Proceedings International Conference on Indonesian Islam, Education ...

PROCEEDINGS INTERNATIONAL CONFERENCE ON INDONESIAN ISLAM, EDUCATION AND SCIENCE (ICIIES) 2017 Theme: The Prospects and Challenges in the East and the West

Keynote Speakers: Prof. Dr. Rizwanur Rahman Prof. Dr. Mohd. Roslan Bin Mohd Nor Prof. Dr. Bunyamin Maftuh Prof. Muhamad Ali, Ph.D. Prof. Muhammad Alinor Bin Abdul Kadir Dr. Phil. Syafiq Hasyim Agus Purwanto, D.Sc. Norwanto, Ph.D.

Venue: Laras Asri Hotel Salatiga Campus 3 IAIN Salatiga

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PROCEEDINGS INTERNATIONAL CONFERENCE ON INDONESIAN ISLAM, EDUCATION AND SCIENCE (ICIIES): The Prospects and Challenges in the East and the West Steering Committee Rahmat Hariyadi Suwardi

Committee Hammam Sari Famularsih Setia Rini M. Hasbi Aprilian Adisti

Reviewers Zakiyuddin Baidhawy, Gautam Kumar Jha, Noor Malihah, Budiyono Saputro, Aji Nugroho

Editors Roko Patria Jati & Faizal Risdianto

Publisher FTIK IAIN Salatiga Jl. Lingkar Salatiga Km 2. 50716. website: iies.iainsalatiga.ac.id

ISBN. 978-602-50751-0-0 Copyright ©2017 All rights reserved

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Table of Contents DEVELOPING SUPPLEMENTARY ENGLISH WRITING MATERIALS… Ajeng Ramdhani Savitri Widodo (Yogyakarta State University)

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PROVIDING 21ST CENTURY SKILLS ACTIVITIES FOR EFL STUDENTS… Alif Karyawati (Yogyakarta State University)

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THE DEVELOPMENT OF ENTREPRENEURSHIP LEARNING MODEL… Alvia Wesnita, Jalius Jama & Ganefri (Sate University of Padang)

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BODO LANGUAGE IN THE FACE OF GLOBALIZATION… Araiswrang Basumatary (Jawaharlal Nehru University)

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KEBIJAKAN PENDIDIKAN HUKUM POSITIVISM & RUNTUHNYA… Arief Budiono, Lukman Arif & Wafda Vivid Izziyana (UMP, UPN ―Veteran‖)

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AN ANALYSIS OF THE OPTIMIZATION OF THE RAWAPENING WATER… Arif Billah (IAIN Salatiga)

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ANDROID GAME: “JOHNY GRAMMAR’S WORD CHALLENGE”… Badi‘atul Azmina (Universitas Sebelas Maret)

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PROFIL KELAS BUDAYA DAMAI Bau Ratu (Universitas Tadulako)

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BIOGRAPHY RECOUNT TEXTS IN ENGLISH TEXTBOOKS… Fina Aufar Laela Ibrahim & Gilang Mentari (Universitas Negeri Jakarta)

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ENGLISH LANGUAGE TEACHING IN THAI EDUCATION SYSTEM Hakimee Samalee (IAIN Salatiga)

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STUDENTS’ USE OF COMMUNICATION IN AN ONLINE DISCUSSION… Hanita Masithoh & Endang Fauziati (Sebelas Maret University, UMS Surakarta)

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MANAJEMEN MUTU PESANTREN INTENSIF BAHASA ARAB… Imam Makruf (IAIN Surakarta)

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UNCOVERING ESP TEACHER’S PERCEPTIONS ABOUT TEACHING… Khoirunnisa (Sebelas Maret University)

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ANALISIS SIKAP BAHASA DAN MOTIVASI BERBAHASA GURU BAHASA… Lily Nurulia (Balai Diklat Keagamaan Semarang)

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PENGEMBANGAN MATERI PENDIDIKAN AGAMA ISLAM… Mahasri Shobahiya (Universitas Muhammadiyah Surakarta)

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INTELLECTUAL CAPITAL IN WATER SECTOR: THE CASE OF ACEH Marga Gumelar (Universitas Padjadjaran)

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INDONESIA, NEGARA THEOKRAT NASIONAL: ANTARA IDEOLOGI ISLAM.. Mukharor (IAIN Salatiga)

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A CASE STUDY OF TEACHER’S PERCEPTION ON THE APPROPRIATENESS.. Novi Ika Setyani & Wury Anggun Kusumawati (Universitas Sebelas Maret)

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WHAT A CLASSROOM TEACHER SHOULD KNOW, PREPARING TO TEACH Nur Muthmainnah (IAIN Salatiga)

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EVALUASI PROGRAM BAITUL ARQAM BAGI KARYAWAN… Nurul Hikmah Kartini (Universitas Muhammadiyah Palangkaraya)

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A TEACHER’S PERCEPTION TOWARD THE USE OF SHADOWING… Resky Januarty (Sebelas Maret University)

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INDONESIAN ENGLISH TEACHERS’ PERCEPTION… Ruly Morganna (Sebelas Maret University)

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IMPLEMENTING METACOGNITIVE STRATEGY INSTRUCTIONS… Setia Rini (State Institute for Islamic Studies, Salatiga)

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PERSONALITY STRUCTURE IN PERSPECTIVE OF COUNSELING… Sofwan Adiputra & Mujiyati (STKIP Muhammadiyah Pringsewu)

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PENGARUH PERSAHABATAN TEMAN SEBAYA TERHADAP PERILAKU… Syahril & Sitti Riadil Janna (Stain Watampone, UIN Alauddin, UIM Makassar)

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STRATEGI PENGEMBANGAN KOSAKATA BAHASA ARAB… Ulfah Susilawati (IAIN Salatiga)

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MULTIMODAL LITERACY IN A BLENDED LEARNING SETTING… Ummy Khoirunisya‘ Masyhudianti & Endang Fauziati (Sebelas Maret University, UMS Surakarta)

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KARAKTER WIRAUSAHA DALAM PERSPEKTIF PENDIDIKAN ISLAM Wawan Ahmad Ridwan & Rina Rindanah (IAIN Syekh Nurjati Cirebon)

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THE ROLE OF PSYCHOLINGUISTICS ON TEACHING ENGLISH… Yusuf Arif Purwono (SDIT Nurul Islam Tengaran)

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GERAKAN SOSIAL ORMAS ISLAM DALAM MENOLAK PEMBANGUNAN… Zulfadli (Universitas Andalas Padang)

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CRITICAL ANALYSIS OF HAVING NATIVE ENGLISH SPEAKING TEACHERS (NESTs)… Ana St Nurhasanah (Monash University Australia)

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NEED ANALYSIS OF DEVELOPING COMPETENCY BASED TRAINING… Erpidawati, Nurhizrah Gistituati, Sufyarma Marsidin & Yahya (Universitas Negeri Padang)

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THE INFLUENCE OF MOTIVATION AND LEARNING ACTIVITY… Husni Fuad

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DEVELOPMENT OF ENTREPRENEURSHIP LEARNING MODEL… Leni Zahara, Azwar Ananda, Ganefri & Ridwan (Padang State University)

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DEVELOPING ENGLISH GUIDE BOOK THROUGH SCIENTIFIC APPROACH Sitti Mukamilah (Islamic University of Madura Pamekasan)

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EFEKTIFITAS METODE TALAQQI DALAM PELAKSANAAN TAHFIDZUL… Nur Jihadi

