Kenyataan menunjukkan bahasa Indonesia tidak mempunya perangkat yang cukup, yang secara cermat dapat dirinci perbedaan konsep (Moeliono, 1985: 58) misalnya yang dilambangkan dalam bahasa Inggris. Menurutnya, salah nalar yang mendasarinya merupakan simpulan yang diambil oleh penutur bahwa kata yang diperlukan tidak terdapat dalam kosa kata perbandingan. Dengan kesalahan itu, apa yang tidak dikenalnya adalah diaggap tidak terdapat dalam bahasa Indonesia.Dengan memerhatikan hal tersebut, bahasa Indonesia perlu diletakkan dalam bingkai perencanaan bahasa yang lebih matang dan terencana. Bahasa Indonesia diletakkan menjadi penarik/ penghela ilmu pengetahuan dan teknologi (iptek). Salah satu yang dapat diwujudkan adalah perencanaan bahasa Indonesia bidang peristilahan (pembentukan istilah). Hal ini disadari sepenuhnya bahwa perubahan bahasa yang sungguh sangat mengemuka dan paling peka terhadap perubahan kehidupan ialah bidang peristilahan. Dan juga sebaliknya, mestilah Iptek mampu menjadi daya dorong sekaligus penghela terbentuknya istilah-istilah bahasa dalam bidang ilmu pengetahuan dan teknologi.Berdasarkan hasil penelitian tersebut terdapat kesimpul sebagai berikut: (1) Pendidikan Nasional bertujuan untuk mencerdaskan kehidupan bangsa yang komprehensif, yaitu cerdas spiritual, cerdas emosional, cerdas sosial, cerdas intelektual, dan cerdas kinestetis. Insan Indonesia cerdas diwujudkan melalui proses pendidikan baik di rumah, sekolah, maupun masyarakat. (2) Bahasa Indonesia tidak hanya sekadar digunakan sebagai bahasa lokal, tetapi mampu berkiprah di dunia internasional dan memberikan masukan serta sinergi positif bagi kemajuan harkat dan martabat umat manusia di dunia. (3) Pembentukan istilah bahasa Indonesia diharapkan mampu mendukung bahasa Indonesia sebagai penghela ilmu pengetahuan dan teknologi, Dan sebaliknya, Iptek juga mampu menjadi daya dorong dan sekaligus penghela terbentuknya istilah-istilah bahasa dalam bidang ilmu pengetahuan dan teknologi. Oleh karena itu perlu menjadi perhatian pada pembentukan istilah BI dengan memerhatikan aspek berikut ini (1) BI hendaknya diberi kesempatan membuka diri guna menerima istilah bahasa lain; (2) Peristilahan BI mampu menggambarkan realitas kehidupan serta mengejawantahkan konsep konsep Ipteks;(3) Peristilahan bahasa Indonesia itu tersebarluaskan berbagai media, kegiatan perkamusan tetap digalakkan, dan ketersediaan website dalam internet sebagai bank peristilah.

The purpose of community service activities Ib.M is to provide training and mentoring to teachers in the district Purworedjo PGRI members in order to enhance the professional development of teachers Sustainable pascasertifikasi scientific publications based on the results of PTK . The method used is the method of lecture , discussion , question and answer , the methods of training , assignment , and mentoring . The approach includes five stages are carried out systematically and continuously by stages : 1 ) the first phase , the delivery of material : ( 1 ) Technical Proposal Preparation Class Action Research , (2 ) Technical Report Preparation TOD ; ( 3 ) Techniques of Writing Action Research Results classes and ( 4 ) Rule Tata Write Journal of Advanced Research ; 2 ) the second stage , the preparation of training proposals and reports PTK; drill results TOD article preparation ; 3 ) the third stage , the implementation of TOD mentoring practices in the field , 4 ) The fourth stage , mentoring and supervising the preparation of TOD , and 5 ) the fifth stage , mentoring practices PTK compose articles results ready for publication in research journals . Outcomes generated targets are teachers : 1 ) motivated and willing to develop innovative learning in school through PTK and 2 ) make the results TOD article that is ready to be loaded and Teaching Education Research Journal Educational Insights air- ISSN 2354-5739 Volume 1 Number first issue 1 November 2013 . As a follow up , PGRI Ib.M Purworejo as partners to form a product will follow Journal of Educational Research and Teaching " Educational Insights" which is planned to be published 2 times a year ie May and November. Keywords: action research, scientific publications, articles ?é?á

