ABSTRACT

This research reports on the implementation of a teaching program on an English classroom which incorporated the principles of Critical Discourse Analysis (CDA). This study can be regarded as part of Critical Language Awareness (CLA), a pedagogical wing of CDA, since it implemented CDA into a classroom practice. In this respect, this study examines the implementation of the principles of CDA in an English classroom, the effects it brings towards students' critical reading, and students' responses towards the teaching program. The study employed a qualitative case study which involved eighth grade of Junior High School students at SMP Al-Maliki Bojonegoro in odd semester 2016-2017. It used several data collection techniques including a phase of teaching in which the researcher acted as the participant observer, as well as students' reflective journals, and questionnaire. Data from all sources revealed that the implementation of CDA's principles develops students' critical reading in general. It also demonstrated students' positive responses towards the teaching program that it gave plenty of new insights for them and improved their critical reading as well. All these results indicate that the infusion of CDA into the teaching of reading is considerably effective in enhancing students' critical reading.

The purpose of this study is to determine: (1) The Effect of Work Motivation on Work Competence, (2) The Effect of Work Discipline on Work Competence, (3) The Effect of Work Motivation on Employee Performance, (4) The Effect of Work Discipline on Employee Performance, (5) Effect of Work Competence on Employee Performance, (6) Effect of Work Motivation on Employee Performance Mediated by Work Competency Variables, (7) Effect of Work Discipline on Employee Performance Mediated by Work Competency Variables. The data analysis model used is path analysis with associative quantitative research methods, with a population of 311 and a sample of 172. The study results indicate that this means that: (1) Work motivation has no significant effect on work competence. (2) Work Discipline has a significant effect on work competence. (3) Work motivation has no significant effect on performance. (4) Work discipline has no significant effect on performance. (5) Work competence has a significant effect on performance. (6) Work motivation on performance through work competence has an indirect effect. (7) Work discipline on performance through work competence has a direct effect.