AbstrakPenelitian ini dilatarbelakangi oleh fenomena pidato Ahok yang kontroversial. Pidato yang disampaikan di Kepulauan Seribu tersebut, harus dilihat dari kapasitas Ahok sebagai kepala daerah yang memiliki kekuasaan dan ideologi tersendiri. Penelitian ini bukan bertujuan untuk melihat aspek benar dan salah dari pidato Ahok yang menyinggung surah Al-maidah ayat 51, namun penelitian ini bertujuan untuk: (1) menganalisis wacana ideologis; (2) menganalisis relasi wacana dan kekuasaan; dan (3) menganalisis implikatur yang muncul dari pidato Ahok di Kepualauan Seribu. Pendekatan yang digunakan dalam penelitian ini adalah analisis wacana kritis. Sumber data dalam penelitian ini yaitu video pidato Ahok di Kepulauan seribu. Adapun data penelitian ini yakni penggalan transkripsi pidato Ahok. Video pidato tersebut diunduh dari laman Youtube. Analisis yang dilakukan tidak sakadar pada aspek tekstual saja, namun juga pada aspek kontekstual. Hasil dari penelitian ini dapat disimpulkan bahwa, terdapat: (1) unsur ideologi Islam dan ideologi feminisme dalam pidato Ahok; (2) hubungan kekuasaan dalam pidato Ahok; (3) implikatur sebagai model makna tersirat dalam pidato Ahok.Kata Kunci: analisis wacana kritis, pidato Ahok, wacana dan ideologi, implikatur, Kepulauan Seribu Abstract The background of this research comes from a controversial speech of Ahok. Speech delivered in the Kepulauan Seribu must be seen from the capacity of Ahok as the head of a region that has its own power and ideology. This research are not intended to see the true and false aspects of Ahok's speech that alludes to Surah Al-maidah verse 51, but this study aims to: (1) analyze ideological discourse; (2) analyze discourse and power relations; and (3) analyzing the implicatures that emerged from Ahok's speech in Kepulauan Seribu. The approach used in this research is critical discourse analysis. Sources of data in this study is the video of Ahok's speech in Kepulauan Seribu. The research data is a fragment of transcription of speech Ahok. The video of the speech is downloaded from the Youtube page. The analysis is not only in the textual aspect but also on the contextual aspect. The results of this study can be concluded that there are: (1) elements of Islamic ideology and the ideology of feminism in Ahok's speech; (2) power relations in Ahok's speech; (3) implicatures as a model of meaning implied in Ahok's speech.

Sebagai produk budaya suatu dari daerah, dongeng memiliki banyak nilai yang terkandung di dalamnya.Penelitian ini bertujuan untuk mendeskripsikan nilai-nilai pendidikan karakter yang termuat dalam cerita rakyat suku Mbojo. Metode penelitian yang digunakan dala penelitian ini yaitu metode deskriptif kualitatif. Data penelitian diambil dari buku “kumpulan dongeng suku Mbojo: sebagai bahan ajar bahasa Indonesia di Sekolah Dasar” yang diterbitkan oleh penerbit Nathan Indonesia 2020. Data-data yang dibutuhkan dalam penelitian dikumpulkan melalui membaca secara cermat unsur-unsur dongeng yang termuat dalam buku. Teknik yang digunanakan dalam penelitian teknik catat. Teknik analisis data yang dilakukan dalam penelitian ini yaitu menggunakan teknik analisis isi (content analysis). Hasil penelitian ini menunjukan bahwa terdapat lima nilai pendidikan karakter yang termuat dalam buku kumpulan dongeng suku Mbojo di antaranya: (1) peduli sosial; (2) keadilan; (3) tanggung jawab; (4) kerjasama; (5) menghargai pendapat orang lain.

For junior high school pupils, research on the development of learning media is badly needed. Students' understanding and mastery of specific materials should improve as a result of the availability of learning media. The goals of this study are to (1) create a product in the form of a learning media called Noun Words Domino Card (NWDC) that is appropriate for seventh-graders at Satap Woja State Junior High School; and (2) develop a product in the form of a learning media called Noun Words Domino Card (NWDC) that is appropriate for eighth-graders at Satap Woja State Junior High School. (2) understand the use of NWDC learning media for students, and (3) understand the efficacy of NWDC learning media in improving student vocabulary knowledge. The ADDIE paradigm, which consists of five steps: Analyze, Design, Develop, Implement, and Evaluate, was used to conduct this research. The findings revealed: (1) The noun words domino card (NWDC) is a viable learning material for students to use and assess. The practicality is determined by material experts, who gave it a score of 3.7, and media experts, who gave it a score of 3.5. (2) The noun words domino card (NWDC) is a useful tool for pupils to improve their vocabulary mastery. (3) Learning media noun words domino card (NWDC) is helpful in developing student vocabulary knowledge, according to the student's reaction as a user of learning media with a total average score of 3.6. It was calculated using the average oral test score of students who met the English subject's minimal completion criteria.

This study aims to determine: (1) the implementation of the 2013 curriculum in the assessment of English learning conducted by teachers; (2) the implementation of the 2013 curriculum English learning assessment in terms of national examination results; (3) the implementation of the 2013 curriculum English learning assessment in terms of teacher stratum. This research is a survey research using a quantitative approach and supported by a qualitative approach. This research was conducted in 16 state high schools in Sleman Regency. The samples in this study were 34 English teachers, all of them had taught based on the 2013 curriculum. Data collection in this study used questionnaires, observations, document analysis and interviews. The data analysis technique used is quantitative and qualitative descriptive techniques. The results of this study indicate that: (1) the implementation of the 2013 curriculum in learning assessment gets an average score of 3.5 (very good). Learning assessment is carried out based on education assessment standards in the 2013 curriculum. (2) implementation of learning assessments that are in accordance with the 2013 curriculum in schools that have low, medium, and high national examination scores is included in the excellent category with an average percentage of 87.45%; (3) the implementation of learning assessment that is in accordance with the 2013 curriculum in terms of the stratum of teachers, that non-civil servant teachers implement higher learning assessment than civil servant teachers.