Education in the 21st Century currently requires students to be intelligent and of character. Because of the various demands that teachers must have in order to meet all current learning goals, knowledge and skills, sometimes the teacher forgets to focus on shaping student character. This is reflected in the increasing crime, violations of human rights, legal injustice, and various forms of bad behavior that are increasingly reaching all sectors of life. The teacher has an important role to overcome these problems. Based on this background, this study aims to determine teacher perceptions regarding the formation of student characters. This research is a descriptive study with a questionnaire collection technique. The instrument used was a questionnaire sheet. The questionnaire was developed via Google form and distributed online through social media whatsup on the group discussion group of English subjects in West Sumatra. The number of respondents who filled out the questionnaire was 62 teachers. The results show that for now some teachers have integrated the strengthening of student character through intracuricular, extracurricular, and non-curricular activities.
The discipline of student needs to be sought to support the success of teaching and learning process in Boarding School. Therefore, Boarding school needs to seek situation and condition that can help student in developing self-discipline. The purpose of this study is to determine the culture of students discipline at boarding school. This article shows that the discipline of student is grown from several factors including: 1) innate factors; 2) awareness factor; 3) interest factors; and 4) the influence factor of mindset. Discipline deals with the process of changing the behavior. As for some things that can change the behavior of the students are: the rules of boarding school and the application of punishment for behavior change. The purpose of discipline coaching is two things: the near and the long term. The near-term goal of disciplinary coaching is to get children trained and controlled, by teaching them appropriate forms of behavior. While the long-term goal is the development of self-control and self-direction, where children can direct themselves, without outside influence. Self-control means mastering self-behavior with guided clear norms, standards, and rules that are self-owned.
Research on the use of negative politeness strategies in speech acts has often been done, but the realization of strategies that speak with negative politeness in speech acts to ask and answer in the classroom learning process by teachers and students has not been fully explained. This article was written to explain the realization of the strategy of speak act with negative politeness in Indonesian which is done by teachers and students in the classroom learning process. This article's data is a speech act of asking-and-answering that is carried out with negative politeness strategies by teachers and students in the classroom learning process in 2017-2018. Data was collected by observing techniques and analyzed qualitatively based on the theory of speech acts, speech strategies, and language politeness. Based on the findings and discussion, the result of researh is concluded the following. The strategy of speaking with negative politeness in speech acts to ask in the learning process in the classroom to be realized with maaf‗an expression of forgiveness' , permisi ‗excuse', sedikit ‗a little', siapamau ‗who wants', siapaingin ‗who wants it', siapabisa ‗who can', siapalagi ‗who else', is there, and requests for approval (ya, kan? ‗yes, right?'). In the speech act of answering, the strategy of speaking with negative politeness is realized with the maaf ‗expression of forgiveness', permisi ‗excuse me', izinkansaya ‗allow me', kalautidaksalah ‗if not mistaken' , sejauh yang sayatahu ‗as far as I know', kalaubolehberbeda ‗if may be different', and tambahansedikitlagi ‗a little extra'. These expressions can minimize coercion or minimize the burden on speech partners. In addition, Those speech acts asking questions and answering can protect the speaker's self-image and the speech partner's self-image so that the speech acts are perceived as polite by the speech partner.
Implikasi UUSPN Terhadap Pendidikan Islam Abdurahman noonrohman_gibol@yahoo.co.id IAI Nurul Jadid Paiton Probolinggo Abstrak Manusia membutuhkan pendidikan dalam kehidupannya. Pendidikan merupakan usaha agar manusia dapat mengembangkan potensi dirinya melalui peoses pembelajaran dan/atau cara lain yang dikenal dan diakui oleh masyarakat. Pendidikan merupakan suatu hal yang sangat esensial dalam proses pemanusiaan dalam masyarakat yang berbudaya. Dalam era globalisasi dewasa ini terjadi perubahan yang dahsyat dalam kehidupan masyarakat. Kota tidak dapat menghindarkan diri dari tsunami globalisasi yang telah memasuki setiap jengkal kehidupan manusia modern. Di dalam era globalisasi ini terjadi loncatan-loncatan atau transformasi nilai-nilai kehidupan dan oleh sebab itu juga terjadi perubahan dalam proses pemanusiaan atau pendidikan
This research was encouraged by the lack of an explanation about the language politeness of Madrasah Tsanawiyah Negeri (MTsN) students in Bariang Rao-rao. This study was aimed to describe the form and strategy of politeness in speech acts in asking and answering questions in classroom discussions. The data collection method was a referral method, with advanced techniques, namely simak bebas libat cakap technique, recording technique, and note-taking technique. Data were analyzed by using the following steps: data reduction, data presentation, conclusion drawing, and rechecking. The results of the study showed that the speech acts in the form of asking question that frequently used were speech acts in the form of questions that asked for information about something or someone grouped according to 5W + 1H using negative politeness strategy in the context of a quiet speech situation, sensitive topics, and speaker with speech partners had similar age. Furthermore, answering speech acts that tend to be used were speech acts answering in the form of answers in providing information about something or someone grouped according to 5W + 1H using a positive politeness strategy in the context of quite speech situation, the topic was not sensitive, speaker and speech partners were the same age.
The purpose of this study is to explain the values of religious education in Nelson Alwi's Mamak novel; describing the values of toughness education in Nelson Alwi's Mamak novel; and describing the values of caring education in Nelson Alwi's Mamak novel. This type of research is a qualitative study by using descriptive method of analysis. The data source in this research is Nelson Alwi's novel Mamak. The results of research on the values of education contained in Nelson Alwi's novel Mamak are as follows: (1) the value of religious education, (2) the values of education toughness, and (3) The values of education awareness. The overall data amounted to 46 data. Of these three values, the highest value is the value of awareness education.Keywords: educational value, novel, Nelson Alwi
Abstrak: Perencanaan pendidikan merupakan suatu proses penyusunan alternatif kebijaksanaan guna mengatasi persoalan yang akan dilaksanakan dalam rangka untuk mencapai tujuan pembangunan pendidikan nasional dengan mempertimbangkan kenyataan-kenyataan yang ada di bidang sosial, ekonomi, sosial, budaya, dan kebutuhan pembangunan secara menyeluruh terhadap pendidikan nasional. Perencanaan pendidikan yang bersifat rasional dan sistematik terhadap proses pengembangan pendidikan, bertujuan untuk menjadikan pendidikan menjadi lebih efektif dan efisien dalam menanggapi kebutuhan dan tujuan peserta didik.
Education is developing not only the students' academic intellectual abilities but also the students' character education. Literary works play an important role for the students' character building. This study aims to describe the value of character education in the literary texts in Buku Siswa Bahasa Indonesia for senior high school. This study was qualitative with a descriptive method. The data were provided in words that can be formulated as the value of character education. The results of this study were the value of character education contained in the literary textsin Buku Siswa Bahasa Indonesia for senior high school: love for God and the universe and its contents,
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