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AGRESIVITAS DAN KEKERASAN PADA MAHASISWA DI SULAWESI… Nurwahyuni (Universitas Tadulako)

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A HARD EFFORT TO BE AMERICAN MUSLIMS IN A MULTICULTURAL… Win Listyaningrum Arifin (Universitas Gadjah Mada)

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DOES LANGUAGE RECIPROCATE CULTURAL AND VICE VERSA… Md Yunus Alam (Jawaharlal Nehru University)

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MENGUNGKAP NILAI-NILAI RELIGUS DALAM SASTRA JAWA Ngamilah (Balai Diklat Keagamaan Semarang)

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DISCOVERING ISLAM IN THE KUNCI INGGRIS, ENGLISH LEARNING… Rifki Aulia Erlangga (IAIN Salatiga)

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MODEL PEMBELAJARAN ARIAS TIPE JIGSAW DALAM PEMBELAJARAN IPS Melyani Sari Sitepu & Atrianing Yessi Wijayanti (UNDARIS)

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THE DIVERSITY OF INDIAN CULTURE… (Abstract) Tanzil Ansari (University of Delhi, Jawaharlal Nehru University)

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PREFACE His Excellency the General Director of High Education, Ministry of Religious Affairs, Our partners Rectors or the Head of State Islamic Universities and Institutes in Indonesia, The distinguished guests and participants, Ladies and Gentlemen, Assalamu’alaikum w.w. First of all, I should thank God, The Most Merciful, who has given us excellent opportunities to hold the International Conference on Indonesian Islam, Education and Science. I would like to extend my warmest welcome, to all distinguished guests, presenters and participants who have come here today from all over the world, for having the international conference conducted by FTIK IAIN Salatiga, with its special theme concerning: ―The Prospects and Challenges in the East and the West.‖ Secondly, I would also like to specially express my highest appreciation to the honorable keynote speakers from all over the world, from University of Malaya (Prof. Dr. Mohd Roslan Bin Mohd Nor), from Jawaharlal Nehru University (Prof. Dr. Rizwanur Rahman), University of California Riverside (Prof. Muhamad Ali, Ph.D), Ministry of Research and Higher Education (Prof. Dr. Bunyamin Maftuh), International Centre for Islam and Pluralism (Dr. Syafiq Hasyim), IAIN Salatiga (Norwanto), Institute of Technology Surabaya (Agus Purwanto, D.Sc.), welcome to IAIN Salatiga. Ladies and Gentlemen, today we are having an agenda, an international conference in order to support our vision as a center of academic reference. To realize that dream, we have been trying our best to put academic activities as our top priority. In many occasions, I undoubtedly give abundant attention to all the lecturers and students to get involved in any researching, writing up, dissemination activities, and publication including having an international conference like what we are joining now. Early this year, we also felt very blissful since one of our journals had successfully indexed by Scopus, please join me to congratulate the management of IJIMS (Indonesian Journal of Islam and Muslim Societies). This had become a pride not only for IAIN Salatiga but also for the Ministry of Religious Affairs, or even for Indonesia as a country, in competition with others in this globalization era. Ladies and Gentlemen, from the committee, I have just received an update stating that the total presenters registered in this international conference are 124 presenters. The institutions are also various from India, U.S., Australia and definitely from domestic institutions. Welcome to our lovely campus dear neighbors from: UNS (13 participants), UMS, IAIN Surakarta, Univet, Undaris, Baldik, UNNES, IAIN Pekalongan, UIN Jogja, UAD, UGM, UPI, UNPAD, UIN Bandung, various institutions from East Java. Besides, we are also honored to welcome our colleagues from outside Java: UNP, UIN, UM, STAIN, IAIN Palangkaraya, Univ Tadulako, UNM, UHO. As the representative of IAIN Salatiga, I thank you all very much for your participation in this conference. Bapak Ibu, I think this is influential to inform you all that this conference can reach its great success due to the hard work of the committee under the direction of Bapak Hammam, Ph.D., thanks for your dedication (and also the team). I really hope that this conference is able to meet the expectations from all the presenters and participants and it can run well until the end of the session tomorrow. Finally, on behalf of the committee, I apologize for any inconvenience you may find in carrying out this international conference. And I wish all of you an exciting series of discussions and scientifically rich outcomes. Herewith I declare that the ―International Conference on Indonesian Islam, Education and Science (ICIIES)‖ is officially opened by reciting basmalah, bismillahirrohmanirrohim. Enjoy the conference and thank you. Rector, Rahmat Hariyadi

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DEVELOPING SUPPLEMENTARY ENGLISH WRITING MATERIALS FOR X GRADE STUDENTS OF OFFICE ADMINISTRATION STUDY PROGRAM AT SMK N 01 KARANGDADAP Ajeng Ramdhani Savitri Widodo Yogyakarta State University [email protected] ABSTRACT This research aimed to reveal the needs of the tenth grade students of Office Administration Study Program at SMK N 01 Karangdadap and to develop appropriate supplementary English writing materials. This research and development (R&D) study adapted the development procedure proposed by Dick, Carry and Carry (2005) and Branch (2009). The material development consisted of five steps, namely analyzing, designing, developing, evaluating, and implementing. The results from two steps of try-out showed that the supplementary English writing materials were appropriate for the mean score was 4.26 on 5 to 1 Likert Scale. The appropriateness of the materials was assessed from two aspects: unit design and task components. This means that the developed materials in this research are appropriate to be used in the learning process in the SMK N 01 Karangdadap particularly the tenth grade students of Office Administration Study Program. Keywords: development, writing, supplementary materials, Office Administration Study Program

INTRODUCTION Nowadays, a huge increase of written communication has happened along with the growing of the advance and popularity of email, web forum, internet messenger services and text messaging in filling the needs in several workplace areas. According to Axelrod and Cooper (2010: 3), the success at those areas is achieved by mastering writing. Eventually, writing can integrate the career at workplace by writing effective emails, messages, memos, and reports that present clear explanations, well-reasoned arguments, convincing evaluations and constructing proposals. Besides, there are several companies that demand people with good writing ability. Seupel (2007: 69) states that office workers with natural and great leader worker but have no writing ability will be at a tremendous disadvantage. Thus, mastering writing for preparing the students to enter the workplaces is significant. Regarding those facts, the students of Office Administration Study Program who deal a lot with writing activities need higher level of writing. Seupel (2007: 70) and Hutchins (2015: 131) agree that the ability to compose well-written business document is an importance administrative skill. This ability can be achieved through practices. Therefore, they must elevate the ability to write English as it provides them the higher opportunity to work in both local and international companies. In relation to this, an example of those Office Administration Study Programs is at SMK N 01 Karangdadap. Office Administration Study Program is a new study program at SMK N 01 Karangdadap. It was established in 2015. Thus, it is still in process of developing, both in terms of facilities and qualities. A way to increase the quality of this study program is by improving teaching and learning process, especially for English subject by developing English materials. The teachers are developing a business English book which focuses on the office administration areas. It is designed to prepare well-English communication both in written and spoken.

