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Journal of Research and Educational Research Evaluation
Published by Universitas Negeri Semarang
ISSN : 22526420     EISSN : 25031732     DOI : https://doi.org/10.15294/jere
Core Subject : Education,
Education
Journal of Research and Educational Research Evaluation is a fully refereed international journal publishing original academic articles that promote educational processes and outcomes that are both well-informed and evidence-based. The journal is deliberately multi-disciplinary and broad in its scope, and addresses rigorous research and evaluation at all levels, and in all sectors and ages of education. The journal publishes papers which report results of: original research and evaluation studies; secondary analyses of existing (international) data sets; meta-analyses and reviews synthesizing evidence and guidelines for practice. Journal of Educational Research and Evaluation also invites articles about the use and evaluation of evidence in practice, theoretical, conceptual, methodological and substantive issues in research and evaluation, as well as position papers related to issues about evidence-based education.
Arjuna Subject : Ilmu Sosial - Pendidikan
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SUPERVISI KELAS OLEH KEPALA SEKOLAH DAN IKLIM SEKOLAH TERHADAP KINERJA GURU DI SMK NEGERI KETAPANG
Journal of Research and Educational Research Evaluation Vol 1 No 1 (2012)
Publisher : Universitas Negeri Semarang

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Guru diharapkan untuk terus meningkatkan pekerjaan mereka. Keberhasilan pendidikan ditentukan oleh kinerja guru. Pengawasan Kelas ini ditujukan untuk meningkatkan kinerja mengajar, membimbing siswa, dan administrasi sekolah. Suasana sekolah membentuk pola perilaku semua masyarakat sekolah dan menjadi karakteristik sekolah. Pendekatan penelitian ini adalah kuantitatif dengan menggunakan desain ex post facto. Analisis dari penelitian ini adalah statistik regresi ganda. Instrumen yang valid diusulkan kepada responden. Pengumpulan data menggunakan kuesioner. Hasil penelitian menunjukkan bahwa (1) pengawasan kelas berpengaruh terhadap kinerja guru sebanyak 36,3%, (2) suasana sekolah berpengaruh terhadap kinerja guru sebanyak 34,8, dan (3) secara bersamaan, baik kelas pengawasan dan suasana sekolah yang berpengaruh dan positif terhadap kinerja guru 50,3%. Teachers are expected to continuously improve their work. The success of education is determined by the teacher performance. Classroom supervision is aimed for improving the teaching performance, guiding the students, and school administration. School atmosphere shapes the behavior pattern of all school society and becomes the school characteristics. The approach of the study is quantitative using ex post facto design. The analysis of the study is double regression statistics. The valid instruments are proposed to the respondents. The collection of the data uses questionnaire. The result of the study shows that (1) classroom supervision is influential toward teacher performance as many as 36,3%, (2) school atmosphere is influential toward teacher performance as many as 34,8, and (3) simultaneously, both classroom supervision and school atmosphere are influential and positive toward teacher performance 50,3%.
PENGEMBANGAN MEDIA PEMBELAJARAN APRESIASI DRAMA MENGGUNAKAN CD AMM INTERAKTIF UNTUK SISWA SMA
Journal of Research and Educational Research Evaluation Vol 1 No 1 (2012)
Publisher : Universitas Negeri Semarang

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Hasil belajar siswa dipengaruhi oleh beberapa hal, salah satunya yaitu media yang digunakan untuk belajar. Berdasarkan pengamatan, banyak media pembelajaran yang diciptakan tanpa memperhatikan kebermaknaannya bagi siswa dan tidak jarang, jauh dari kompetensi yang harus dicapai oleh siswa. Penelitian tentang pengembangan media pembelajaran, berdasarkan bahan ajar yang sudah ada kemudian dikemas (dikembangkan) menjadi sebuah media pembelajaran berbantuan CD interaktif. Pengembangan media pembelajaran menggunakan CD interaktif untuk materi apresiasi drama menjadi salah satu solusi bagi siswa dalam belajar menyimak. Penelitian pengembangan ini dilakukan menggunakan modifikasi desain penelitian dan pengembangan pendidikan. Hasil penelitian pengembangan ini yaitu respon terhadap pengembangan media pembelajaran apresiasi drama menggunakan CD AMM interaktif tergolong positif, manfaat pengembangan media pembelajaran apresiasi drama menggunakan CD AMM interaktif tergolong baik, serta keterbantuan dan kesenangan belajar menggunakan media