Penelitian ini menggunakan metode penelitian deskriptif kualitatif. Data dalam penelitian ini berupa kalimat dan wacana nilai-nilai, fungsi, dan dampak kearifan lingkungan yang terdapat pada novel Serial Anak-Anak Mamak karya Tere Liye. Sumber data yang digunakan dalam penelitian ini menggunakan empat novel Serial Anak-Anak Mamak karya Tere Liye yang terdiri dari 4 novel yaitu novel Burlian (2009), Pukat (2010), Eliana (2011), dan Amelia (2013) kesemuanya diterbitkan oleh Republika Penerbit. Hasil Penelitian ini ialah berupa kearifan lingkungan yaitu rasa hormat terhadap alam, Rasa kepemilikan bersama masyarakat untuk menjaga sumber daya alam, Sistem pengetahuan masyarakat setempat untuk memecahkan masalah, Teknologi tepat guna dan hemat sesuai dengan kondisi setempat, Sistem penegakan aturan-aturan adat masyarakat, dan mekanisme pemerataan hasil panen. Sedangkan fungsi kearifan lingkungan yaitu untuk pelestarian sumberdaya alam, untuk mengembangkan sumber daya manusia, sebagai pengembangan pengetahuan, sebagai petuah, kepercayaan, sastra, dan pantangan. Adapun dampak kearifan lingkungan yaitu berdampak terhadap keasrian hutan yang masih dihuni oleh keanekaragaman makhluk hidup, berdampak terhadap kejernihan sungai dan berdampak terhadap kesehatan maupun keselamatan manusia.   Abstract This research uses descriptive qualitative research method. The data in this research are sentence and discourse of the values, function, and impact of environmental wisdom contained in novel Serial Anak-Anak Mamak by Tere Liye. The source of this research data is novel Serial Anak-Anak Mamak by Tere Liye Which consists of four novels namely novel Burlian (2009), Pukat (2010), Eliana (2011), and Amelia (2013) all of them published by Republika Publisher. Data collection techniques in this study is to use literature techniques, techniques refer, and record techniques. Data analysis is the analysis of description and content analysis. Research results include environmental wisdom values in the form of respect for nature, a sense of common ownership of the community to maintain natural resources, local knowledge systems to solve problems, appropriate and efficient technologies in accordance with local conditions, system of law enforcement rules, and harvest distribution mechanisms. While the function of environmental wisdom is for the preservation of natural resources, to develop human resources, as the development of knowledge, as advices, beliefs, literature, and abstinence. The impact of environmental wisdom is impacting the beauty of the forest that is still inhabited by the diversity of living things, affecting the clarity of the river and impact on health and human safety.

This scientific writing aims to examine learning the ability to write drama scripts using image media. Based on the explanations above, it can be stated that the research objectives are to determine student activity, teacher activity, student responses, and student learning completeness in writing drama scripts using picture media. This research was conducted in Class XI SMA NU-1 MODEL Sungelebak Karanggeneng, Lamongan Regency, amounting to 41 students who have different characteristics. This research was conducted collaboratively which was carried out based on teacher activities, student activities, and students' abilities in writing drama scripts using picture media. Data collection techniques used observation and tests. Based on the research results, it is known that learning with picture media is very effective to be applied to the material of writing drama scripts in terms of: (1) student activity is at an effective level with a positive activity percentage of 93.745%. (2) teacher activity is at a very effective level with an average active teacher activity of 90.93 which is in the good category. (3) student responses are at the effective level with a positive response percentage of 86.178%. (4) student learning completeness is at an effective level with classical learning completeness of 90.243%, so that it meets classical completeness ≥70. With the research results, it can be taken into consideration by all educators to apply learning to write drama scripts using image media in learning activities. Abstrak Karya tulis ilmiah ini bertujuan untuk meneliti pembelajaran kemampuan menulis naskah drama dengan media gambar. Penelitian ini dilaksanakan pada Kelas XI SMA NU-1 MODEL Sungelebak Karanggeneng Kabupaten Lamongan yang berjumlah 41 siswa dengan karakteristik berbeda-beda. Penelitian ini dilakukan secara kolaboratif yang dilaksanakan berdasarkan aktivitas guru, aktivitas siswa, dan kemampuan sisiwa dalam menulis naskah drama dengan menggunakan media gambar. Teknik pengumpulan data yang digunakan observasi dan tes. Berdasarkan hasil penelitian diketahui bahwa pembelajaran dengan media gambar sangat efektif untuk diterapkan pada materi menulis naskah drama ditinjau dari: (1) aktivitas siswa berada pada tingkat efektif dengan presentase aktivitas positifnya sebesar 93,745%. (2) aktivitas guru berada pada tingkat sangat efektif dengan rata-rata aktivitas guru aktif sebesar 90,93 yang termasuk dalam kategori baik. (3) respon siswa berada pada tingkat efektif dengan presentase respon positifnya sebesar 86,178%. (4) ketuntasan belajar siswa berada pada tingkat efektif dengan ketuntasan belajar klasikal sebesar 90,243%, sehingga memenuhi ketuntasan klasikal ≥70. Dengan adanya hasil penelitian, maka bisa dijadikan pertimbangan oleh semua pendidik untuk menerapkan pembelajaran menulis naskah drama dengan menggunakan media gambar dalam kegiatan pembelajaran. Kata Kunci:  Menulis, Naskah Drama, Media Gambar

This study aims to (1) describe the results of learning to write poetry using the Snowball Throwing type constructivism approach, (2) describe student activities, (3) describe students' responses to the learning process using the Snowball Throwing type constructivism approach. The results of this study are (1) the acquisition of students' cognitive abilities in understanding learning about poetry with the results of an average value of 90.2. (2) Student activities during the learning process are quite active, with the percentage of active students equaling 91.3 (21 students), and inactive students 8.7 (2 students). (3) Results of student responses with the percentage of students who responded to the Yes category by 66.92%, Less categories by 32.98%, and No categories by 0%.