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Unfortunately, this book is only used by the tenth grade students of Office Administration Study Program. Based on the observation, writing class had an approach called as product approach. The students were asked to write a text and the teacher assisted them to write. Added to this, Richards (1998: 108), states that this writing class is called as product approach because it focuses on the results rather than the process. They did not consider the writing process. By ignoring the writing process, they never know their lacks in writing and how to solve them. It is supported by Hyland (2003: 11) who states that only writing through process approach can make the student are able to discover their weakness in writing as well as improve it. All in all, Murray and Christison (2011: 136) argue that it is essential for teacher and every book designer/developer to investigate the needs and to develop the specific skills as required by the needs and the workplaces. Nation (2009: 95) also states that by developing English writing materials, the teachers take the students beyond their present level of proficiency. Since Office Administration Study Program is a new study program in SMK N 01 Karangdadap, it is a beneficial to develop supplementary English writing materials. These supplementary materials are developed for the tenth grade students of Office Administration Study Program in order to introduce the business English writing and to elevate the students‘ writing skill to the higher level of proficiency. METHOD The Development Model This study is a research and development using the combination of R&D model proposed by Dick, Carey and Carey and Branch. The model was modified to make it suitable with the development process. The Development Procedure The development of these learning materials was carried out through several steps, namely analyzing, designing, developing, evaluating, and implementing. It was done by conducting needs analysis. This process was aimed at gaining the information about the students‘ target needs and learning needs in accomplishing English writing class. The information was acquired from questionnaires distributed to 70 students of Office Administration Study Program at SMK N 01 Karangdadap. The results of the questionnaire were subsequently considered to determine the goals and the learning objectives. Collecting the data was also conducted by interviewing an English teacher in SMK N 01 Karangdadap. The results of the interview used to strengthen the previous data gained from the questionnaire. Another way to collect data was through observation. In this research the observation was used when the researcher obtained the data by observing the students and teacher condition during teaching and learning English writing. In this step, every activity done by teacher and students was noted by the researcher. As the first stage, analyzing stage identified the possible causes from the environment, students, and learning performance. This information was gathered through observation, interview and questionnaire. It was aimed at finding the information of environment, students‘ needs and learning needs in this stage. This useful information helped the researcher to conduct the next stage.

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Then, designing stage was aimed at preparing a set of learning kit of English writing materials for Office Administration Study Program. The researcher decided the performance objectives, assessment instrument and instructional strategy in the form of course grid. It was created based on the result of the needs analysis. Furthermore, the course grid was in a line with the standard competence and basic competence of English at Vocational High School. The researcher developed four units of English writing materials which contained the English writing specific materials related with Office Administration areas such as descriptive text and short functional text as memo, schedule, and invitation. In develop stage, the researcher considered the result of the needs analysis and course grid. The result of this stage was a comprehensive set of supplementary English writing materials. The development materials process was encompassed adopting, adapting and developing the existed materials. There were 4 units which consisted of 18 activities. The materials covered the writing skill which was integrated to the reading skill. The supplementary English writing materials were designed by concerning on the writing process as the students‘ needs. Evaluating stage refers to a stage where the quality of the product is assessed by considering the progress both before and after the implementation. It was done by several experts such as content expert, teacher, and graphic design expert. They examined the quality of the product. The result of this stage was the qualified product based on the experts‘ judgment. There are some considerations to determine whether the products belonged to very good, good, fair, poor, very poor. After this stage, the revised materials are called as the first draft. Implementing stage aimed at preparing and testing the materials for the students. The materials accommodated the student to construct the new English writing which close to their needs. There two steps of implementation. The first implementation was a small group trial. It was aimed at gaining information regarding to the clarity of the materials instructional, feasibility, and the impact on the students. The second implementation was a field try-out. It was also aimed at finding the clarity of the materials instructional, feasibility, and the impact on the students which focus on the quality of the product. The result of both kinds of try-out was the final draft of supplementary English writing materials. The Instruments and Techniques of Data Collection In this research, the researcher used some techniques to collect the data both qualitatively and quantitatively. The qualitative data were gathered through interview and observation. Besides, the only quantitative data was questionnaire. There were three kinds of questionnaire in this research. The first questionnaire was distributed to the students in order to obtain the students‘ needs and learning needs. The second questionnaire was distributed to the expert in order to judge whether the product had already met the needs or not. The last questionnaire was distributed to the students. It was aimed at gaining information about the try-out of the product. It also obtained the appropriateness and the effectiveness of the product. The Techniques of Data Analysis There were two kinds of data analysis techniques in this study. They were quantitative and qualitative data analysis. The results of quantitative data were analyzed quantitatively by

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utilizing descriptive statistics while some data gained from the results of the interviews and observation were analyzed qualitatively. In quantitative data, there were two kinds of questionnaire which were analyzed in the different way. The first data of needs analysis questionnaire was analyzed by using percentages. The second questionnaire was addressed to the experts in order to get their judgment, opinion, and suggestion. The third questionnaire was distributed to the students which was aimed at obtaining the students‘ impression toward the product. The expert judgment and students judgment questionnaires used Likert scale. There were five range of Likert scale; 5 = very good 4 = good 3 = fair 2 = poor 1 = very poor Then, the results of questionnaire were categorized as follows. The Qualitative Data Conversion Scale Category Interval of Mean 5 Very Good 4 Good 3 Fair 2 Poor 1 Very Poor Validity and Reliability of the Instrument 1. Validity of the Instrument A test that was used to measure the product has to be valid. In this research, the researcher applied the content validity to measure the instrument. Content validity entails the assessment to cover the intended contents in sufficient depth and breadth. Content validity does not use the statistical calculation as the same as criterion-related validity and construct validity. It is based on the individual, subjective judgment which is related to an expert of language education as the validator. The researcher managed the assessment form of the instrument due to examine whether the instrument of this research is related to the teaching syllabus and blueprint or not. The instrument was conducted based on the syllabus and blueprint of writing skill particularly for Office Administration students. Then, the researcher consulted the instrument to the validator. The instrument was judged by Pangesti Wiedarti M. App. Ling., Ph. D. as an English lecturer in Yogyakarta State University. The Assessment form of the instrument can be seen in the appendix. 2. Reliability of the Instrument Since both reliability and validity are critical to standardized test, reliability in this instrument is important to be conducted. Many ways can be accessed such as test-retest, alternate dorms, internal consistency, and inter-rater reliability. In this research, the researcher used inter-rater reliability. There were two raters in this research. After both raters have rated the instrument, the result was examined by Cohen

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Kappa. This Cohen Kappa is used because there are only two raters. The table of K agreement is presented as follows. The Kappa Agreement K Score Category 0.00 – 0.20 Slight 0.21 – 0.40 Fair 0.41 – 0.60 Moderate 0.61 – 0.80 Substantial 0.81 – 1.00 Almost perfect The table below shows the result of the Kappa score of the instrument in this study. The Kappa Score Unit Score Unit 1 0.51 Unit 2 0.49 Unit 3 0.89 Unit 4 0.54 Average 0.60 Table above showed that the score by using Kappa was 0.60. It was categorized as moderate. The score was placed between 0.41 – 0.60. In reference to K agreement result of instrument, the instrument was reliable. RESULTS AND DISCUSSION The Results of Planning Right after conducting needs analysis, the researcher analyzed the results. There were the target needs results and learning needs results. The target needs consist of students‘ necessities, lacks, and wants. With regard to the students‘ necessities, they believed on how important to have English writing for Office Administration situation or theme is. Moreover, they also found that by mastering English writing, it helps them to master both daily and workplace writtencommunication. In the term of lacks, most of them are categorized in the level of ‗doing exercise‘. Meanwhile, they are poor in organizing ideas and grammar. In relation to the students wants, the students prefer to have writing context of local (local culture) example, character and place than foreign (target culture). They also have priority to write texts which are used in administration area topics such as descriptive text, memo, time table, and invitation by previously following the given example of the text. The learning needs consist of input, activity, method, approach, setting, learners‘ role, teachers‘ role, and evaluation. According to the results of needs analysis, the students expect to have additional information related to the topics as the input. They also expect to be able to write the text as the given example. Meanwhile, the teacher is expected to use grammar translation method during teaching English writing. The teacher also expected to apply specific writing approach of controlled to free approach in order to give the students change to practice writing that leas them to write under teacher‘s or pair assistance until being independent writer. Furthermore, the students prefer to have individual and group activities by listening to the

