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E-book is a digital-based learning media that visualizes abstract material into visual form. The purpose of this research is to develop E-book learning media based on local wisdom. The development of this product uses an adaptation of the research and development model (Research & Development) using the ADDIE model. The result showed that the development of valid E-book media from material validator experts was 95% and 87% of learning media with very valid criteria. The result of the effectiveness of classical completeness from a pretest value of 6% increased to 94% very good category. The results of the normalized N-gain test from an average result of 0.627 are in the medium category with criteria quite effectively used in increasing the reading literacy of fifth grade students. Keywords: E-book, local wisdom, reading literacy

Having a good command of public speaking skills has been considered a pivotal modal for students to gain academic achievement and professional success. Practicing to be a master of ceremony can be a means of elevating public speaking skills. However, mastering the emceeing skills is not an easy task since it requires the students’ competencies to make use of linguistic and non-linguistic resources. The purpose of this study is to elucidate the results of the implementation of the ICARE model (Introduction, Connection, Application, Reflection, and Extension) to enhance students’ linguistic- and non-linguistic-related emceeing skills. This research employed a quantitative and qualitative approaches, using an observation sheet, interview protocol, and pre and posttest. The results showed that the training activities focused on establishing a group collaboration and promoted confidence in linguistic and non-linguistic mastery. The observation results revealed that the application of the ICARE model was considered helpful since it could facilitate teaching and learning activities in a more contextual way, with active, creative, and fun characteristics (joyful learning) and obtained a positive response from the students. They could relate it to everyday life. The statistical results of the pre and posttest scores demonstrated the effectiveness of the ICARE model in enhancing the students’ language and non-language-related emceeing skills. The results affirm the importance of mastering linguistic and non-linguistic elements that contribute to increased public speaking skills.

Salah satu karakteristik artikel ilmiah ialah adanya variasi argumen sebagai bentuk pertanggungjawaban ilmiah seorang penulis terhadap isi artikelnya. Argumen dapat dikatakan berhasil apabila sebuah pernyataan dapat dibentengi dengan aneka alasan dan bukti (argumen yang variatif). Melalui konstruksi argumen yang variatif, pembaca dapat diyakinkan bahwa masalah yang diangkat terselesaikan secara ilmiah. Artikel ini menelaah variasi 'argumen saksi' dalam pembelajaran menulis ilmiah bagi mahasiswa. Teori dasar yang digunakan ialah model argumen saksi Douglas Walton. Variasi argumen saksi sebagai acuan dasar untuk pembelajaran menulis ilmiah dianggap urgen mengingat argumen saksi ternyata bukan hanya berwujud argumen pendapat ahli saja sebagaimana selama ini dibuat kebanyakan penulis, tetapi masih terdapat jenis argumen lain untuk membentengi pernyataan posisi. Artikel ini menggunakan pendekatan studi kepustakaan, yakni telaah dokumen dan literatur-literatur yang relevan. Berdasarkan hasil telaah ditemukan tiga hal. Pertama, dalam pembelajaran menulis ilmiah dapat dibuat variasi argumen pendapat ahli dalam wujud argumen pendapat ahli 1, argumen pendapat ahli 2, dan argumen pendapat ahli 3. Selanjutnya, sebagai bentuk persuasi dapat ditambahkan argumen analogi dan argumen penalaran praktis. Kedua, dalam pembelajaran menulis ilmiah, argumen fakta-hipotesis dapat dibuat variasinya berupa argumen pendapat ahli 1, argumen pendapat ahli 2, argumen pendapat ahli 3, argumen preseden, dan argumen pengecualian. Ketiga, bentuk variasi lain untuk argumen penalaran praktis, yakni argumen analogi, argumen preseden, argumen pendapat ahli 1, dan argumen pendapat ahli 2. Melalui konstruksi argumen yang variatif, artikel yang dihasilkan mahasiswa memenuhi kepatutannya (bereputasi). KATA KUNCI: Argumen saksi; menulis ilmiah; mahasiswa; pembelajaran VARIATIONS OF 'WITNESS ARGUMENTS' IN LEARNING SCIENTIFIC WRITING FOR STUDENTSABSTRACT: One of the characteristics of scientific articles is that there are variations in arguments as a form of a writer's scientific accountability for the contents of the article. An argument can be said to be successful if a statement can be fortified with various reasons and evidence (varied arguments). Through the construction of varied arguments, readers can be convinced that the issues raised are scientifically resolved. This article examines the variation of 'witness argument' in teaching scientific writing for students. The basic theory used is Douglas Walton's witness argument model. The variety of witness arguments as a basic reference for learning to write scientifically is considered urgent considering that witness arguments are not only in the form of expert opinion arguments as so far made by most authors, but there are still other types of arguments to fortify position statements. The article uses a literature study approach, which is a study of relevant documents and literatures. Based on the results of the study found three things. First, in scientific writing learning, variations of expert opin...

The purpose of this research is to describe the suitability of learning objectives with Basic Competencies (KDs) and indicators and to explain the adequacy of the criteria for learning objectives. Based on the results of data analysis on three lesson plans for Indonesian language in the 2013 curriculum for Senior High School class X in SMA 2 Kudus, the lesson plans still do not fulfill the three elements namely the compatibility of KD with learning objectives, the suitability of indicators with learning objectives and the adequacy of the audience, behavior, conditions, and the degree criteria that have been stated in the Minister of Education and Culture Regulation No. 22 of 2016. Regarding the compatibility of KDs with learning objectives, the KDs 3.3. and 4.3 in the Lesson Plans are not compatible with the learning objectives while the KDs 3.4 and 4.4 are compatible with the learning objectives. The KD 3.5 and 4.5 in the Lesson Plans are also compatible with the learning objectives. The suitability of indicators with learning objectives in the KDs 3.3 and 4.3 has not been met. The KDs 3.4 and 4.4in the Lesson Plans also do not meet the indicators with learning objectives. On the third element, the criteria for audience, behavior, condition, and degree, the three Lesson Plans contain only three elements (audience, behavior, and condition) while the degree criteria is not included. The recommendation for teachers based on the results of the evaluation is that they should include the complete four elements of learning objectives (audience, behavior, condition, and degree) in their lesson plans. This needs to be done so that their learning plan will be prepared as best as possible with the hope that the learning process can be successful in accordance with the learning objectives.