PENGARUH KOMPETENSI SOSIAL TERHADAP PENGUASAAN KONSEP DAN KETERAMPILAN PROSES SAINS PADA TOPIK BESARAN DAN SATUAN DALAM PERSPEKTIF KOOPERATIF LEARNING

Penelitian ini bertujuan untuk mengetahui pengaruh kompetensi sosial terhadap penguasaan konsep dan keterampilan proses sains pada topik besaran dan satuan dalam perspektif pembelajaran cooperative learning. Pendekatan yang digunakan dalam penelitian ini adalah kuantitatif dengan model kuasi esperimen tipe one group pretest and postest design. Dengan demikian penelitian ini melibatkan satu kelas dengan jumlah peserta didik 28 orang. Analisis data dilakukan dengan korelasi produk moment antar variable dan di lanjutnkan dengan uji F dan uji T. Dalam penelitian ini uji korelasi tersebut dilakukan dengan bantuan SPSS 24. Berdasarkan data dan analisis yang dilakukan dapat disimpulkan bahwa: (1) terdapat pengaruh yang signifikan kompetensi social terhadap penguasaan konsep pada topic Besaran dan Satuan dengan tingkat korelasi 0,389 (signifikan) dengan nilai sig. 0,000 < 0,05 (2) terdapat pengaruh yang signifikan antara kompetensi social terhadap keterampilan proses sains pada topic Besaran dan Satuan dalam perpesktif cooperative learning dengan tingkat korelasi 0,393 (signifikan) dengan nilai sig. 0,000 < 0,05. Dengan demikian disarankan bahwa dalam rangka meningkatkan penguasaan konsep dan peningkatan keterampilan proses sains siswa pada topic ini, pelaksanaan pembelajaran dapat dilakukan dengan model cooperative learning

POLITENESS STRATEGIES, LINGUISTIC MARKERS AND SOCIAL CONTEXTS IN DELIVERING REQUESTS IN JAVANESE

Delivering request is not only influenced by linguistic factors, but also by socio-cultural factors. Some studies have reported the interaction between linguistic and socio-cultural factors in delivering requests in many different languages. However, this issue is rarely explored in Javanese (language). The aim of this study is to investigate the politeness strategies, the linguistic markers, and the social contexts commonly used to deliver requests in Javanese. The data were collected and sorted from the conversations among the Javanese people in Jember, East Java, Indonesia, when making speech acts to deliver requests. Having been sorted, the data were analysed using the deconstructive method to reveal the linguistic markers commonly used by the Javanese speakers to deliver requests and the social-cultural backgrounds which influence the choice of the politeness strategies. This research shows that (1) there are four types (most direct, direct, less direct, and indirect) of politeness strategies in Javanese, (2) there are four linguistic devices (sentence moods, speech levels, passive voice, and supposition/condition) as the markers of the politeness strategies and (3) the choices of the levels are strongly influenced by the social contexts (social distance, age, social status or power, and the size of imposition) among the tenors. The appropriate strategies for delivering requests in Javanese will make the communication among the interlocutors run harmoniously.

PENINGKATAN KETERAMPILAN GURU MEMBUAT LKPD BELAJAR DARI RUMAH MELALUI KEGIATAN WORKSHOP DI SDN SUMURPULE SEMESTER 1 TAHUN PELAJARAN 2020/2021

The aim of  research is improve teachers' skills in making BDR LKPD through the implementation of Workshop activities. The research subjects 7 teachers. Data collection techniques with observation and documentation. Data analysis was performed using a comparative descriptive technique. The results of the assessment of the observation of discussion activities showed that in the initial conditions the score showed 47.14, increasing to 69.86 in the first cycle and 89.86 at the end of the second cycle. The explanation regarding the increase in teacher skills in making LKPD in the initial conditions was 50.38 in the first cycle the average value was 69.98 and at the end of the second cycle it increased to 84.85 In terms of improving individual teacher skills in the first cycle there were 4 teachers 57, 14% in the second cycle all teachers stated that their skills had improved with explanations from 4 teachers or 57.14% (VERY GOOD) and 3 teachers or 42.86% (GOOD)

The Cultural Heritage as Found in Javanese Wedding Pranatacara Genre : in Search of Identity in Diversity

Penelitian ini herusaha mengeksplorasi dan mendeskripsi-kan kekayaan budaya dalam genre pranatacara upacara perkmi·inan Jawa untuk menekankan arti penting pelestarian identitas dalam keberagaman. Pengambilan data dilakukan dengan merekam secara audiovisual sebuah upacara perkawinan yang disebut "Tumplak Punjen,. dengan mehgutamakan khasanah kulwral, seperti seting, pakaian, perilaku manusia, dan penggunaan bahasa. Penelitian ini menemukan hahwa genre ini sangat kaya dengan khasanah yang mensimholisasi.fi/oso.fi dan ideologi .Jawa. Penelitian inijuga menjustffikasi pentingnya pelestarian warisan budaya sehagai salah satu usaha memelihara identitas dalam keberagaman sesuai dengan Kenyataan bahwa Indonesia mentpakan negara multi suku dan hahasa. Sangat ditekankan bahwa kekayaan hudaya tersebut dilestarikan karenajuga menqx1kan kekayaan budaya dunia. Penelitial} inijuga herimplikasi pedagogis bahwa hahasa dan budaya perlu diintegrasikan secara utuh dalam pemhelajaran, haik mengenai bahasa arau budaya. Key Words: cultural heritage, philosophy: ideolog