pembelajaran apresiasi drama menggunakan CD AMM interaktif menunjukkan hal positif. Jadi, dapat disimpulkan bahwa pengembangan media pembelajaran apresiasi drama menggunakan CD AMM interaktif dapat dijadikan salah satu alternatif peningkatan keberhasilan menyimak siswa karena di dalamnya terdapat unsur asyik, menarik dan menyenangkan. Student learning outcomes are influenced by several factors, one of which media are used to study. Based on observation, many media lessons are created without regard used for student and not infrequently, much of the competencies to be achieved by students. Research of development of media-based learning materials that already exist and then packaged (developed) into an interactive cd-assisted learning media. development of interactive media for learning to use cd drama appreciation of the material to be one solution for students to learn listening. Development of research was conducted using a modified design of the study and development of education. The results of this development is a response to the dramatic appreciation of the development of intructional media using an interactive AMM CD quite positive, appreciation of the benefits of the development of instructional media using AMM CD interactive drama is fair, as well as relief and pleasure of learning to use the media plays an appreciation of learning using interactive AMM CD showed positive. So, it can be concluded that the development of an appreciation of learning media using interactive AMM CD drama may be one alternative to increase student listening success because in it there are elements of fun, interesting and fun.
IMPLEMENTASI MODEL KOOPERATIF DENGAN STRATEGI THINK-TALK-WRITE PADA KEMAMPUAN MENULIS RANGKUMAN DAN PEMAHAMAN MATEMATIS PESERTA DIDIK SEKOLAH MENENGAH PERTAMA
Journal of Research and Educational Research Evaluation Vol 1 No 1 (2012)
Publisher : Universitas Negeri Semarang

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Salah satu aspek dalam pengembangan komunikasi matematika adalah menulis matematis. Menulis merupakan sarana yang penting dalam membangun jaringan mental anak. Jaringan mental (mental network) dibangun untuk membentuk pemahaman peserta didik. Kenyataan menunjukkan bahwa menulis matematis sebagai sarana membangun pemahaman matematika peserta didik belum dikembangkan secara optimal. Karena itu perlu dikembangkan suatu model pembelajaran yang dapat mengembangkan kemampuan menulis matematis. Permasalahan dalam penelitian ini adalah apakah kemampuan menulis rangkuman dan pemahaman matematis peserta didik SMP yang memperoleh pembelajaran matematika menggunakan model kooperatif dengan strategi TTW secara kelompok heterogen lebih baik daripada kelompok homogen? Tujuan penelitian ini adalah untuk mengetahui apakah kemampuan menulis rangkuman dan pemahaman matematis peserta didik SMP yang memperoleh pembelajaran matematika menggunakan model kooperatif dengan strategi TTW secara kelompok heterogen lebih baik daripada kelompok homogeny. Selain itu juga untuk mengetahui kemampuan menulis rangkuman dan pemahaman matematis ditinjau dari gender. Penelitian ini menggunakan pendekatan kuantitatif. Sampel dipilih secara random sampling. Satu sampel sebagai kelas eksperimen I disebut kelompok heterogen dan sampel lain kelas eksperimen II disebut kelompok homogen. Kedua kelompok diberi perlakuan pembelajaran model kooperatif dengan strategi TTW dan dibedakan cara pembagian kelompok kerja yang terdiri atas 5 peserta didik saat pembelajaran. Pengambilan data diperoleh dengan metode dokumentasi, tes, angket, dan observasi, dan dianalisis dengan ANOVA dua jalur. Hasil penelitian diperoleh sebagai berikut: (a) kemampuan menulis rangkuman dan pemahaman matematis peserta didik SMP yang memperoleh pembelajaran matematika menggunakan model kooperatif dengan strategi TTW secara kelompok heterogen lebih baik daripada kelompok homogen, (b) kemampuan menulis rangkuman dan pemahaman matematis peserta didik SMP perempuan yang memperoleh pembelajaran menggunakan model kooperatif dengan strategi TTW lebih baik daripada peserta didik SMP laki-laki, (c) pembelajaran menggunakan model kooperatif dengan strategi TTW dapat meningkatkan disposisi matematis peserta didik SMP. One of important aspects relating to development of mathematical communication is mathematical writing. Writing is one of important means for developing students mental network. Mental network is arranged for developing mathematical understanding for the students. In fact, it indicates that mathematical writing, as a means for developing mathematical understanding has not been developed