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teachers‘ explanation (as their role) while the teachers assists them to write. At the end, the students desire to use correction symbol as their writing evaluation. The Results of the Product The appropriate unit design of supplementary English writing materials for the tenth grade students of Office Administration Study Program at SMK N 01 Karangdadap refers to the learning sequences used by School-Based Curriculum (KTSP). Thus, there were five steps in designing unit which consist of 18 activities. Building knowledge of the field (BKOF) refers to Focus of the Topic, modeling of the text (MOT) refers to Focus on Writing, independent construction of the text (ICOT) as Other Writing Topics, and linking of the text as Just for Fun. The additional aspect in the end of every unit was reflection. The first step is BKOF. Its title is ‗Focus on the Topic‘. In this part, the materials bring the students‘ basic of knowledge into the topic. It consists of two activities which are called as pre-activity 1 and pre-activity 2. Pre-activity 1 provides a picture and some related questions to the picture. It leads the students to find about the topic being studied by them. The pre-activity 2 continues the students‘ basic knowledge about the topic by doing vary of activities. Some of the activities in pre-activity 2 are matching pictures with descriptions or words. The second part of the materials entitles ‗Focus on Prewriting‘. This part is in the stage of MOT. In this part, the students are served by various prewriting activities such as clustering, brainstorming, listing, and filling journalist questions. It equips the students to arrange their ideas. The students do some activities to prepare themselves before they do other writing processes. The third part is JCOT which is named as ‗Focus on Writing‘. In this stage, the students have many various activities related to the writing process. The writing processes in every unit are drafting, revising, and editing which are supported by the previous prewriting. Those writing processes are taken from experts in order to build the students writing to produce a good and understandable writing text. The following part is IOT. Its title is ‗Other Writing Topics‘. It contains some unguided writing activities both for group and individual activities. It is aimed to evoke the students‘ capability to write after they comprehend the writing process. The enjoyable writing activity is placed on LOT which is called as ‗Just for Fun‘. It contains a fun writing activity in the classroom. It provokes the students to love writing since they already have studied and practiced to write through writing process. The last activity in every unit is reflection. It includes some statements to be answered by the students regarding to their English writing ability after they have done writing process within the unit. It helps both teachers and students to know how far the students comprehend their writing process in every unit. The Results of Evaluating Materials The evaluation toward the first draft of materials was addressed to the content expert, English teacher, and graphic design expert. There was the same questionnaire for content expert and English teacher. Meanwhile, the graphic design expert had different questionnaire.

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The Content Expert Validation The data from the content expert consisted of four aspects. They were contents aspects, language aspects, presentation aspects, and graphics aspects. The assessment of every aspect was presented on the following tables. Aspect Means Category Contents 4.13 Good Language 3.70 Good Presentation 4.11 Good Graphics 3.64 Good Total Average 3.89 Good Generally, the expert noted that the first draft of the supplementary English writing materials were appropriate and ready to be tried out in the school. However, there were some points to be considered during the revision. The entire suggestions from the expert were stated in the following points. The first suggestion came from the content aspect. There was a text which was not categorized as job description of office administrator. The researcher must consider the job description to match it with the text topic. Second, it is about the suggestions in the language aspects. The expert gave some advices that the product should pay attention to the grammar used in the text, and the sentence of question and instruction. Furthermore, the expert also suggested the researcher to carefully choose the diction of words. Then, it concerned on the presentation aspects. The product had some revisions on the position of table and some of answer space. They should be in the form of table. The content expert also gave a recommendation to change the position of text since there were some huge spaces to replace it. The tension of instruction also needed to be concerned since it brought the students‘ focus in the important information. The content expert also asked to change the place of instruction. The references were not included in the product. Those were the points that the researcher should consider to improve the product in the presentation aspect. Next, it focused on the graphics aspects. There were some parts in the materials related to the composition of the color. It was too green and too orange which is according to the content expert, it destructed the students‘ concentration. There was a picture also needed to be change since it did not relate to the topic of the text. The content expert also asked to add some border to give the straight focus within the activity. Finally, the researcher concerned on those suggestions, advices, evaluations and feedbacks from the content experts for the sake of improvement of the product. The English Teacher Validation The teacher was also provided the exact same questionnaire with the expert. It was also aimed to find out the quality of the product before it was tried out. The results of teacher evaluation are presented below. Aspect Means Category Contents 4 Good Language 3.95 Good

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Presentation 4 Good Graphics 3.93 Good Total Average 3.97 Good The English teacher gave some suggestions related to the product. She asked the researcher to add note taking topic to the product. The suggestion topic was interesting but implicitly the note taking had already presented in the form of event report. The event report was in the unit 3 entitled ‗What is next?‘. The topic led the students to take note while holding an event at the company. After they took notes, they report the event. The Graphic Design Validation Graphics expert also evaluated the product. The aim of graphics expert evaluation was to find out deeply the quality of the product particularly graphics aspect. The results of graphics expert evaluation were 4.06. the graphics expert agreed that the material was in a good category. The average score was 4.06 which placed in the interval of . According to the questionnaire, the graphics expert gave comment and suggestion. He stated that the layout and illustration of the book is good enough, the font type was also good. The suggestions from the graphics were (1) not doing stretch the picture since it makes the picture quality is broken, (2) doing more variation on font type to catch the students‘ attentions and (3) applying colorful pattern in the product. The revisions from graphics expert would be the researcher‘s consideration to revise the better product. The result of product revision according to those experts‘ judgment was a second draft of the English writing materials. After the revision was ready, the researcher had started to do tryout with the tenth grade students of Office Administration Study Program. The Students’ Try-Out After the product of supplementary English writing materials had been evaluated by experts, it was ready to be tried out in the school. It was aimed to measure the product quality through the students‘ perceptions. There were two kinds of try-out namely small-group try-out and field tryout. Small Group Try-Out The try-out was held at SMK N 01 Karangdadap for the tenth grade students of Office Administration Study Program. The agenda was held on Thursday, February 9th 2017. The tryout took place in the library and took 90 minutes. There were six students in that try-out who came from Administration study program 1 and 2. The setting of try-out was very relax thus the students could share and express their evaluation of the materials freely. The result of small group try-out was presented below. Aspect Means Category Contents 4.10 Good Presentation 4.17 Good Graphics 4.17 Good Total Average 4.15 Good

