mengatur keputusan,

menentukan sumber-sumber yang ada, alternative apa yang diambil, apa rencana

dan strategi untuk mencapai tujuan, dan bagaimana prosedur kerja untuk

mencapainya. Komponen evaluasi masukan meliputi : 1) Sumber daya manusia,

2) Sarana dan peralatan pendukung, 3) Dana atau anggaran, dan 4) Berbagai

prosedur dan aturan yang diperlukan.

2.3.ProcessEvaluation (Evaluasi Proses)

Worthen & Sanders (1981 : 137) dalam Eko Putro Widoyoko menjelaskan bahwa,

evaluasi proses menekankan pada tiga tujuan : 1) do detect or predict in

procedural design or its implementation during implementation stage, 2) to

provide information for programmed decision, and 3) to maintain a record of the

procedure as it occurs . Evaluasi proses digunakan untuk menditeksi atau

memprediksi rancangan prosedur atau rancangan implementasi selama tahap

implementasi, menyediakan informasi untuk keputusan program dan sebagai

rekaman atau arsip prosedur yang telah terjadi. Evaluasi proses meliputi koleksi

data penilaian yang telah ditentukan dan diterapkan dalam praktik pelaksanaan

program. Pada dasarnya evaluasi proses untuk mengetahui sampai sejauh mana

rencana telah diterapkan dan komponen apa yang perlu diperbaiki. Sedangkan

menurut Suharsimi Arikunto, evaluasi proses dalam model CIPP menunjuk pada

apa (what) kegiatan yang dilakukan dalam program, siapa (who) orang yang

ditunjuk sebagai penanggung jawab program, kapan (when) kegiatan akan

selesai. Dalam model CIPP, evaluasi proses diarahkan pada seberapa jauh

kegiatan yang dilaksanakan didalam program sudah terlaksana sesuai dengan

rencana.

2.4.ProductEvaluation (Evaluasi Produk/Hasil)

Sax (1980 : 598) dalam Eko Putro Widoyoko memberikan pengertian evaluasi

produk/hasil adalah to allow to project director (or techer) to make decision of


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program . Dari evaluasi proses diharapkan dapat membantu pimpinan proyek

atau guru untuk membuat keputusan yang berkenaan dengan kelanjutan, akhir,

maupun modifikasi program. Sementara menurut Farida Yusuf Tayibnapis (2000

:14) dalam Eko Putro Widoyoko menerangkan, evaluasi produk untuk membantu

membuat keputusan selanjutnya, baik mengenai hasil yang telah dicapai maupun

apa yang dilakukan setelah program itu berjalan.

3. PEMBAHASAN

3.1 Standar Pendidik Dan Tenaga Kependidikan Berdasarkan Peraturan

Pemerintah Nomor 32 Tahun 2013 Di Tinjau Dari CIPP(Contexs, Input,

Process, Product)

Peraturan Pemerintah No. 32 Tahun 2013 tentang Perubahan Atas

Peraturan Pemerintah No. 19 Tahun 2005 tentang Standar Nasional

Pendidikan.Berdasarkan konsideran dalam peraturan ini, perubahan peraturan ini

didasarkan pada pertimbangan bahwa Peraturan Pemerintah Nomor 19 Tahun

2005 tentang Standar Nasional Pendidikan perlu diselaraskan dengan dinamika

perkembangan masyarakat, lokal, nasional, dan global guna mewujudkan fungsi

dan tujuan pendidikan nasional, serta perlunya komitmen nasional untuk

meningkatkan mutu dan daya saing bangsa. Setelah mencermati isi PP No. 32

Tahun 2013 ini, melihat perubahan-perubahan yang dilakukan tampaknya lebih

cenderung berkaitan dengan pasal-pasal yang berhubungan dengan kurikulum dan

key area pembelajaran (standar kompetensi lulusan, standar isi, standar proses,

dan standar penilaian). Beberapa pasal dalam PP No. 19 tahun 2005 yang dihapus

pun tampak lebih menggambarkan konsekuensi dari isi pasal-pasal. Sementara

untuk pasal yang berkaitan dengan standar pendidik dan tenaga kependidikan,

standar sarana dan prasarana, standar pengelolaan, dan standar pembiayaan secara

esensial tampaknya tidak banyak perubahan yang signifikan.