optimally. Therefore, it needs to be developed a learning-teaching model which able to help developing ability in mathematical writing.The problems in this research are do mathematical writing ability and understanding for Junior High School students who receiving cooperative mathematical learning-teaching model by TTW strategy ‘heterogeneous group’ is better than ‘homogeneous group’? The purposes of this research are to find out whether mathematical writing ability and understanding for Junior High School students who receiving cooperative mathematical learning-teaching model by TTW strategy ‘heterogeneous group’ is better than ‘homogeneous group’. It also finds out mathematical writing ability and understanding of Junior High School students based on gender.This research used a quantitative approach. The sample for this research was taken using random sampling technique. The sample was then divided into Eksperiment I (heterogenous) and Eksperiment II (homogeneous) group. Both groups were given the cooperative model and TTW strategy for learning-teaching activities in mathematics. The needed data were collected by means of document reading, tests, questionnaieres and observations. The data were then analyzed using two-way ANOVA. The analyses showed the following results: (a) Mathematical writing ability and understanding of Junior High School students in ‘heterogeneous group’ receiving cooperative model and TTW strategy for the subjecs of mathematics were better than those of the same students in ‘homogeneous group’receiving the same model and the same strategy. (b) Summary mathematical writing ability and the understanding in mathematics of Junior High School female students who receiving cooperative model and TTW strategy for the subjecs of mathematics were better than those of the male students the same model and the same strategy. (c) Cooperative learning-teaching activities model and TTW strategy were able to increase the mathematical dispositions of Junior High School students.
THE USE OF CUE CARD IN TEACHING SPOKEN DESCRIPTIVE TEXT
Journal of Research and Educational Research Evaluation Vol 1 No 1 (2012)
Publisher : Universitas Negeri Semarang

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Speaking is verbal language to deliver ideas. Expressing thoughts, feeling, even feeling simply being together can be got through speaking. Many English classes in Indonesia tend to use their L1 rather than practicing English well. This condition can be worst, if teachers neglect the technique such as using media in teaching speaking. Cue Cards is one of the media to encourage students speak well in the classroom. It can attract students to be more participated in the speaking class. This article discusses about the use of cue card as the medium in the speaking class, in the form of descriptive text. As cue card is very visible, when students see these cue cards, they can describe someone / something easily. The result shows that using cue card in speaking maintains students to reach high score in spoken descriptive text.
THE COHERENCE-BASED STRATEGY TO TEACH ADVANCED WRITING TO INDONESIANS
Journal of Research and Educational Research Evaluation Vol 1 No 1 (2012)
Publisher : Universitas Negeri Semarang

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In this era, English is established as the world language of research and publication. This makes the English language significant for students and professionals. According to Storrer (2002: 1), authors should design a text in such a way that the addressee may detect the relationships linking individual text constituents. In other words, the authors should write a coherent text. Coherence is a key concept for text comprehension and text clarity. This research is aimed at finding out the coherence level of the English Arguments of Indonesian writers found in the Opinion Forum of The Jakarta Post. This research applies topical, paradigmatic analysis. It involves identifying topics and sequences of topics/ ideas. The coherence parameters offered by scholars are applied to classify the data. The research results show that English Arguments of Indonesian writers are mostly developed partly coherently. The main features that reduce the text coherence are the insufficient textual cohesion markers and the incompleteness of paragraph development. On the basis of the research findings, the coherence-based approach to teach Advanced Writing is designed. It is suggested that the teachers apply the coherence-based teaching as an alternative teaching strategy in order that they can offer more constructive help to their students.
