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All Journal ETERNAL: English Teaching Journal DIKLUS: Jurnal Pendidikan Luar Sekolah
Sri Wahyuni
University of PGRI Semarang
Education Languange, Linguistic, Communication & Media

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Textual Meaning Analysis in Speech of “Hillary Clinton’s Keynote Address at the 2015 Women in ihe World Summit’ by Hillary Radhom Clinton” Alfi Setyo Wati; Arso Setyaji; Sri Wahyuni
ETERNAL (English Teaching Journal) Vol 8, No 2 (2017): August
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v8i2.2828

Abstract

The objectives of the research are: 1) To identify textual meaning realized in the speech of “Hillary Clinton’s keynote address at the 2015 women in the world summit. 2) To find out the dominant Theme realized in the speech of Hillary Clinton’s keynote address at the 2015 women in the world. 3) To know the implication of textual meaning on speech. The writer used following steps: a) Listen the speech of Hillary Clinton’s and determining the sentences want to analyze, b) identifying the speech based on the types of theme, c) grouping the types of theme each clause to get the most dominant theme of speech, (d) implicating of textual meaning on speech, (e) interpreting the findings. The results of this research are (1) the realization of textual meaning in Hillary Clinton’s speech identified each clause to be clauses of the text.  There are Topical Theme, Textual Theme and Interpersonal Theme. (2) The dominant theme realized in speech of Hillary Clinton is Topical Theme. (3) The implication textual meaning analysis in speech are known the structure of functional grammar. From the speech, the researcher found out many clauses in it. Based on the analysis, the researcher found 78 clause of topical theme, 39 clause of textual theme, 2 clause of interpersonal theme. So, topical theme is the dominant theme with 54,6% from all themes. Finally, the writer would like to offer some suggestion to learners that they should be able to learn about textual meaning. The teacher may use that speech to material of teaching Functional Grammar. The students may use this speech as a new reference to improve their analysis in Functional Grammar ability.
Kurikulum Pusat Kegiatan Belajar Masyarakat Berbasis Qur’an Iin Purnamasari; Sri Wahyuni; Ismatul Khasanah
Diklus: Jurnal Pendidikan Luar Sekolah Vol 5, No 1 (2021)
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/diklus.v5i1.36532

Abstract

Penelitian bertujuan mengembangkan kurikulum Pusat Kegiatan Belajar Masyarakat/PKBM berbasis qur’an pada Qur’anic School Kota Surakarta. Metode peneitian menggunakan Reasearch and Development/RnD, dengan desain Model ADDIE (Analysis, Design, Development, Implementation, Evaluation). Hasil penelitian menunjukkan bahwa PKBM Qur’anic School mengembangkan model kurikulum yang memadukan antara kurikulum nasional, nilai-nilai qur’an, dan keterampilan sebagai life skill atau Program Kecakapan Hidup. Pada struktur kurikulum tersebut terdiri dari kompetensi nasional, berbasis Qur’an dan keterampilan. Dapat disimpulkan, Kurikulum Qur’anic School of Dewan Da’wah terbagi menjadi 4 bagian besar, yaitu (1) Tahfizhul qur’an, (2) Bahasa Arab, (3) Adab Islami, dan (4) Mata Pelajaran Umum. Dari beberapa krikulum yang ada, Qur’anic School of Dewan Da’wah Surakarta menekankan pada tahfizhul qur’an dan Bahasa, dengan alokasi waktu tahfizh Alqur’an sebanyak 70% dari keseluruhan KBM, sedangkan 30% tersisa untuk kurikulum mata pelajaran umum dan pengenalan adab islami. CURRICULUM OF COMMUNITY LEARNING ACTIVITIES CENTER BASED ON QUR'AN                                               AbstractThe research aims to develop a quran-based curriculum for Community Learning Activities Center at the Qur'anic School in Surakarta. The research method uses Reasearch and Development / RnD, with the ADDIE Model design (Analysis, Design, Development, Implementation, Evaluation). The results showed that PKBM Qur'anic School developed a curriculum model that combines the national curriculum, quran values, and skills as life skills or Life Skills Program. The curriculum structure consists of national competences, based on the Qur'an and skills. It can be concluded that the Qur'anic School of Da'wah Council curriculum is divided into 4 major sections, namely (1) Tahfizhul quran, (2) Arabic, (3) Islamic Adab, and (4) General Subjects. Tthe several existing quirks, the Qur'anic School of the Surakarta Da'wah Council emphasizes on tahfizhul qur'an and language, with a time allocation for tahfizh Alqur'an as much as 70% of the total teaching and learning activities, while the remaining 30% is for general subject curriculum and introduction islamic manners.
Co-Authors Alfi Setyo Wati Arso Setyaji Iin Purnamasari Ismatul Khasanah