Dalam Peraturan Pemerintah No.32 Tahun 2013, bahwa Standar Pendidik

dan Tenaga Kependidikan adalah kriteria mengenai pendidikan prajabatan dan

kelayakan maupun mental, serta pendidikan dalam jabatan. Pemaparan ringkas

mengenai Standar Pendidik dan Tenaga Kependidikan, Pendidik harus memiliki


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kualifikasi akademik dan kompetensi sebagai agen pembelajaran, sehat jasmani

dan rohani, serta memiliki kemampuan untuk mewujudkantujuan pendidikan

nasional.Kualifikasi akademik sebagaimana dimaksud adalah tingkat pendidikan

minimal yang harus dipenuhi olehseorang pendidik yang dibuktikan dengan ijazah

dan/atausertifikat keahlian yang relevan sesuai ketentuan

perundangundanganyang berlaku.Kompetensi sebagai agen pembelajaran pada

jenjangpendidikan dasar dan menengah serta pendidikan anak usiadini

meliputi:Kompetensi pedagogik ;Kompetensi kepribadian;Kompetensi

profesional; danKompetensi sosial.

Peningkatan kualitas pendidikan merupakan suatu proses

yangdilaksanakan secara dinamis dan berkesinambungan dalam

rangkameningkatkan kualitas pendidikan dan berbagai faktor yang

berkaitandengannya, dalam upaya pencapaian tujuan pendidikan secara efektif

danefisien. Sistem pembelajaran sebagai bagian integral dari sistem

kegiatanpendidikan, merupakan fenomena yang harus diperbaiki dan

dikembangkanoleh pihak-pihak yang terkait dan berkepentingan. Hal ini

menyangkutkurikulum, metode, media pengajaran, materi pengajaran, kualitas

pengajar,evaluasi pembelajaran, dan lain sebagainya sehingga tercipta sistem

pengajaran yang baik dan berorientasi ke masa depan.

Secara visual, sekolah sebagai sistem dapat digambarkan, Jika kita ingin

menganalisis, kita mulai dari outcome, output, proses, input, dan berakhir pada

konteks. Sebaiknya, jika kita ingin melakukan langkah pemecahan persoalan atau

menyiapkan, maka arahnya terbalik, yaitu dimulai dari konteks, input, proses,

output, dan berakhir pada outcome (cara berpikir sistem yang runtut), Kualitas dan

Inovasi, Efektifitas, Produktifitas, Efisiensi Internal, Efisiensi Eksternal. Evaluasi

menggunakan model CIPP (Context, Input, Process, Product) yang dikembangkan

oleh Daniel Stufflebeam, adalah sebagai berikut : (1) konteks pendidikan, (2)

Input Pendidikan, (3) proses pendidikan, (4) produk pendidikan, (5) outcome

pendidikan.

3.2 Konteks Pendidikan


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Berkaitan dengan meningkatnya persaingan dalam bidang pendidikan,

terjadi pula perubahan pada perilaku konsumen, dalam hal ini yang dimaksud

adalah masyarakat (orangtua dan siswa), maupun dunia usaha.Karena banyaknya

pilihan, konsumen kini menjadi semakin banyak tuntutan, baik mengenai kualitas

lulusan dan biaya pendidikan maupun fasilitas pendidikan.Dalam situasi

lingkungan yang penuh dengan dinamika ini, manajemen pendidikan harus dapat

menciptakan organisasi yang mampu memberikan pelayanan yang memuaskan

kepada dan masyarakat pada umumnya dan objek pendidikan (Siswa dan

orangtua) khususnya.Saat yang bersamaan dapat pula bersaing secara efektif

dalam konteks lokal, nasional bahkan dalam konteks global. Dengan kata lain

dunia pendidikan kini dituntut untuk mengembangkan manajemen strategi dan

operasi yang pada dasarnya banyak diterapkan dalam dunia usaha, sebagai

langkah antisipatif terhadap kecenderungan baru guna mencapai dan

mempertahankan posisi bersaingnya, sehingga nantinya dapat menghasilkan

manusia yang memiliki sumber daya manusia berkualitas yang sesuai dengan

kebutuhan zaman, maka konteksnya harus sesuai dengan tuntutan pengembangan

diri dan peluang tamatan, dukungan pemerintah dan masyarakat, landasan hukum,

tanggap terhadap kemajuan IPTEKS, kebijakan, nilai dan harapan masyarakat,

otonomi pendidikan, dan tuntutan globalisasi.