THE EFFECTIVENESS OF PRESENTATION, PRACTICE, AND PRODUCTION AND TASK-BASED LEARNING METHODS IN TEACHING DIPHTHONGS
Journal of Research and Educational Research Evaluation Vol 1 No 1 (2012)
Publisher : Universitas Negeri Semarang

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Tujuan dari penelitian ini adalah untuk menjawab permasalahan tentang: Apa jenis diftong bahasa Inggris yang sebagian besar siswa salah mengucapkan? Apakah tingkat kemampuan siswa dalam mengucapkan diftong diajarkan dengan metode PPP dan metode TBL. Apakah tingkat kemampuan dalam mengucapkan diftong bagi siswa diajarkan dengan metode PPP dan metode TBL secara signifikan berbeda? Untuk menjawab permasalahan tersebut saya melakukan penelitian eksperimental dengan menerapkan dua metode pengajaran yang berbeda, yaitu PPP metode diobati pada kelompok eksperimen dan metode TBL pada kelompok kontrol. Dan teknik pemilihan sampel adalah tugas acak dengan memilih 2 kelas sebagai responden. Pada akhir pengobatan yang saya berikan posttest untuk dua kelompok dalam bentuk membaca keras-keras. Unit analisis dari penelitian ini adalah ucapan kata-kata dengan diftong. Sementara itu, berupa bahan tes adalah sebuah teks. Saya diubah sehingga ada 64 diftong dalam teks. Jumlah tersebut berasal dari delapan jenis diftong di mana setiap jenis diwakili oleh delapan kata. Teknik koleksi data merekam, menyalin, coding, dan hasilnya scoring.The menunjukkan bahwa di antara delapan jenis diftong Inggris, diftong / ei, Ɛə, au / sebagian besar mispron ounced oleh mahasiswa di PPP dan kelompok TBL. Para siswa tingkat kemampuan dalam mengucapkan diftong diajarkan oleh PPP adalah pada tingkat prestasi ‘sangat baik’ dengan skor rata-rata yang tepat diftong 49,43 dari rerata skor total 64. Padahal, yang diajarkan dengan metode TBL adalah pada tingkat prestasi ‘hampir baik’ dengan skor rata-rata 43,37 diftong yang tepat atau dengan persentase 66-69 jawaban yang tepat. Berdasarkan uji T sampel independen, saya menemukan bahwa hipotesis kerja (HA: μ ≠ μ0), atau perbedaan yang signifikan dalam mengucapkan diftong antara mereka diajarkan dengan metode PPP dan diajarkan dengan metode TBL terbukti karena t-value> t-tabel dan dengan sig (2-tailed) kurang dari 0,05. Metode PPP terbukti mengurangi kesalahan siswa dalam mengucapkan diftong. Hal ini lebih efektif daripada metode TBL, karena dari Statistik Grup kita dapat mengetahui bahwa hasil rata-rata PPP kelompok adalah 49,43 Sementara itu rata-rata dari kelompok TBL adalah 43.337. Oleh karena itu, saya sarankan dosen bahasa Inggris untuk menggunakan metode ini dalam mengajar pengucapan. Selain itu, para dosen bahasa Inggris harus melatih siswa untuk mengucapkan kata-kata dengan diftong / ei, Ɛə, au / karena mereka adalah salah mengucapkan diftong kebanyakan. The purposes of this research are to answer the problems about : What are the types of English diphthongs which the students mostly mispronounce ? What is the students’ ability level in pronouncing diphthongs taught by PPP method and TBL method. Is ability level in pronouncing diphthongs for the students taught by PPP method and TBL method significantly different? To answer those problems I did experimental research by applying two different teaching methods, those are PPP method treated on experimental group and TBL method on control group. And the technique of sample selection was random assignment by choosing 2 classes as the respondents. In the end of the treatment I gave posttest to two groups in the form of reading aloud. The unit analysis of this research is utterance of the words with diphthongs. Meanwhile, the form of test material is a text. I modified it so that there are 64 diphthongs in the text. That number came from eight types of diphthong in which each type was represented by eight words. Techniques of data collections are recording, transcribing, coding, and scoring.The result indicated that among the eight types of English diphthongs, diphthongs / ei, Ɛə, au / are mostly mispron ounced by the students both in PPP and TBL group. The students’ ability level in pronouncing diphthongs taught by PPP is at the level of achievement ‘very good’ with the mean score of right diphthong 49,43 from the mean of total score 64. Whereas, those taught with TBL method is at the level of achievement ‘almost good’ with the mean score of right diphthong 43,37 or on the percentage 66 - 69 of right answers. Based on Independent sample T test, I found out that working hypothesis (HA : μ ≠ μ0) , or the significant difference in pronouncing diphthongs between those taught with PPP method and taught with TBL method is proven because t-value > t-table and the sig (2-tailed) is less than 0.05. The PPP method is proven to reduce the students’ mistakes in pronouncing diphthongs. It is more effective than the TBL method, because from the Group Statistics we can find out that the result of mean of PPP group is 49,43 Meanwhile the mean of TBL group is 43,337. Hence, I suggest English lecturers to use this method in teaching pronunciation. Besides, the English lecturers should train the students to pronounce the words with diphthongs /ei, Ɛə, au/ for they are the mostly mispronounced diphthongs.
