Metacognitive strategies are known to be important in improving reading achievement. This study investigated whether there was any significant difference on students' reading comprehension achievement score by using metacognitive strategies and investigated what metacognitive strategies implemented on students' reading comprehension achieving. All participants of this study were students in the eleventh grade of Senior High School. The data were collected by means of Reading Comprehension Test (RCT) and Metacognitive Strategy Questionnaire (MSQ). The results indicated that metacognitive strategies had positive effect on students' reading achievement. Based on eta-squared calculation the effect size for the paired-samples t-test of the experimental group was 0.48. It means that there was a large effect, with a substantial difference in the students score before and after the treatment. There were nine sub-categories of metacognitive strategies on student's reading comprehension achievement. Such as: Advance Organizer, Selfmanagement, Comprehension Monitoring, Production Monitoring, Selfassessment, Self-evaluation, and Self-reflection. While the high implemented of metacognitive strategies in reading comprehension consisted of two sub-categories: Selective Attention and Organizational Planning. And the highest strategy use was Selective Attention, while the least strategy was Self-reflection.
Language is a self-reflection. The more polite the language is used, reflects politely in thought and action. However, polite and polite language in action is not easy to apply, especially for those who are still at an early age. This is also supported by the abundance of language use in the educational environment. The habit of using polite language should start early and need the maximum support from various environments, including the educational environment. The community service activities are done by growing the language-friendly culture in the school by doing counseling.The purpose of this activity is to provide understanding and understanding of the citizens of the school importance of language politeness. By using polite language, the learning climate in the school will be conducive to focus on the learning objectives, one of which is character education. This activity is a problem solving as well as an alternative to create a peaceful learning environment and support teaching and learning activities. The characters that can be trained with the use of polite language are faithful and devoted, tolerance, love the homeland, discipline, cooperation, solidarity, honesty, exemplary, and love the truth. Kata Kunci: Pendidikan Karakter; Kesantunan Berbahasa.
<p align="center"> </p><p class="5AbstrakIsi">Penelitian ini bertujuan untuk mengetahui jenis-jenis gaya bahasa sindiran yang digunakan Najwa Shihab dalam buku <em>Catatan Najwa</em>. Penelitian ini menggunakan pendekatan kualitatif dengan metode deskriptif. Sumber data dalam penelitian berupa keseluruhan kalimat dalam buku <em>Catatan Najwa</em> yang mengandung gaya bahasa sindiran. Teknik yang digunakan dalam penelitian ini adalah teknis analisis isi. Hasil penelitian ini menunjukan bahwa dalam buku <em>Catatan Najwa</em>, Najwa Shihab menggunakan jenis gaya bahasa sindiran: (1) Ironi sebanyak 20%; (2) Sinisme sebanyak 40%; (3) Innuendo sebanyak 10%; (4) Sarkasme sebanyak 16%; dan (5) Satire sebanyak 10%. Najwa Shihab tidak menggunakan gaya bahasa sindiran yang berjenis melosis dan antifrasis dalam buku <em>Catatan Najwa. </em>Maka, dapat disimpulkan bahwa Najwa shihab lebih dominan menggunakan gaya bahasa sindiran yang berjenis sinisme dalam buku <em>Catatan Najwa.</em></p><p align="center"> </p><p class="6katakunci"><strong>Kata Kunci:</strong> Gaya Bahasa, Sindiran, Buku <em>Catatan Najwa</em>.</p>
Penelitian ini berlatar dari banyaknya masalah yang muncul di dunia pendidikan jenjang pendidikan dasar yang membuat peserta didik jauh dari nilai-nilai Pancasila. Tentunya, sudah banyak cara dilakukan oleh guru untuk menanamkan nilai-nilai Pancasila kepada peserta didik sekolah dasar, sayangnya sastra tidak menjadi pilihan utama. Padahal, eksistensi sastra tidak akan lepas dari kehidupan manusia sehari-hari. Hal tersebut karena manusia dapat menjadi subjek sekaligus objek dalam sebuah sastra. Sastra tidak hanya sebatas pada sebuah tulisan di lembaran kertas saja, tetapi juga turut berperan penting dalam kehidupan manusia sejak dahulu kala. Melalui sastra, manusia dapat menyampaikan aspirasinya kepada orang lain, mulai dari masyarakat hingga pemerintah. Sastra anak dalam pendidikan sekolah dasar bisa dijadikan alternatif sebagai jawaban atas masalah pendidikan yang muncul, dan juga sebagai media internalisasi profil pelajar Pancasila yang diminta dalam kurikulum Merdeka. Berdasarkan latar belakang tersebut penulis melakukan penelitian kajian pustaka sebagai bagian awal bagaimana sastra anak dengan penjelasan dan jenis karyanya mampu menjadi alternatif untuk menginternalisasi profil pelajar Pancasila untuk jenjang sekolah dasar. Dengan berbagai jenis dan penggolongan sastra anak, serta dengan ciri-ciri sastra anak tersebut, menjadi alternatif bagi para guru untuk menginternalisasikan profil pelajar Pancasila kepada peserta didik dengan menceritakan dan juga memberikan contoh-contoh jenis kara sastra anak yang kemudian disesuaikan dengan poin dari profil pelajar Pancasila
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