3.3 Input Pendidikan

Tahap berikutnya, yakni Input Pendidikan yang dijelaskan sebagai berikut.

a. Memiliki Kebijakan, Tujuan dan Sasaran Mutu yang jelas

Secara formal, sekolah menyatakan dengan jelas tentang keseluruhan

kebijakan, tujuan, dan sasaran mutu.

b. Sumberdaya Tersedia dan siap sumberdaya merupakan input penting yang

diperlukan untuk berlangsungnya proses pendidikan di sekolah. Tanpa

sumberdaya yang memadai, proses pendidikan di sekolah tidak

berlangsung secara memadai, dan pada gilirannya sasaran sekolah tidak

akan tercapai. Sumberdaya dapat dikelompokan menjadi dua, yaitu


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sumberdaya manusia dan sumberdaya selebihnya (uang peralatan,

perlengkapan, bahan) sumberdaya selebihnya tidak mempunyai arti

apapun bagi perwujudan sasaran sekolah, tanpa campur tangan

sumberdaya manusia. Artinya, segala sumberdaya yang diperlukan untuk

menjalankan proses pendidikan harus tersedia dan dalam keadaan siap.

Hal ini bukan berarti bahwa sumberdaya yang ada harus mahal, akan tetapi

sekolah yang bersangkutan dapat memanfaatkan keberadaan sumberdaya

yang ada dilingkungan sekolahnya. Karena itu, diperlukan kepala sekolah

yang mampu memobilisasi sumberdaya yang ada disekitarnya.

c. Staf yang Kompeten dan Berdedikasi Tinggi. Staf merupakan jiwa

sekolah. Sekolah yang efektif pada umumnya memiliki staf yang mampu

(kompoten) dan berdedikasi tinggi terhadap sekolahnya. Implikasinya

jelas, yaitu, bagi sekolah yang ingin efektifitasnya tinggi, maka

kepemilikan staf yang kompeten dan berdedikasi tinggi merupakan

keharusan.

d. Memiliki Harapan Prestasi yang tinggi.Sekolah yang mempunyai

dorongan dan harapan yang tinggi untuk meningkatkan prestasi peserta

didik dan sekolahnya. Kepala sekolah memiliki komitmen dan motivasi

yang kuat untuk meningkatkan mutu sekolah secara optimal. Guru

memiliki komitmen dan harapan yang tinggi bahwa anak didiknya dapat

mencapai tingkat yang maksimal, walaupun dengan segala keterbatasan

sumberdaya pendidikan yang ada disekolah. Sedang peserta didik juga

mempunyai motivasi untuk selalu meningkatkan diri untuk berprestasi

sesuai dengan bakat dan kemampuaannya. Harapan tinggi dari ketiga

unsur sekolah ini merupakan salah satu faktor yang menyebabkan sekolah

selalu dinamis untuk selalu menjadi lebih baik dari keadaan sebelumnya.

e. Fokus pada Pelanggan (khususnya Siswa). Pelanggan, terutama siswa,

harus merupakan fokus dari semua kegiatan sekolah. Artinya, semua input

dan proses yang dikerahkan di sekolah tertuju utamanya untuk

meningkatkan mutu dan kepuasan peserta didik. Konsekuensi logis dari ini

semua adalah bahwa penyiapan input dan proses belajar mengajar harus


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benar-benar mewujudkan sosok utuh mutu dan kepuasan yang diharapkan

dari siswa.

f. Input manajement sekolah yang memiliki input manajemen yang memadai

untuk menjalankan roda sekolah. Kepala sekolah dalam mengatur dan

mengurus sekolahnya menggunakan sejumlah input manajemen.