REPRESENTASI KONSEP BIOLOGI KONTEKSTUAL PADA BUKU PELAJARAN IPA KELAS VIII
Journal of Research and Educational Research Evaluation Vol 1 No 1 (2012)
Publisher : Universitas Negeri Semarang

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Buku pelajaran IPA yang digunakan siswa SMP di kota Semarang sebagian telah sesuai Kurikulum Tingkat Satuan Pendidikan, namun belum secara optimal menyajikan konsep biologi kontekstual, gambar contoh dan latihan yang diberikan ke siswa baru dalam kriteria cukup kontekstual. Berdasar kriteria BSNP telah disusun materi pembelajaran Biologi yang berorientasi kontekstual. Masalah yang dikaji dalam penelitian ini mengenai: bagaimanakah representasi konsep biologi kontekstual pada buku pelajaran IPA kelas VIII dan bagaimana profil buku pelajaran IPA kelas VIII yang berwawasan biologi kontekstual. Tujuan penelitian ini untuk mengetahui representasi konsep biologi kontekstual pada buku IPA kelas VIII serta untuk memberi contoh bagian dari buku IPA sebagai profil buku IPA Biologi kelas VIII yang berwawasan kontekstual. Penelitian ini menggunakan metode Research and Development dengan subjek penelitian adalah buku Biologi yang digunakan guru IPA di Kota Semarang. Variabel yang diungkap yakni: keterbacaan, substansi uraian materi, contoh, dan latihan. Hasil penelitian menunjukkan buku model yang dikembangkan telah memenuhi kriteria kontekstual dengan indikator hasil tanggapan guru terhadap buku berkonsep biologi kontekstual sangat setuju dipakai dalam pembelajaran IPA di sekolah. Hasil keterbacaan buku dikategorikan tinggi, karena rata-rata nilai keterbacaan siswa terhadap buku berkonsep biologi kontekstual pada buku IPA mendapat nilai 89 dan rata-rata skor di atas 57 menunjukkan bahwa bacaan mudah dipahami. Dari penelitian ini dapat disimpulkan bahwa tingkat keterbacaan buku pelajaran IPA Kelas VIII yang berwawasan biologi kontekstual yang telah disusun penulis termasuk kategori mudah dipahami siswa. Science textbooks used by junior secondary students in the city of Semarang, some have been in accordance with SBC (Level Curriculum Education Unit), but not yet optimally present the concept of contextual Biology, pictures of examples in criteria are fairly contextual. The criteria of the Body of the National Standard of Education (BSNP-Badan Standar Nasional Pendidikan) criteria have been prepared based on learning material Biology which is contextually oriented. Issues that were examined in this study are about: how the representation of the concept of contextual biology at the eighth grade science textbooks and how the profile of the eighth grade science textbook with the insight of contextual biology. Is to know the representation of contextual biology concepts in the eighth grade science book and to give examples of part of the science books used by science profiles of the eight grade Biology science book which is contextually oriented. This study uses the method of Research and Development, with the research subject. The Biology books used by science teachers in the city of Semarang. The variables revealed are: legibility, the substance of the material description, examples, and exercises. The results of the research revealed that the model book has developed have a meets the contextual criteria, with the indicators that the teacher’s responses towards the books with the concept of the contextual Biology showed that they completed agree to use it for the study of science at school. The results of the legibility of the books are categorized as high, because the average value of the legibility of the students on the book on the concept of contextual Biology science books score 89 (high) and the average score above 57 indicates that the readings are easy to understand. This research can be conclude that the level of legibility of the eight grade science textbook with the concept of contextual Biology that has been prepared by the writer belongs to the category that book is easily understood by students.
