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<![CDATA[LISTENING TEAMS: STRATEGI PEMAHAMAN ISI TEKS PADA SISWA SMPN 1 KARANGPLOSO ]]>
<![CDATA[Sri Handayani]]>
<![CDATA[ Cendekia: Jurnal Pendidikan dan Pembelajaran Vol. 11 No. 2 (2017): Oktober 2017 ]]>
Publisher : <![CDATA[Center of Language and Cultural Studies ]]>
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DOI: 10.30957/cendekia.v11i2.290
<![CDATA[This study aims to improve the ability to understand the content of the text using listening strategy teams for seventh grade students of SMP Negeri 1 Karangploso. The design of this study was a two-cycle classroom action research assigning 34 students as research subject. The study revealed that the mastery learning to understand the text content increases in each cycle. Mastery learning was achieved by 17,86% of 34 students in the pre-cycle, 42.86% students in the cycle I, and 85.72% students in the cycle II. In the precycle, insufficient of the mastery learning achieved 82.14%, 57.14% in the cycle I, and 14.28% in the cycle II. This proves that the use of listening teams strategies successfully improved to understand the text coontents. ]]>
<![CDATA[MENGULAS NOVEL REMAJA MENGGUNAKAN MODEL PEMBELAJARAN THINK PAIR SHARE PADA SISWA SMPN 2 MALANG ]]>
<![CDATA[Indra Sulistyaningrum]]>
<![CDATA[ Cendekia: Jurnal Pendidikan dan Pembelajaran Vol. 11 No. 2 (2017): Oktober 2017 ]]>
Publisher : <![CDATA[Center of Language and Cultural Studies ]]>
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DOI: 10.30957/cendekia.v11i2.315
<![CDATA[ This study aims to improve the accomplishment to review teenager novel using the learning model of Think Pair Share. This study used classroom action research design with two cycles. The research subject was the eighth graders of SMP Negeri 2 Malang in the academic year 2013/2014 consisting of 32 students. This classrom action research applied four step cycle: planning, acting, observing and reflection. Data were collected using observation and interview and the data were analyzed using descriptive statistics. The results of the study showed that: attainment in the cycle I of this study was: average score 74.73 and the mastery learning 72%. In the second cycle, the results were the average score as 84.53 and the mastery learning 98%. The results of questionnaire evidently showed that the students were happy to learn using Think Pair Share and they enjoyed following the learning processes. ]]>
<![CDATA[BIBLIOKONSELING VIRTUAL: METODE PENGURANGAN TINDAK PIKIRAN PORNOGRAFI PADA SISWA SMPN 1 KARANGPLOSO ]]>
<![CDATA[Laili Azkiyah]]>
<![CDATA[ Cendekia: Jurnal Pendidikan dan Pembelajaran Vol. 11 No. 2 (2017): Oktober 2017 ]]>
Publisher : <![CDATA[Center of Language and Cultural Studies ]]>
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DOI: 10.30957/cendekia.v11i2.316
<![CDATA[This classroom action research explores the use of virtual biblicouncelling to reduce the acts on pornography abuses to SMPN 1 Karangploso Malang. This study was implemented in two cycles each of which was defined in four steps: planning, acting, observing, and reflection. The results showed that the implications of changes in the status of the superego is more robust to reduce acts of pornography. Students are gradually able to control the acts of pornographic thoughts including: imagery porn actions and matters that deal with pornographic actions, pornographic images or videos or to do so with the guidance of the group and virtual bibliocouncelling approach. ]]>
<![CDATA[RAGAM TINDAK TUTUR ILOKUSI PADA NOVEL TERJEMAHAN THE DAVINCI CODE KARYA DAN BROWN ]]>
<![CDATA[Suci Khaofia]]>
<![CDATA[ Cendekia: Jurnal Pendidikan dan Pembelajaran Vol. 11 No. 2 (2017): Oktober 2017 ]]>
Publisher : <![CDATA[Center of Language and Cultural Studies ]]>
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DOI: 10.30957/cendekia.v11i2.317