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There was a revision regarding to the first try-out. The students commonly asked the researcher to add pictures. Moreover, they also commented that the product was good and they wanted the copy of the product in order to help them study independently. Field Try-Out The second try-out was done in one of the classes in SMK N 01 Karangdadap particularly in class of Office Administration Study Program X-1. There were thirty six students. However, four of them were absent for the sake of attending OSIS meeting. The following data show the final result of the second try-out. Aspect Means Category Contents 4.13 Good Presentation 4.28 Very Good Graphics 4.45 Very Good Total Average 4.29 Very Good Dealing with the students‘ responses, the product presented in the second try-out was very good. Somehow, the students‘ suggestions and interview results leaded the researcher to revise the product. Some of the students‘ suggestions were giving more pictures and adding a tab in every paragraph. Moreover, the students also noted that they wanted to have the product for their own for the sake of the independency practice. Discussion and Final Product In developing supplementary English writing materials, the researcher did some steps. The first step was conducting needs analysis. It was done for the sake of finding the target needs and learning needs of the students. The needs analysis was done by the students through filling the questionnaire. Besides, interview with the teacher was also done to give brief verification of the needs analysis results from the questionnaire. After combining the results between needs analysis and interview, course grid was developed. Moreover, the course grid was based on standard of competence and basic competence of 2006 curriculum. The only standard of competence used in the product was communicating in English suited novice level. Meanwhile, the basic competence were 1.3 (thing‘s or people‘s characteristics), 1.6 (understanding memo and timetable), and 1.8 (writing invitation letter). The next step was developing the first draft of supplementary English writing materials based on course grid. In this step, the researcher concerned on the teaching sequences proposed by 2006 curriculum. The teaching sequences were building knowledge of the field (BKOF), modeling of text (MOT), join construction of the text (JCOT), independent construction of the text (IOT), and linking of the text (LOT). These teaching sequences of supplementary English writing material focused on process writing rather than product. The fact that the researcher found in the class was the teaching English writing always focused on the product without knowing how the best steps to produce good writing. Moreover, the students had lack on organizing ideas which included in the first step of writing process. Thus, to help the students‘ lack and teacher‘s condition while she was teaching English writing, the researcher designed supplementary English writing materials by concerning on the writing process. The product was called as the first draft of supplementary English writing materials.

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Then, the first draft of supplementary English writing materials was evaluated by content expert, teacher, and graphics expert. The comment, suggestion and feedback from those experts became worth input in completing and revising this first draft. There were four aspects to be evaluated such as content, language, presentation and graphics aspect. After the product had been revised, it became the second draft. The second draft of supplementary English writing materials for tenth grade students of Office Administration Study Program was ready to be tried out. The next step was the try-out of second draft. The second draft was tried out twice times. The first try-out was called as small-group try out. There were six students from Office Administration Study Program which came from different English levels such as low, middle, and high level. They did the activities from the product and gave their suggestions and comments in the form of questionnaire. Added to this, a half of the students in first try out were interviewed in order to get brief explanation of the second draft. The result of first try out was 4.15. It was categorized as good because the interval was between . There was a suggestion from the students for the sake of betterment of the product. They commonly asked the researcher to add pictures. With regard to the result of small-group try-out, the researcher revised the product. The revised product was tried-out again in the second try-out. This second try-out was called as field try-out. There were 32 students from one class of Office Administration Study Program. They did activities from the product and gave their suggestions and comments. Their suggestion and comment were gathered in the form of questionnaire which exactly the same as the questionnaire of the first try-out. Moreover, the researcher also interviewed 13 students of second try-out in order to get brief explanation regarding the revision of the first try-out. The result of second try-out was 4.29. It was categorized as very good since the mean score was in the interval of interval . The result on the data of second try-out and students‘ suggestions and comments led the researcher to write the final draft. CONCLUSION AND SUGGESTIONS The supplementary English writing materials for the tenth grade students of Office Administration Study Program at SMK N 01 Karangdadap have been developed. These developed materials consist for four units which are based on the result of needs analysis and still in alignment with the curriculum used by the school. This product is also being revised by content expert, teacher and graphic design expert. At the try-out sections, both teachers and students feel that these supplementary materials are helpful and accommodate their learning on writing skill. Moreover, these supplementary materials meet the minimum requirement of material development by looking at the result of two steps of try-out. The result is appropriate for the mean score is 4.26 on 5 to 1 Likert scale. Considering the research done by the researcher, there were some suggestions for teachers, students and other materials developers. In reference to the students, the use of these supplementary English writing materials help and assist the tenth grade students of Office Administration Study Program to learn English particularly writing skill. The researcher believes that the teachers know well about their students‘ needs. Since the developed materials which meet the students‘ needs bring the ease to the teachers and the students to achieve the goals. It is recommended for the teachers to creatively develop supplementary English learning

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materials which meet the students‘ needs. Moreover, this research motivates and gives new insight for other researchers or material developers in order to develop and to design the other materials that are relevant to the current problem of vocational school. Since the existence of English learning for vocational school (ESP) is less than general English, it is expected that the other researchers or materials developers develop English learning materials for vocational school (ESP). REFERENCES Axelrod, R. B. & Cooper, C. R. (2010). The St. Martin‘s guide to writing. Boston: Bedford Press. Branch, R.M. (2009). Instructional design: the ADDIE approach. London: Springer. Dick, W., Carey, L., & Carey, J.O. (2005). The systemic design of instruction. Boston: Longman. Hutchinson, T. & Waters, M. (2006). English for specific purposes: a learning-centered approach. Melbourne: Cambridge University Press. Hyland, K. (2003). Second language writing. Melbourne: Cambridge University Press. Murray, D. E. & Christison, M. A. (2011). What English language teachers need to know. London: Routledge. Nation. I. S. P. (2009). Teaching ESL/EFL reading and writing. New York: Routledge. Richards, J. C. (1998). The language teaching matrix. Melbourne: Cambridge University Press. Seupel, C. W. (2007). Business, finance, and government administration. New York: Ferguson Publishing.

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PROVIDING 21ST CENTURY SKILLS ACTIVITIES FOR EFL STUDENTS THROUGH DRAMA PERFORMANCE Alif Karyawati Yogyakarta State University [email protected] ABSTRACT 21st century gives us the opportunities and the challenges especially in education world. Teachers should be creative and innovative in teaching process because students today are called generation Z which need different teaching method in this era (McKenzie, 2016). Moreover, Trilling and Fadel (2017) state that after graduating from schools students lack some 21st century skills such as communication, critical thinking, collaboration, and creativity or 4Cs skills. Those skills are important for students to face the opportunities and the challenges in this globalization era. This case study was conducted in one of university in Salatiga by using interview and observation as data collection techniques. The aims of this study was to gain a deeper insight about teaching and learning activities which contain 4Cs skills in English drama class to improve students‘ English language skills. The participants of this study were an English drama lecturer and 20 students from cross study programs. The results indicated that the lecturer used Project Based Learning (PBL) to provide the students‘ 21st century skills activities in the classroom to arrange drama performance. The result generally showed that the lecturer tried to drive the students to dominate the class especially in speaking skill. By using drama performance as the students‘ project, the lecturer can give a new atmosphere for the students in learning English. Keywords: 21st century skills, Project Based Learning, English Language Teaching