Integrating Local Cultures in Teaching English as a Foreign Language for Character Building

Teaching a language, including English, without contents is meaningless for it consists of merely symbols and grammatical rules. Considering that language is a means of communication, the contents can be the message to be transferred. The contents of teaching English as a foreign language will be more meaningful if they are related to students' socio-economic cultural backgrounds. It does not mean that it ignores the ideas that teaching a language is also teaching its native speakers' cultures because a language itself is a kind of cultural products. In teaching English as a foreign language, the cultures of its native speakers can be used as meaningful input texts to explore and elaborate local cultures consisting of moral values and local wisdoms meaningful for character building. To do so, teachers and lecturers teaching English are suggested that they not only discuss linguistic components, but also integrate local cultures consisting of moral values and wisdoms as the contents of their teaching skills. The steps are (1) rendering meaningful input texts related to cultures; (2) discussing contents; (3) exploring and elaborating local cultures especially for productive skills; (4) using appropriate English expressions; (5) discussing contents related to cultures consisting of moral values and wisdoms; and (6) emphasizing moral values and local wisdoms for character

POLITENESS STRATEGIES IN RESPONDING TO COMPLIMENTS IN JAVANESE

Abstract:  Javanese has been studied from many different perspectives. However, no one discusses how Javanese respond to compliments politely. The aim of this study is to investigate the politeness strategies as applied to respond to compliments by the Javanese people in Jember, East Java. The notion of politeness plays crucial role in the realization of speech acts (utterances and verbal communication) in Javanese, such as responding to compliements. As utterances and verbal communications should be interpreted based on the sosio-cultural background, the politeness strategies in responding to compliments in Javanese cannot be separated from the concepts of the Javanese culture, such as: andhap-asor (lowering oneself, while exalting the others) and tanggap ing sasmita (understanding the hidden meaning). First, as a Javanese, one must be able to apply the concept of andhap-asor in responding to compliments by denigrating himself. Second, a good Javanese should also have a sense of tanggap ing sasmita while responding to compliments. Consequently, failure to apply one of the cultural factors can be detrimental to the speaker, reducing the harmony of the conversation. This paper examines how politeness is manifested and conveyed within the major framework of the Javanese culture. This study is about socio-cultural pragmatics in which utterances are discussed in relation to their situations, and the cultural background which support them. The data are in the form of dialogues among students-teachers, and students-students which show the different social status among the interlocutors. The data of this research were collected by recording, and by note taking (for the parts in which recording is not possible). The data are aimed to generate the strategies used by the Javanese (in Jember, Indonesia) to build politeness strategies in responding to compliments. Finally, the data of this research are examined both from the general theory of politeness, and the Javanese cultural concepts (andhap-asor and tanggap ing sasmita). This study provides important findings which reveal that responding to compliments in Javanese can be achieved in five strategies: (1) disagreeing and denigrating, (2) disagreing and raising a question, (3) accepting and turning back, (4) accepting and giving explanation, and (5) accepting only, or accepting and offering.

SQRAR: A model of coursebook evaluation

Coursebooks have become the most prominent English learning materials, especially in formal education. Therefore, recursive evaluation should be conducted to adjust the coursebook based on the current needs and learning goals. Moreover, dynamic evaluation brings interaction or mediation with a genuine act of teaching to make the evaluation more meaningful and substantial. However, limited resources are available, especially the ones that could help the teacher evaluate vivid steps dynamically. This study fulfills the need for a coursebook, especially ELT, evaluation method by following the research and development design proposed initially by Dick and Carey that many experts have simplified. The design was constructed from a sequence of steps, namely ADDIE (Analysis, Design, Development, Implementation, and Evaluation). Thirty participants conducted an evaluation phase based on the product trial design, followed by a Focus Group Discussion (FGD). The data were gathered using a questionnaire and the interview guidelines. The instruments were developed based on the ideal coursebook criteria. They are shaped in quantitative and qualitative forms and analyzed using Creswell’s data analysis technique. Thus, a set of evaluation methods was designed: SQRAR (Survey, Question, Read, Analyse, and Recommend). The design benefits the teachers by allowing them to evaluate the coursebook systematically and effectively. Survey results demonstrate strong consensus among English teachers, advocating for urgent development of such evaluation models. Implementation of the SQRAR model involves detailed stages emphasizing thorough evaluation and constructive feedback, with micro and macro evaluation options discussed. The model ensures comprehensive evaluation, consistency, and alignment with learning objectives and provides clear recommendations for coursebook improvement