<![CDATA[ This research examined how illocutionary acts were applied in Dan Brown’s novel “The Da Vinci Code”. The dialogues of character which had illocutionary acts were used as the data of this research. The researcher then analyzed the data by applying qualitative analysis approach. The finding showed 20 kinds and five different patterns of illocutionary act were identified. The patterns included: (1) illocutionary act of directive “ask” used by participants who have the distance and power; (2) illocutionary act of directive “command” used by participants who have distance and power; (3) illocutionary act of assertive “allege” used by participants who have no distance but power and directive “ask” used by participants who has no distance nor power; (4) direct “command” used by participants who have no distance but power; and (5) direct illocutionary act mostly used by participants who have power and distance and participants who has no distance nor power. ]]>
<![CDATA[PENINGKATAN PRESTASI BELAJAR MATEMATIKA MELALUI PEMBELAJARAN BEHAVIORISTIK PADA SISWA SMPN 1 KARANGPLOSO ]]>
<![CDATA[Games Yunastutik]]>
<![CDATA[ Cendekia: Jurnal Pendidikan dan Pembelajaran Vol. 11 No. 2 (2017): Oktober 2017 ]]>
Publisher : <![CDATA[Center of Language and Cultural Studies ]]>
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DOI: 10.30957/cendekia.v11i2.318
<![CDATA[This two cycle classroom research aims to improve student achievement in mathematics through behavioristic learning for students of class VII SMPN 1 Karangploso. In each cycle, the researcher applied: planning, acting, observing and reflection as the research procedure. Data of this study were students’ interactions using behavior learning. Data were analyzed using descriptive statistics. The results showed that in the pre-cycle students’ mean score was 82. The mean score increased into 83 and 86 respectively in the cycle I and cycle II. This means the achievement on mathematic lesson using the behavioristic is quite good as indicated that the attainment is ≥ 75%. In addition, students activities during the learning process also increased based on observations of the first cycle and the cycle two, admitting that behavioristic learning evidently improves accomplishment in mathematics for the seventh graders of SMPN 1 Karangploso. ]]>
<![CDATA[MODEL SIMULASI MEDIA MAKET DALAM PEMBELAJARAN MEMBACA DENAH SISWA SMPN 1 PUNGGELAN, BANJARNEGARA ]]>
<![CDATA[Romelah Romelah]]>
<![CDATA[ Cendekia: Jurnal Pendidikan dan Pembelajaran Vol. 11 No. 2 (2017): Oktober 2017 ]]>
Publisher : <![CDATA[Center of Language and Cultural Studies ]]>
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DOI: 10.30957/cendekia.v11i2.319
<![CDATA[ The aim of this study is to improve the ability to read the roadmap. This study uses a two-cycle classroom action research, assigning students of SMPN 1 Punggelan Banjarnegara as the research subject. The implementation of this research refers to the spiral model from Kemmis and Taggart with four steps including: planning, implementation, observation, and reflection. Results of the research showed in cycle attainment in the average score was 73 and the mastery learning 41,38%. In the cycle II attainment was indicated by the average score 86,21 and the mastery learning 79.31%. Evidently, the use of mock media through simulation learning model can improve the ability to read plans. ]]>
<![CDATA[MENINGKATKAN HASIL BELAJAR MEMBACA LEGENDA MELALUI MODEL NUMBERED HEADS TOGETHER SISWA SMPN 8 SURAKARTA ]]>
<![CDATA[Sri Suprapti]]>
<![CDATA[ Cendekia: Jurnal Pendidikan dan Pembelajaran Vol. 11 No. 2 (2017): Oktober 2017 ]]>
Publisher : <![CDATA[Center of Language and Cultural Studies ]]>
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DOI: 10.30957/cendekia.v11i2.320
<![CDATA[ The purpose of this study to enhance the activity and achievement in the Javanese language for the reading material of legend using cooperative learning methods Numbered Heads Together (NHT). This study used a two-cycle classroom action research. Subjects in this study were 32 students of class VIII E SMPN 8 Surakarta in the 2015/2016 school year, consisiting of 18 girls and 14 boys. The research was conducted in two cycles. Each cycle has four phases: planning, implementation, observation and reflection. In the first cycle the researcher used NHT without media and in Cycle II, NHT was used with instructional media. Results of the study showed increased percentage of the motivation to learn the Javanese language to read the Legend. Description of the achievement included: listening and attention to the teacher's explanations was 34.38%; encouragement to ask and express opinions was 31.25%; and the ecouragement to present results of group discussions in class was 59.38%.l ]]>