INTRODUCTION Background of the Study Nowadays, we face a variety of challenges and opportunities especially in education world. Teachers should be creative and innovative in teaching process because students today are called generation Z which need different teaching method in this era (McKenzie, 2016). Trilling and Fadel (2012:7) argue that after graduating from schools students lack some skills such as oral and written communication, critical thinking and problem solving, professionalism and work ethic, teamwork and collaboration, technology applications, and leadership as well as project management. Fandiño (2013) argued that in EFL classrooms, teachers should provide practices and processes in learning activities that focuses on several skills namely creativity, critical thinking, collaboration, media literacy, initiative and self-direction, and social and crosscultural skills. Similarity, according to Cator (2010) to make students succeed in 21st century, lecturers should provide the strategies how to prepare students‘ career in the future by improving their critical thinking and interpersonal communication skills.Moreover, according to Partnership of 21st Century Learning or P21 (2015:9) those skills are included in 21st century skills. Therefore, to help students in mastering their 4Cs skills, the teachers should integrate it in the teaching and learning activities. Furthermore, teachers need an appropriate learning model to integrate 4Cs skills in English learning and teaching process. Setiadi (2011), one of the challenges faced by English teacher in Indonesia is the lack of communicative activities in the teaching and learning process. Teachers always emphasize on grammar by implementing GTM (grammar translation method). He also added that English teachers have to change their

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conventional teaching method and it is better to emphasize on communicative activities. One of learning models that can be used for this activity is Project Based Learning (PBL). Bender (2012:7) defines that PBL is a learning model which improves students‘ learning knowledges, skills, and society by using projects such as product in form of real-world research and question. Bell (2010) argues that by using standardized test many of 21 st century skills were not measurable. However, teacher can make an authentic assessment by using PBL. Therefore, students can learn from their processes of learning. Ravitz, Hixson, English, and Mergendoller (2012) state that project based learning will give the impact for students if used by a professional teacher who expert in project based learning. From this opinion, teachers can use PBL for teaching English; especially for productive language skills, namely writing and speaking skills. By using PBL students are able to response complex questions, problems, or challenges and to master the 21st century skills, especially 4Cs skills. With regards to the explanations above, the researcher investigated one of university in Salatiga which had some programs to prepare the students in facing globalization era. One of the programs was the opening of International Class Program (ICP). Based on the previous observation, the researcher found an interesting student support programs in International Class Program namely bilingual drama performance which is shown in Art and Language Exhibition (ALE) in semester 4. ICP provided English and Arabic drama classes in curriculum to train the students in improving their 4Cs skills and language skills. These drama classes conducted twice in semester 1 and semester 2. This drama takes folklore as a title of story and Javanese puppet or wayang wong as a theme. Moreover, the students not only performed the drama but also showed traditional dance. Through this activity the students were able to explain Indonesian culture to the foreigners from other countries. In this case, the researcher only focused on English drama class in International Class Program. From previous observation, the researcher found that the lecturer of English drama class teaches the students by using Project Based Learning (PBL) which 4Cs skills were included in each step of this method in teaching and learning process. In this case, the researcher was interested in how the lecturer taught 4Cs skills by using Project Based Learning in English drama class, how English drama class provided students‘ 4Cs and English language skills, and the policies of the university that how these supported the students to improve their 4Cs skills and English ability in International Class Program. Based on the background of the study, the researcher identified this problem namely: How does the lecturer teach 4Cs skills by using project based learning in the English drama class? 21st Century Skills P21 (2015:1) states that there are 19 skills in 21st century skills which each of it needs a knowledge development and understanding for students. The 19 skills of 21 st century skills are divided into three groups. P21 (2015:1) states that there are 19 skills in 21st century skills which each of it needs a knowledge development and understanding for students. The 19 skills of 21st century skills are divided into three groups. The first group is learning and innovation that consist of creativity and innovation, critical thinking and problem solving, communication, and collaboration. The second group is information and technology that consist of information literacy, media literacy, and ICT literacy. The last group is life and career that consist of

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flexibility and adaptability, initiative and self-direction, and social and cross-cultural skills, productivity and accountability, and leadership and responsibility. From these 19 skills, there are four essential skills namely critical thinking, problem solving, communication and collaboration or 4Cs skills that should be mastered by students (P21, 2010 & American Management Association, 2010). Wallwork (2015) agrees that in education 4Cs skills are touted as a soft skill key for students to be competitive and competent in finding job by emphasizing collaboration, creativity, critical thinking and communication skills. Project Based Learning Project based learning is a learning model to engage students, teachers, and curriculum. Then, students can do their assignment personally or in group to achieve the standard (Harrigan,2014:26). Bell (2010:39) argues project based learning is a learning approach that gives important strategies for students to success in the 21 st century. She also argues that by using project based learning students can learn from their processes of learning. Fandiño (2013) argues that in EFL classrooms, teacher should provide practices and processes in learning activities that focuses on several skills namely creativity, critical thinking, collaboration, media literacy, initiative and self-direction, and social and cross-cultural skills. A recent study indicates that there are some benefits in using Project Based Learning in the classroom. Sumarni (2015:480) states that PBL can improve students‘ collaboration, communication, creativity, and problem solving skills. There are several positive impacts of using PBL in the classroom. Dewi (2014) argues that PBL activities in the classroom make the student fun and enjoy and also the use of students‘ project that is relevant to the real world will reinforce students‘ knowledge. She also adds that to make PBL activities successful in the classroom, the teacher should minimize stiff and formal relationship between the teacher and students. On the contrary, there are some experts find some challenges of PBL. This learning method requires much time because students have to solve the problem. It will give the impact to time allocation for the subject (Grant: 2002, and Lasauskiene and Rauduvaite, 2015). Morover, Sumarni (2015:482) argues that there are several equipments that should be prepared in conducting PBL, therefore the electricity should be increased. Edutopia (2007) provides six steps of Project Based Learning in teaching and learning process, namely: starting with the essential question, designing a plan for the project, creating schedule, monitoring the students and the progress of the project, assessing the outcome, evaluating the experience. Furthermore, according to Larmer (2013) in conducting PBL activities to improve students‘ 4Cs skills, the teachers should pay attention to these three aspects namely design, develop, and determine.

Design The purpose of this project is to provide 4Cs skills in each opportunity. Therefore, in this aspect the lecturer can do these steps: Drive the students to promote their critical thinking by using questions for their project. Design the process of project that emphasizes critical thinking skill. For instance scientific investigations. Give the reasons to students why they should work collaboratively. Find the ways how to interact with the experts and communicate with them for students. Promote students‘ creativity and innovation skills by using project that engage design and invention, challenges, problem-solving tasks, and arts integration.

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Develop In this aspect, the teacher should build students‘ skills in making the project by explaining the characteristics of each 4Cs skill. Ask the students to do the project in real-life like how people think critically, work together, communicate with audience and use creativity to create some products. Teach the students how to solve the problem and evaluate the information to answer a question. Arrange the project teams with strategy, shared leadership experience, manage team building activities, set up norms for collaboration, and lead the students to make decisions in their team. Strengthen the students‘ active speaking and listening, explain the way to students how to speak with adult experts, utilize communication technology, and arrange the presentations. Promote the culture in the classroom by building students‘ creativity skill with their great ideas; explain how to brainstorm and using critique protocols to improve rough drafts and prototypes. Help English learners to think carefully about language functions in the 21st century learning activities to access the project with collaborative discussions.