PENDIDIKAN MULTIKULTURAL MELALUI INTERAKSI SOSIAL PELAJAR PAPUA DENGAN PELAJAR SMA/SMK KATOLIK – KRISTEN DI KOTA SEMARANG
Journal of Research and Educational Research Evaluation Vol 1 No 1 (2012)
Publisher : Universitas Negeri Semarang

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Dasar pemikiran dari penelitian ini bahwa interaksi sosial akan mendasari segala aktivitas manusia dan pemahaman kepada orang lain. Interaksi sosial antar etnis yang berbeda dan antar pemeluk agama yang berbeda membutuhkan pemahaman yang tinggi untuk memiliki sikap toleransi dan kesetaraan. Tujuan dari penulisan ini adalah untuk mengetahui proses interaksi sosial, kendala-kendala interaksi dan kegiatan-kegiatan yang mendukung terjadinya interaksi sosial antar pelajar Papua dengan pelajar Semarang di SMA/SMK Katolik-Kristen di Kota Semarang. Masalah yang dibahas dalam penelitian ini adalah Bagaimana pola interaksi sosial pelajar Papua dan pelajar Semarang dan kegiatan-kegiatan asrama yang dilakukan oleh Yayasan Binterbusih dalam membekali siswa agar pemahan multikultural dapat terwujud. Jenis penelitian ini adalah kualitatif dengan menggunakan studi kasus di Yayasan Binterbusih. Lokasi penelitian adalah di Yayasan Binterbusih Semarang. Teknik pengumpulan data dengan observasi partisipasi, Indepth interview dan dokumentasi serta questioner. Keabsahan data menggunakan trianggulasi data dengan sumber untuk membandingkan dan mengecek balik derajat kepercayaan suatu informasi. Teknik analisa data menggunakan model interaktif. Asrama merupakan teknik yang efektif dalam mengusahakan kemajuan pendidikan dan usaha mencerdaskan anak Papua . Interaksi langsung dengan etnis yang berbeda menumbuhkan sikap toleransi dan mengembangkan sikap dialog. Akulturasi dan shock culture memerlukan pendampingan yang optimal dari Pembina asrama. Hasil penelitian ini menyimpulkan bahwa interaksi sosial antar etnis terjadi dengan baik dan bersifat assosiatif, pendidikan multikltural sangat tepat dimulai dari pendidikan formal karena pelajar bebas dari pengaruh kepentingan politik. Saran bagi pengembangan Yayasan Binterbusih untuk membuat pemetaan dari latar belakang siswa secara ekonomi dalam memilih sekolah dan tempat live in yang tepat bagi anak Papua, meningkatkan pendampingan dalam pengenalan kultur di Semarang. Mengadakan berbagai kegiatan di asrama yang melibatkan antar etnis atau mengundang teman dari sekolah. The rationale of this study that social interactions will underlie all human activity and understanding to others. Social interaction between different ethnic groups and between different faiths need to have a high understanding of tolerance and equality. The purpose of this paper is to investigate the process of social interaction, the constraints of interaction and activities that encourage social interaction between students with a student Papua Semarang in SMA / SMK-Catholic Christians in the city of Semarang. Issues discussed in this study is how patterns of social interaction and students Papua with students Semarang and dorm activities undertaken by the Foundation in order to equip students Binterbusih in multicultural can be realized. This type of research is qualitative by using case studies in Binterbusih Foundation. Study sites are in Semarang Binterbusih Foundation. Data collection techniques with participant observation, indepth interviews and documentation as well as the questioner. Validity of the data using triangulation of data with the source to compare and check the degree of trust an information return. Data analysis techniques using an interactive model. Boarding is an effective technique in obtaining the educational progress and efforts to educate children in Papua.Direct interaction with different ethnic foster tolerance and develop an attitude of dialogue. Acculturation and culture shock require optimal assistance from boarding the coach. The results of this study concluded that social interaction occurs with good inter-ethnic and is associative, highly precise multikltural education starts from formal education because students are free from political influence.Suggestions for the development of the Foundation Binterbusih to make the mapping of the economic background of students in choosing a school and live in the right place for the children of Papua, increased assistance in the introduction of culture in Semarang. Organizing various activities in the dorm that involve inter-ethnic or invite friends from school.