<![CDATA[PENGARUH MODEL PEMBELAJARAN MAKE A MATCH DAN MOTIVASI TERHADAP PRESTASI BELAJAR IPS SISWA SMPN 1 KARANGPLOSO ]]>
<![CDATA[Yuliananingsih Yuliananingsih]]>
<![CDATA[ Cendekia: Jurnal Pendidikan dan Pembelajaran Vol. 11 No. 2 (2017): Oktober 2017 ]]>
Publisher : <![CDATA[Center of Language and Cultural Studies ]]>
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DOI: 10.30957/cendekia.v11i2.321
<![CDATA[ This experimental research examines: (1) a significant influence of “make a match” model to attainment in IPS course of the students of SMPN 1 Karangploso; (2) a significant influence of motivation model on the achievement IPS course; and (3) a significant influence between the type of “make a match” model and motivation model on the accomplishment of IPS course. The sample of this research was the 98 students of IX grade at SMPN 1 Karangploso Malang. The research revealed that: (1) “the make a match” learning model significantly influences learning achievement of IPS course of the students of SMPN 1 Karangploso; (2) motivation model significantly affects learning achievement of IPS, and (3) “the make a match” learning model and motivation model significantly influence achievement of IPS course. ]]>
<![CDATA[PEMBELAJARAN BAHASA BERBASIS KURIKULUM 2013 DI PAUD ASPARAGA MALANG ]]>
<![CDATA[Erfan Mokhamad Wijaya]]>
<![CDATA[ Cendekia: Jurnal Pendidikan dan Pembelajaran Vol. 11 No. 2 (2017): Oktober 2017 ]]>
Publisher : <![CDATA[Center of Language and Cultural Studies ]]>
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DOI: 10.30957/cendekia.v11i2.327
<![CDATA[This classroom-based observation qualitative study describes language learning process in the kindergarten level based on the 2013 Curriculum. This study took place in the Kindergarten of Asparaga Malang and assigned all pupils as the research subject. Data of this study were obtained form classroom interactions in the Asparaga school using observation and interview. This study revealed that the pupils in Asparaga interacted with friends and teachers in four languages: (1) Javanese language, (2) Indonesian, (3) the English language, and (4) Arabic. Learning a language was considered interesting using of various methods: teachers applied the storytelling and play to teach the languages, and multiple medias to support language learning process were also used in support to use the books, pictures, and tablets.]]>
<![CDATA[ALIH KODE DALAM INTERKASI DI LINGKUNGAN PONDOK PESANTREN ULIL ALBAAB: KAJIAN SOSIOLINGUISTIK ]]>
<![CDATA[Baiq Yulia Kurnia Wahidah]]>;
<![CDATA[Djatmika Djatmika]]>;
<![CDATA[Sri Marmanto]]>
<![CDATA[ Cendekia: Jurnal Pendidikan dan Pembelajaran Vol. 11 No. 2 (2017): Oktober 2017 ]]>
Publisher : <![CDATA[Center of Language and Cultural Studies ]]>
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DOI: 10.30957/cendekia.v11i2.328
<![CDATA[ This research describes the use of code switching into four domains and the code switching form in the Ulil Albab boarding schools Sasak. This study applied qualitative approach and used sociolinguistics as the basis of interpretation. Subject of this study were santri and teachers in the pesantren. The primary data were observed from the classroom settings and daily activities in the pesantren, when santri and teachers spoke in four languages: Indonesian, English, Arabic, and Sasak language. Data were analyzed using theory of code switching and code mixing from Dell Hymes. The study revealed that code switching occurred 138 tokens and conversation appeared at 75%. Code switching was used as to give better comprehension to partnered-speaker.]]>