Kelengkapan dan kejelasan input manajemen akan membantu kepala

sekolah mengelola sekolanya dengan efektif. Input manajemen yang

dimaksud meliputi; tugas yang jelas, rencana yang rinci dan sitematis,

program yang mendukung bagi pelaksanaan rencana, ketentuan-ketentuan

(aturan main) yang jelas sebagai panutan bagi warga sekolahnya untuk

bertindak, dan adanya sistem pengendalian mutu yang efektif dan efisien

untuk meyakinkan agar sasaran yang telah disepakati dapat dicapai. Dapat

di simpulkan bahwa Input Pendidikan adalah segala sesuatu yang harus

tersedia karena dibutuhkan untuk berlangsungnya proses. Sesuatu yang

dimaksud berupa sumberdaya dan perangkat lunak serta harapan-harapan

sebagai pemandu bagi berlangsungnya proses, misalnya ketenagaan,

kurikulum, peserta didik, biaya, organisasi, administrasi, peranserta

masyarakat, kultur sekolah dan sub komponen, regulasi, sarana dan

prasarana.

3.4 Proses Pendidikan

Sekolah yang efektif pada umumnya memiliki sejumlah karakteristik

proses antara lain :

a. Proses Belajar Mengajar yang Efektivitasnya Tinggi. Sekolah yang

memiliki efektivitas proses belajar mengajar yang tinggi. Ini ditujukkan

oleh sifat proses belajar mengajar yang menekankan pada pemberdayaan

peserta didik, proses belajar mengajar bukan sekadar memorisasi dan

recall, penekanan pada penguasaan pengetahuan tentang apa yang

diajarkan (logis), akan tetapi lebih menekankan pada internalisasi tentang

apa yang diajarkan sehingga tertanam dan berfungsi sebagai muatan nurani


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dan hayati (ethos) serta dipraktekkan dalam kehidupan sehari-hari oleh

peserta didik (pathos).

b. Kepemimpinan Sekolah yang Kuat. Kepemimpinan Kepala Sekolah

merupakan salah satu faktor yang dapat mendorong sekolah untuk dapat

mewujudkan visi, misi, tujuan, dan sasaran sekolahnya melalui program

yang dilaksanakan secara terencana dan bertahap. Oleh karena itu, kepala

sekolah dituntut memiliki kemampuan manajemen dan kepemimipinan

yang tangguh agar mampu mengambil keputusan dan inisiatif atau

prakarsa untuk meningkatkan mutu sekolah. Secara umum, kepala sekolah

tangguh memiliki kemampuan memobilisasi sumberdaya sekolah,

terutama sumberdaya manusia, untuk mencapai tujuan sekolah.

c. Lingkungan Sekolah yang Aman dan Tertib. Sekolah memiliki lingkungan

(iklim) belajar yang aman, tertib, dan nyaman sehingga proses belajar

mengajar dapat berlangsung dengan nyaman (enjoyable learning). Karena

itu, sekolah yang efektif selalu menciptakan iklim sekolah yang aman,

nyaman tertib melalui (pengupayaan faktor-faktor yang dapat

menumbuhkan iklim sekolah. Dalam hal ini, peranan kepala sekolah

sangat penting sekali.

d. Pegelolaan Tenaga Kependidikan Yang Efektif. Tenaga kependidikan,

terutama guru, merupakan jiwa dari sekolah. Sekolah hanyalah merupakan

wadah. Sekolah yang menyadari tentang hal ini. Pengelolaan tenaga

kependidikan, mulai dari kebutuhan, perencanaan, pengembangan,

evaluasi kinerja, hubungan kerja, hingga sampai pada imbal jasa,

merupakan garapan penting bagi seorang kepala sekolah.

e. Sekolah Memiliki Budaya Mutu. Budaya mutu tertanam di sanubari semua

warga sekolah, sehingga setiap perilaku selalu didasari oleh

profesionalisme.

f. Sekolah Memiliki Teamwork Yang Kompak, Cerdas, Dan Dinamis.

Kebersaman (teamwork) merupakan karateristik yang dituntut, karen

stilitetika fpbs tahun iii vol 4

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