Determine The teacher should determine the results of the project by assessing students‘ 4Cs skills. Provide rubrics that describe each of the 4Cs skills. Ask the students to keep the journal of the project to record their 4Cs skills. Help the students to reflect their progress in improving 4Cs skills at the end of the project. Put 4Cs skills into project grading system. METHODS Participants The participants of this study were an English drama lecturer and 20 4th semester students of International Class Program that consisted of 8 students from English education program, 7 students from Islamic education program, and 5 students from Arabic education program. For the detail information of ICP students, there were 12 female students and 8 male students and the students‘ age around 20-22 years old. Data Collection Techniques Punch (2009:144) states that the researchers of educational qualitative study collect the data from human experience by using multiple method and multiple sources of data. This study used four data collection techniques namely interview, observation, and documentation to obtain the information. Data Analysis In analyzing the data, the researcher used three techniques namely data condensation, data display, and conclusion drawing or verification (Miles, Hubberman, & Saldana, 2014) DISCUSSION The Lecturer’s Efforts in Teaching 4Cs Skills in the English Drama Class Related to the teaching and learning process in the classroom, there were six steps in the PBL namely (1) starting with the essential question, (2) designing a plan for the project, (3) creating schedules, (4) monitoring the students and the progress of the project, (5) assessing the outcome, and (6) evaluating the experience (Edutopia, 2007). The researcher used observation

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to strengthen the results of the lecturer interview. The detail information of the implementation of 4Cs skills by using project based learning in English drama class were explained as follows: Starting with the Essential Question The lecturer asked the students to watch English drama video entitle ―Sumpah Wadat Bisma‖ in Art and Language Exhibition (ALE) 2016 performed by the senior students of International Class Program. After the students watched the video, the lecturer divided the students into four groups which contained five students for each group. The lecturer asked the students to criticize the strengths and the weaknesses of the drama video in the discussion session and then each student gave her or his opinion about the drama. The lecturer led the students to think critically by solving the problems found in the discussion session. After the students discussed the strengths and the weaknesses of the drama, the lecturer asked the students to write an outline how to make a better English drama. In the end of the class, the lecturer asked the students to submit their assignments and gave homework to make a short monologue as an assignment for the next meeting. Designing a Plan for the Project In this step, the lecturer checked the students‘ monologue assignments and asked them one by one to read their monologue in front of the class. Each student had around three minutes to read their monologue. Overall, it took 60 minutes for this activity. In this session, the lecturer tried to identify the students who had capability to be a narrator in the drama by measuring students‘ individual performance when they read the monologue. After the students read the monologue, the lecturer gave the feedback for students especially in pronouncing the words. Subsequently, the lecturer divided the students into five groups which consist of four students. The lecturer asked for each group to design a simple drama by choosing one of monologues in their groups. In this activity, the lecturer asked the students to discuss about plot, scene, and character for their simple drama. In the end of the class, the students wrote the results of discussion and submitted it to the lecturer. Creating Schedule The lecturer asked the students to arrange the three activities. The first activity was preproduction to arrange all of things that should be prepared before performance such as script and cast. The second activity was production; it meant time for the students to perform their drama. The last activity was post-production to evaluate students‘ performance. After that, the lecturer asked the students to sit with their groups to discuss their last assignment about plot, scene, and character for their simple drama. The lecturer gave the chance to each group to present their drama plans while the other groups should give comment or suggestion. After finishing the presentation, the lecturer and the students discussed together to arrange the schedule for pre-production to prepare the script and cast, production to prepare students ‗performance, and post-production for evaluation. The lecturer asked the students to prepare their drama script as homework for next meeting. The lecturer asked the students to prepare their drama script as homework for the next meeting. Monitoring the Students In the first pre-production, the lecturer focused on the students‘ drama script and asked the students to continue to write their drama script. In this activity, the students sat with their own group. Here, the lecturer as facilitator walked around the groups and asked them about their

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problems in writing the drama script. The lecturer opened the opportunity to the students if they had questions related to the drama script. In the end of class, the lecturer asked the students to submit their script. Before ending the class, the lecturer notified the students that the topic for next meeting was about the character in the drama. In the second pre-production, the lecturer gave some feedbacks for students‘ drama script. The lecturer asked to the students to discuss the character in the drama that was suitable for each member in their own groups. While discussion session, the lecturer walked around to the students and asked them about their problems. The lecturer opened the opportunity to the students if they had questions related to their drama preparation. After the discussion session, each group presented their results of discussion. In the end of class, the lecturer asked the students to perform their mini drama in the next week. Assessing the Outcome The lecturer gave the opportunity for each group to perform their drama. Each group had 15 minutes to show their mini drama and it took 75 minutes. In this step the lecturer assessed the students‘ work. The lecturer also asked the students to assess their classmates‘ assignment. After the students performed the drama, the lecturer asked them to give their opinion about their friends‘ drama performance. In the end of the class, the lecturer gave a feedback for the students‘ performance. Evaluating the Experience The lecturer gave some feedbacks for the students about their last performance. Because the students still had the next project namely drama performance in Art and Language Exhibition, the lecturer asked the students to prepare their big drama performance in the fourth semester. The lecturer divided the students into four groups to discuss about the title of drama, character, and plot of drama. After that, the students presented their results of discussion. The lecturer gave the opportunity for each group to ask question to the presenters. After the students presented their works, the lecturer asked them to vote one of the drama titles. There were four titles from students‘ presentations. The lecturer asked to all students to choose one of the best titles according to their own opinion. The results of voting were 8 students choosing Kidung Katresnan Arimbi, 6 students choosing Perang Baratayuda, 4 students choosing Arjuna, and 2 students choosing Pandawa Limo. Therefore, the students‘ drama project in the 4th semester was Kidung Katresnan Arimbi. The reason why the title of the drama used Indonesian language or Javanese language was to attract people attention. Even though the drama used English and Arabic language, they also put Javanese language terms in their drama to introduce Javanese culture. In the end of the class, the lecturer gave some feedbacks for students‘ activities. From the results of observation and the lecturer interview, it can be concluded that the students had two projects namely mini drama in the classroom as an assignment in the second semester and the big drama performance in the fourth semester as follow up of English drama class. In other words, the students had one semester left to prepare their final project or drama performance in the third semester. Even though, in the third semester there was no English drama class, the lecturer still monitored the students to prepare their drama performance. As mentioned before, the students‘ big drama performance was Art and Language Exhibition shown on Wednesday April 26th 2017 in the university auditorium under the title ―Kidung Katresnan Dewi Arimbi‖. To sum

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up, the result of assessment for students‘ mini drama in the classroom could be seen in the students‘ GPA. Moreover, after performing big drama performance in Art and Language Exhibition the students got a reward in the form of certificate as committee and actor or actress. Picture 1. Students‘ Project Poster

There were three points to be highlighted based on the finding of the first research question. Firstly, it could be generally observed that the lecturer tried to drive the students to speak dominantly in the classroom activities. Secondly, the lecturer gave the opportunity to students to express their ideas in arranging the project. Thirdly, the students struggled to improve their speaking skill when they presented or discussed their work or communicated with their lecturer and classmates. Additionally, the teaching and learning process in this course used English as language medium. In the English drama class activities, the lecturer tried to combine the concept of language teaching and 4Cs skills by using PBL. According to Larmer (2013) in arranging and assessing PBL activities to achieve 4Cs skills can be seen from these three aspects namely design, develop, and determine.

Design In this aspect, the lecturer designed the activities in the classroom by emphasizing 4Cs skills. By starting with the question the lecturer asked the students to criticize the topic to drive students‘ critical thinking to solve the problem (Edutopia, 2007). The design of the activities led the students to work in group therefore the lecture asked the students to make discussions to enrich their vocabulary and improve their collaboration and communication skills (Harrigan, 2014). It can arouse the students‘ creativity and innovation skills to make some project (Sumarni, 2015). Even though almost all the students‘ assignments were done in group, the lecturer also paid attention to the individual students‘ work (Harrigan, 2014).

