LAPORAN PRAKTIK PENGALAMAN LAPANGAN (PPL) SD NEGERI 4 WATES

Kegiatan Praktik Pengalaman Lapangan (PPL) merupakan rangkaian program PPL Universitas Negeri Yogyakarta yang dilaksanakan semester khusus tahun 2015. Kegiatan PPL ini bertujuan untuk memberikan pengalaman nyata kepada praktikkan dalam bidang pembelajaran dana managerial di sekolah dalam rangka membentuk, melatih, dan mengembangkan individu yang berkarakter dan professional di bidangnya. Kegiatan Praktik Pengalaman Lapangan (PPL) kami laksanakan di SD Negeri 4 Wates sebagai salah satu sekolah yang ditunjuk oleh pihak UNY untuk menjadi lokasi PPL pada tahun 2015. Kegiatan PPL di SD Negeri 4 Wates dilaksanakan dalam waktu selama 1 bulan mulai tanggal 10 Agustus sampai dengan 12 September 2015. Sebelum pelaksanaan PPL, mahasiswa melakukan observasi sekolah untuk mengetahui kondisi baik fisik maupun non fisik sekolah. Sehingga mahasiswa dapat memiliki gambaran awal untuk menyusun strategi atau program PPL yang akan dilaksanakan. Kegiatan PPL tersebut melalui praktik mengajar di kelas bawah dan atas yang terdiri dari PPL terbimbing, PPL mandiri, serta pelaksanaan ujian PPL. Dengan perencanaan dan pelaksanaan pembelajaran yang berbeda pada setiap kelasnya seusai dengan Rencana Pelaksanaan Pembelajaran (RPP) yang telah dibuat oleh mahasiswa/praktikan sebelum pelaksanaan praktik mengajar. Dari pelaksanaan kegiatan PPL, dapat disimpulkan bahwa kegiatan PPL, dapat memberikan pengalaman kepada mahasiswa dalam pengembangan kompetensi di bidang pendidikan, memberikan kesempatan kepada mahasiswa untuk belajar dan mengenal segala permasalahan di sekolah yang terkait dengan proses pembelajaran, memberikan kesempatan kepada mahasiswa untuk menerapkan ilmu, pengetahuan, dan keterampilan yang telah dipelajari dalam kehidupan nyata di sekolah, serta dapat meningkatkan hubungan kemitraan yang baik antara UNY dengan sekolah yang terkait

EXPLORING STUDENTS’ STRATEGIES IN TRANSLATING AUTHENTIC TEXTS FROM ENGLISH TO INDONESIAN LANGUAGE

Translation is an essential skill for language learners, especially students. Many translation techniques can be used by translators. This study aimed to identify the dominant translation techniques employed by sixth-semester students in the English Education Department at state university Z. To comprehend the phenomenon of this study, qualitative research approaches were utilized. Relevant theories were discussed to achieve the research objectives. The data were gathered by asking the students to translate a video and we recorded them when they did it.  A total of 402 utterances of the translation results from the students were used as the data for this study. The researchers analyzed the data by making a transcription of the video. We then read the transcription of the video (translation results from the students), identified the translation techniques used by the students, classified these techniques based on the video, analyzed the data, and made conclusions.  The findings revealed that 11 translation techniques were employed by the sixth-semester students. These techniques include amplification, borrowing, calque, established equivalents, generalization, linguistic amplification, linguistic compression, literal translation, modulation, reduction, and transposition. Among these techniques, literal translation is the dominant translation technique used by students with a frequency125 out of 402 utterances. Keywords: students’ strategies, translation, translation technique

KOMPETENSI PEDAGOGIK GURU DALAM MENGIMPLEMENTASIKAN MODEL PEMBELAJARAN FIKIH DI MAN II PAMEKASAN

The teacher is one component in the learning process. The teacher has a very important role in determining the quality of learning. Therefore, the teacher must think about and plan for improving the quality of education in every learning activity because the teacher is the key that will determine whether or not educational goals are achieved. For that quality education must be accompanied by qualified teachers so that if we expect quality education, but without improving the quality of teachers it is an illusion. With regard to the context of the above research, the author has conducted research on the pedagogical competence of teachers in fiqh learning in MAN II pamekasan. The research focus was set: (1) What is the teacher's pedagogical competence in understanding educational insights (2) What is the teacher's competence in understanding students (3)What is the pedagogical competence of the teacher in planning fiqh learning (4) What is the pedagogical competence of the teacher in the process of fiqh learning (5) What is the pedagogic competence of the teacher in utilizing fiqh learning technology (6) What is the teacher's pedagogical competence in evaluating results Jurisprudence learning in MAN II Pamekasan.&nbsp

EXPLORING STUDENTS’ STRATEGIES IN TRANSLATING AUTHENTIC TEXTS FROM ENGLISH TO INDONESIAN LANGUAGE

Translation is an essential skill for language learners, especially students. Many translation techniques can be used by translators. This study aimed to identify the dominant translation techniques employed by sixth-semester students in the English Education Department at state university Z. To comprehend the phenomenon of this study, qualitative research approaches were utilized. Relevant theories were discussed to achieve the research objectives. The data were gathered by asking the students to translate a video and we recorded them when they did it.  A total of 402 utterances of the translation results from the students were used as the data for this study. The researchers analyzed the data by making a transcription of the video. We then read the transcription of the video (translation results from the students), identified the translation techniques used by the students, classified these techniques based on the video, analyzed the data, and made conclusions.  The findings revealed that 11 translation techniques were employed by the sixth-semester students. These techniques include amplification, borrowing, calque, established equivalents, generalization, linguistic amplification, linguistic compression, literal translation, modulation, reduction, and transposition. Among these techniques, literal translation is the dominant translation technique used by students with a frequency125 out of 402 utterances. Keywords: students’ strategies, translation, translation technique