Salah satu strategi untuk menumbuhkan motivasi belajar peserta didik adalah melalui penerapan sistem pembelajaran moving class. Dalam sistem pembelajaran moving class, peserta didik berpindah-pindah ruang kelas ketika pertukaran jam belajar setiap bidang studi. Perbedaan ruang kelas dan suasana kelas  dapat membuat peserta didik tidak jenuh sehingga motivasi belajar peserta didik diharapkan dapat meningkat. Tujuan penetian ini adalah untuk mendeskripsikan penerapan sistem pembelajaran moving class sebagai upaya untuk meningkatkan motivasi belajar peserta didik pada SMP Negeri 1 Kuala Kabupaten Bireuen. Penelitian ini menggunakan metode deskriptif kualitatif. Subjek penelitian meliputi kepala sekolah, guru bidang studi dan peserta didik. Pengumpulan data dilakukan dengan cara observasi,  wawancara, dan studi dokumentasi. Hasil penelitian menunjukkan bahwa suasana kelas setiap bidang studi memiliki perbedaan dan nyaman serta menyenangkan dalam belajar. Guru dapat mendesain suasana kelas semenarik dan senyaman mungkin sesuai kondisi, kebutuhan dan materi yang diajarkan. Peserta didik merasa lebih senang dan antusias dalam proses belajar mengajar. Hal ini berdampak pada peningkatan motivasi belajar sehingga meningkatnya hasil belajar peserta didik dan mutu pendidikan di sekolah.

<p>The syntactic complexities of English sentence structures induced the Indonesian students’ sentence-level accuracies blurred. Reciprocally, the meanings conveyed are left hanging. The readers are increasingly at sixes and sevens. The Sentence Crimes were, therefore, the major essences of diagnosing the students’ sentence-level inaccuracies in this study. This study aimed at diagnosing the 2nd-year PNP ED students’ SCs as the writers of English Paragraph Writing at the Writing II course. Qualitatively, both observation and documentation were the instruments of collecting the data while the 1984 Miles & Huberman’s Model and the 1973 Corder’s Clinical Elicitation were employed to analyse the data as regards the SCs produced by the students. The findings designated that the major sources of the students’ SCs were the subordinating/dependent clauses (noun, adverb, and relative clauses), that-clauses, participle phrases, infinitive phrases, lonely verb phrases, an afterthought, appositive fragments, fused sentences, and comma splices. As a result, the SCs/fragments flopped to communicate complete thoughts because they were grammatically incorrect; lacked a subject, a verb; the independent clauses ran together without properly using punctuation marks, conjunctions or transitions; and two or more independent clauses were purely joined by commas but failed to consider using conjunctions. In conclusion, the success of the Indonesian and or other EFL students constructs sentences rests upon the knowledge, sensitivity and the mastery of complex syntactic structures through transformational/structural grammar.</p>

Penerapan sistem pembelajaran moving class menjadikan guru bidang studi berkewajiban terhadap pengelolaan sarana dan prasarana pembelajaran dikelas bidang studi yang diampunya. Penelitian ini bermaksud untuk memahami implementasi sistem pembelajaran moving class untuk meningkatkan pengelolaan sarana serta prasarana pendidikan pada SMP Negeri 1 Simpang Mamplam Kabupaten Bireuen. Penelitian ini menggunakan metode deskriptif kualitatif. Yang menjadi subjek penelitian pada penelitian ini yaitu kepala sekolah dan wakil bidang kurikulum serta guru bidang studi. Metode penghimpunan data dengan observasi, interview serta studi dokumentasi. Hasil penelitian mengungkapkan bahwa penerapan sistem pembelajaran moving class di SMP Negeri 1 Simpang Mamplam adalah: (a) sarana dan prasarana pembelajaran lebih terpelihara; (b) pengadaan sarana pembelajaran dapat disesuaikan dengan kebutuhan media pembelajaran masing-masing bidang studi; (c) guru bidang studi menjadi penanggung jawab sarana pembelajaran di kelasnya; (d) kerusakan sarana dan prasarana pembelajaran dapat diminimalisir; (e) guru bidang studi berusaha mewujudkan suasana kelas yang memikat  dan menyenangkan dengan membuat kreasi mading, pojok baca, tempat duduk yang bervariasi, serta penyediaan map gantung untuk hasil kerja siswa dikelas tersebut, dengan harapan peserta didik merasa senang dan termotivasi dalam belajar yang pada akhirnya akan berdampak kepada peningkatan mutu SMP Negeri 1 Simpang Mamplam Kabupaten Bireuen.

The mastery of foreign languages, especially English and Arabic. is one of the educational goals in most pesantrens in Aceh. This study aimed to find the management of foreign language development along with its supporting and hindering factors in one of pesantrens in Aceh Tengah using a descriptive qualitative approach. The data collection technique applied was interview, and the subjects were the leaders, teachers, and the students. This study delved into the four functions of management: planning, organizing, actuating, and controlling. The result of the investigation showed some plannings of the foreign language development management, i.e., holding a meeting at the beginning of the semester, selecting the language coordinator, and devising methods and techniques language development program. Next, organizing included forming the structure of the dayah organization, students’ organization, and administrator in language department. In addition, actuating in the language development was implemented in direct method and control. Both applied muhadharah (speech), muhadatsah (conversation), mufradat (vocabulary), listening, watching movie, and studying kitab kuning (yellow book). Lastly, controlling was executed by holding the meeting of the staffs’ main task result either at the end of every month or semester. This phase was done by language coordinator through language administrators. Then, the teachers (ustaz and ustazah) controlled by walking around and worked together with the jasusah (secret agent). Furthermore, the supporting factors of language development included the existing facilities and infrastructure, qualified teaching staff, and students’ high learning motivation. While the hindering factors were the lack of teaching staff in English, the lack of motivation from the leaders, and the lack of students’ interest in participating language development process.