CITATION AND TENSE FOR REVIEWING PREVIOUS RESEARCH IN THE INRODUCTION SECTION OF ENGLISH 1SCIENCE JOURNALS BY NON-NATIVE SPEAKERS
Journal of Research and Educational Research Evaluation Vol 1 No 1 (2012)
Publisher : Universitas Negeri Semarang

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AbstractTujuan penelitian ini adalah untuk mengkaji pola sitasi dalam hubungannya dengan pemilihan kala di bagian tinjauan pustaka, khususnya di bagian Pendahuluan untuk artikel jurnal berbahasa Inggris oleh non-penutur asli. Karena penelitian ini hanya membahas satu jenis artikel, yaitu artikel penelitian, Analisis Genre diadopsi. Hasil penelitian menunjukkan bahwa dalam hal jenis sitasi, jumlah IPC (sitasi yang mengacu ke informasi) dalam data jauh lebih dominan daripada APC (sitasi yang mengacu ke penulis) sementara dalam pola yang standar jumlah APC harus lebih banyak daripada IPC karena IPC hanya berfungsi sebagai langkah (move) pembuka untuk tinjauan pustaka. Karena jumlah IPC lebih banyak daripada APC, jumlah kala kini (present tense) juga lebih besar daripada kala lampau (past tense).The aim of this study is to explore the citation pattern in relation to tense choice for reporting past literature in the Introduction section of English research articles by non-native speakers. Since the research dealt with one type of papers, i.e. research articles, Genre Analysis was adopted. The results indicate that in terms of types, IPC (Information Prominent Citation) referring to general areas of research is much more dominant than APC (Author Prominent Citation) referring to specific areas whereas in the standard pattern the number of APC should be more dominant than IPC since IPC only functions as an “opening move” for reporting past literature. As IPC is more dominant than APC, the present tense also outnumbers the past tense.
PENGARUH HASRAT ANAK-ANAK, SITUASI KEBAHASAAN, DAN SITUASI LINGKUNGAN SEKITAR TERHADAP PEMEROLEHAN BAHASA ANAK-ANAK USIA PRASEKOLAH
Journal of Research and Educational Research Evaluation Vol 1 No 1 (2012)
Publisher : Universitas Negeri Semarang

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Abstract

Pakar pendidikan menekankan betapa pentingnya pendidikan anak usia dini. Alasan yang dikemukakan, yaitu pada masa usia dini anak mengalami tumbuh-kembang yang sangat pesat, yang menjadi basis bagi tumbuh kembang potensinya di masa depan, termasuk dalam perkembangan pemerolehan bahasa. Apabila pada fase tersebut anak mengalami hambatan, pertumbuhan dan perkembangan potensinyadi masa depan terancam. Sejak beberapa dekade lalu dan juga ke depan, ada kecenderungan semakin banyak jumlah orang tua, terutama pasangan muda, baik suami ataupun isteri yang mencari nafkah keluar rumah. Sehingga waktu interaksi dengan anak-anak mereka berkurang, padahal interaksi orang tua dan anak merupakan salah satu faktor penting dalam perkembangan dan pemerolehan bahasaanak-anak usia prasekolah. Anak-anak biasa dititipkan kepada para pengasuh sebagai ganti ibunya pada saat sang ibu tidak berada di tempat. Jenis pengasuh dapat bermacam-macam, antara lain pembantu rumah tangga (PRT), tetangga,nenek, bibi, baby sitter. Fenomena ini menarik untuk diteliti, terutama dikaitkan dengan faktor-faktor yang mempengaruhi pemerolehan bahasa pada anak-anak usia prasekolah [internal dan eksternal] dalam keluarga yang kedua orang tua bekerja di luar rumah.Experts say that the early childhood education is very important for preschool children. The reason is because at that age, children develop very fast physically and mentally. Good quality of their development in this “Golden Age” make them potential at the next level of education. If they get problems in this preschool age, they will get troubles too in their future life. In the last decade and nowadays, also in the future, the majority of young parents, both husband and wife work outside their homes. They have not much time to stay with their kids in their daily life. Preschool children pass a lot of their time at home, but their parents especially mothers are not there when they need them. So there is no enough time for togetherness, for chatting with the children in relax situation, for playing with words and singing with interestingrhymes. All these interactions and communication are very important for the preschool language acquisition. This parents’ lack of time cannot be replaced with another activities ofothers adults (such as neighbors, servants, babysitters, grandmas, grandpas, aunties and so on) who live around those kids. This phenomenon related to the factors which influence the preschool children language acquisition is valuable and very important to be observed.

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