This study aims to produce a learning model of news writing skills using the cooperative type group investigation strategy. This study was a research and development (R&D) that followed Borg & Gall's development procedure. The subject of study was students and lecturers at the University of PGRI Semarang. The developed learning model includes the components of introduction, concepts, advantages, objectives, characteristics, and steps in the learning of news writing based on the cooperative type group investigation strategy. The expert, user/practitioner, expert, user/practitioner, and field testing results showed that the developed learning model could improve the students’ news writing skills in terms of the process and the product. The success in the process was indicated by their activeness and seriousness in the steps of news writing activities based on the cooperative type group investigation strategy. The success in the product was indicated by the improvement of their news writing quality in the aspects of contents/substances and mechanics (spelling and punctuation). The ability to write news to PBSI students with learning models based on cooperative type group investigation strategy is better than students who study with conventional learning models.

ABSTRAKAliran strukturalisme menjadi bagian pokok hasil kerja Canadian Northrop Frye, yang mempengaruhi teori-teori Amerika yang disebut dengan kritik mistik yang berkembang dari tahun 1940-an sampai pertengahan tahun 1960-an. Peran mistis/myth, dapat memahami hal-hal magis, imaginasi, mimpi, intuisi, dan ketidaksadaran. Myth atau hal mistis dipahami dalam hal kolektif sebagai bagian dari budaya dan kelompok untuk memaparkan sebuah kontek yang bermakna bagi keberadaan manusia. Analisis kritis menguji kandungan-kandungan pesan media, bagaimana teks/bahasa media dikaji, dan bagaimana makna yang dapat dimunculkan dari teks. Gagasan-gagasannya memberi gambaran yang luas mengenai media kontemporer. Barthes merupakan orang terpenting kedua dalam tradisi semiotika Eropa setelah Saussure. Melalui sejumlah karya, ia tidak hanya melanjutkan pemikiran Saussure tentang hubungan bahasa dan makna, pemikirannya justru melampaui Saussure terutama ketika ia menggambarkan tentang makna ideologis dari bahasa yang ia ketengahkan sebagai mitos.Kata kunci: strukturalisme mistik, Saussure, Barthes

This research is motivated by language skills that are still below average in grade X students of SMA Muhammadiyah Tawangharjo, specifically the skill of determining anecdotal texts. Thus the application of certain learning media needs to be pursued to improve skills and increase interest in determining the anecdotal text of class X students of Muhammadiyah Tawangharjo High School by implementing cardboard puppet learning media. The formulation of the problem of this research is the application of cardboard puppet media in learning to write anecdotal texts for class X students of Muhammadiyah Tawangharjo High School in 2019/2020? The purpose is to explain the application of cardboard puppet media in learning to write anecdotal texts for class X students of Muhammadiyah Tawangharjo High School in 2019/2020. This research assessment technique is a test and non-test technique. The test technique used in this study was a matter of determining the structure of anecdotal texts by using cardboard puppet media to be considered by students. While the non-test technique was obtained by observation with direct observation during the learning process in accordance with the Learning Implementation Plan, namely the initial activities, core activities, and closing activities. There are also interviews with teachers and students. Based on test and non-test techniques in the application of cardboard puppet media in learning to write anecdotal texts in class X students of Muhammadiyah Tawangharjo High School in 2019/2020 Academic Year. Make students interested and enthusiastic in participating in learning. This can be seen from the results of determining the anecdotal text structure with an average value of students reaching 80-100, thus achieving the minimum completeness criteria specified, plus the reaction of students when learning takes place.