Autonomy or the capacity to take charge of one's learning is seen not only as a favorite topic but also as a crucial necessity in language learning.In Indonesia, the principle of autonomous learning was implemented in the 2013 curriculum. This research aimed to capture the practice of learner autonomy and its role in the learning process through a strategy which is used in practicing autonomy. Metacognitive strategy, which has a planning process, monitoring process, problem-solving process, and evaluating process is necessary for learners' autonomy. The qualitative research method was used in conducting this research. Three data collection methods were used in capturing the data in all metacognitive's process. Each method has its dimension in collecting the data. A participatory observation was used to collect data from activeness dimension. A student questionnaire was used to find out awareness dimension while an interview was used for responsibility and ability dimensions. The data from these data collection methods were triangulated. This research has the flexibility to be conducted in any institution where the 2013 curriculum is implemented. SMP N 32 Semarang was chosen for this reason. Based on the research, the learners are autonomous, they are active, aware, responsible, and able to take control of their learning in all metacognitive strategy processes (planning, monitoring, problem-solving and evaluating), yet they are not completely free from teacher’s guidance, they need it in making a plan, monitoring, solving problem, and evaluating their learning.
Graphic organizer may be used as alternative media in literacy class. GO stimulates students to think of information through some ways. Through the use of GO students' habbit to copy others' ideas will be minimized. Students only need to take the key words representing the digest of the information in a text and think of the relationship among the words. Some kinds of graphic organizer may be used are story map, fi shbone or ishikawa diagram, venn diagram, and KWL table.
<p>The study of gender is essential to the study of language. It is quite clear that male and female characters are different in many aspects. They not only different in their physical aspect but also in using a language. This research aimed to uncover the differences of a linguistic feature in the speech of male and female characters based on woman’s language theory revealed by Robin Tolmach Lakoff, linguistic features which are dominantly used by male and female characters and its implication in teaching speaking. Lakoff is<strong> </strong>a linguist who began the research of the feature of woman’s language. The data of this research were taken from conversations of male and female main characters in <em>Pride and Prejudice</em> novel by Jane Austen. Data collection technique used was documentation which was applied two steps they are reading the novel thoroughly and enlisting all speeches uttered by the main characters of the novel. The instrument of this research was Documentation Guideline. The researcher analyzed the data by using analysis technique according to Mile and Huberman, namely data reduction, data display, and verification. This research revealed that male and female character differs in their number of using of linguistic features. Female characters are stated use more lexical hedge, avoidance of strong swear word, rising intonation on declarative, empty adjective, intensifier, emphatic stress and super polite form than male do. Female characters use those features to show their uncertainty toward things; they tend to avoid strong swear word and use more superpolite form. Therefore, female expressions are considered more polite than male. Consequently, they can avoid friction in their conversation and build effective communication across gender. This result is in line with Lakoff theory. The researcher found that the feature which is dominantly used by male and female is an intensifier. Furthermore, the implication of this research in teaching speaking especially complimenting and interrupting expression as the functional expression is the student needs to exposed expressions of complimenting and interrupting appropriately.</p>
Various product MPV, makes has many choices in take the purchasing decision. This matter is indicated that has strong position in determines purchasing decision towards product needed, not with the exception of in the case of consumer decision in buy car xenia that be object from this watchfulness. This watchfulness aims to detect and analyze influence from consumer involvement variable and consumer attitude variable towards car purchasing decision daihatsu xenia at surabaya. Population in this watchfulness car user Daihatsu xenia at surabaya. with gather sample passes method questioner towards 100 person. Analysis that used doubled linear regression, and hypothesis testing that used test f and test t in significant standard 5%. Analysis result shows that look for information in consumer involvement level and subjective risk in consumer involvement kind very influential towards purchasing decision. access in cognate component, self confidence taste and pleasant taste in component afektif with effort supporting in component behaviour/action very influential towards purchasing decision. as to purchasing decision is influenced bigger because appropriate need.
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