Develop In this aspect the lecturer should build students skills to make a project by explaining the characteristics of 4Cs skills and providing the steps to achieve these skills (Larmer, 2013). The lecturer in the English drama class not explicitly told to the students about 4Cs skills and how to achieve it but from each PBL activity in the English drama class contained 4Cs skills for students. With real world life assignment by using PBL, the lecturer encouraged the students to think critically, communicate with other students, worked together in group, and used their

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creativity to create their product (Sumarni, 2015). Moreover, the activities in the classroom such as discussion and presentation supported the students‘ 4Cs skills and language skills especially in speaking and writing (Bender, 2012).

Determine In this part, the lecturer determined the result of the project by assessing how well the students learned English language by employing Project Based Learning containing 4Cs skills. Here, the lecturer did not measure students‘ 4C skills but helped the students to improve their language skills by involving 4Cs skills in the English drama assessment. To cope with that, it was better to the lecturer assess the students not only their productive language skills but also 4Cs skills by using scoring rubric (Lamer, 2013). All the activities in the English drama class were to attract the students‘ English language skills especially speaking and writing skills. The lecturer also explained to the students that between English language and 4Cs skills should be balance (Trilling & Fadel, 2012). Creating Space and Opportunities to Use 4Cs and Language Skills From the findings above, the lecturer not only focused to the students‘ learning outcome but also made the knowledge into the long term memory for the students by giving the innovative activity in the classroom. Moreover, the lecturer also emphasized on critical thinking, creativity, communication and collaboration or 4Cs skills or learning and innovation skills because those skills were needed by the students for their life and career (Triling & Fadel, 2009). by implementing 4Cs skills in the teaching and learning process, the students became a critical thinker in solving the problems, communicator to deliver their opinion, collaborator to work together with others, and creator to make high quality work or product Cator (2010). From the finding above, it can be concluded that the activities containing critical thinking skill in the classroom were the discussion and the presentation. In these activities the students tried to solve the problem together in arranging the drama (Willingham, 2007). The students also can learn to give the reason logically in order to not be manipulated with other arguments (Brookfield, 2012). Moreover, the activity which contains communication skill is in the interaction between student and student or lecturer and student in the classroom (Keyton, 2011). The students‘ project was conducted in group; therefore each student has his or her own responsibility, this activity contains collaboration skill which all students help each other to finish their project (Lai, 2011). Moreover, in making the project the students also cooperate with some experts (Larmer, 2013). It also helped the students in improving their collaboration skill in the real life. Whereas, in designing the drama the students were demanded to make a good drama. Therefore, it drives students‘ creativity skill to arrange their project in order to be more creative, innovative, and interesting (Beghetto, 2005). It was interesting to note that almost the students agreed they can improve their English skills in this English drama class. Diagram 6 explained that all students agreed that English drama class provided speaking, listening, and reading skills activities whereas only 15 students chose writing skill because in the writing session they just got a few part of making the script and it was not an academic writing but just part of translation.

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CONCLUSION A changing era drove the need to make an innovation in English teaching and learning process. This study was conducted to analyze the implementation of 4Cs skills by employing Project Based Learning (PBL) in English drama class. By involving 4Cs skills in PBL activities for English classroom, the lecturer can make a new atmosphere in teaching and learning process (Sumarni, 2015). Moreover, this study also added information about the support programs in the university to improve students‘ English language skills and 4Cs skills. There were two points that can be concluded in this study. Based on the finding, the lecturer taught the class by starting with the essential question to improve students‘ critical thinking skills. The lecturer also participated in designing plan and creating the schedule of the project to improve students‘ communication and collaboration skills. Moreover, to improve students‘ creativity skill, the lecturer monitored the students‘ project by giving some feedbacks for them. As mentioned before, the lecturer used Project Based Learning that involved 4Cs skills to stimulus the students in improving their productive language skills. The results generally showed that the lecturer drove the students to dominate the class especially in speaking skill during teaching and learning process or the lecturer more emphasizes on communicative activity (Setiadi, 2011). Most of the students agreed that English drama class provided the activities for their 4Cs skills and language skills. Even though, some students argued that they have small proportion in speaking and writing skills activities, it was caused by group assignment more than individual assignment. REFERENCES American Management Association. (2010). Critical Skills Survey: Executive Summary. Accessed on January 01 2016. Retrieved from: http://www.p21.org/documents/Critical%20skills%20Survey%20Executive%20Sum mary.pdf. Bell, S. (2010). Project-Based Learning for the 21st Century: Skills for the Future. The Clearing House, Vol.83, 39–43. Accessed on February 02 2016. Retrieved from: http://doi.org/10.1080/00098650903505415 Bender, W. N. (2012). Project-Based Learning. Differentiating instruction for the 21st century. California: Corwin a SAGE company. Cator, K. (2010). How Do You Define 21st-Century Learning?. Accessed on December 31 2015. Retrieved from: http://www.edweek.org/tsb/articles/2010/10/12/01panel.h04.html Edutopia. (2007). How Does Project-Based Learning Work? Tools for understanding the process of planning and building projects. Accesed February 02 2016. Retrieved from:https://www.edutopia.org/project-based-learning-guide-implementation Fandiño, Y. J. (2013). 21st century skills and the English foreign language classroom: A call for more awareness in Colombia. Gist Education and Learning Research Journal, 7, 190–208. Accessed on September 07 2016 Retrieved from http://gisteducation.weebly.com/uploads/7/9/2/8/7928165/21st_century_skills_and _the_english_foreign_language_classroom_yamith_jos_fandio_colombia.pdf Fragoulis, I. (2009). Project-Based Learning in the Teaching of English as A Foreign Language in Greek Primary Schools : From Theory to Practice. English Language Teaching, 2, 113– 119. Grant, M.M. (2002). Getting a Grip on PBL: Theory, Cases and Recommendations. Meridian: A Middle School Computer Technologies Journal A Service of NC State University, Raleigh,

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5(1). Accessed on December 21 2016. Retrieved from http://www.ncsu.edu/meridian/win2002/514/project-based.pdf. Harrigan, G. (2014). A case study of teachers‘ and administrators' experiences integrating project-based learning. (Unpublished doctoral dissertation). Walden University. Accessed on January 04 2017. Retrieved from: http://scholarworks.waldenu.edu/dissertations/530/ Larmer, J. (2013). Driving Question: Is there a Best Way to Develop the 4Cs in All Students?. Partnership for 21st Century Learning (P21). Accessed on April 01 2016. Retrieved from: http;//www.p21.org/news-events/p21blog/1249-is-there-a-best-way-to-develop-the-4csin-all-students. Lasauskiene, J. & Rauduvaite, A.(2015). Project-Based Learning at University Teaching Experiences of Lecturers. Procedia - Social and Behavioral Sciences .Vol. 197 p. 788-792. Accessed on January 04 2017. Retrieved from: http://www.sciencedirect.com/science/article/pii/S187704281504183X Miles, M.B., Huberman, A.M., & Saldana, J. (2014). Qualitative Data Analysis a Methods Sourcebook. Thousand Oaks, CA: Sage Publication, 3rd edition. Partnership of 21st Century Learning (P21).(2015). P21 Framework Definitions. Accessed on August 13 2016. Retrieved from: http://www.p21.org/storage/documents/docs/P21_Framework_Definitions_New_Lo go_2015.pdf. Punch, K.F. (2009). Introduction to Research Methods in Education. London: SAGE Publication. Ravitz, J., Hixson, N., English, M., & Mergendoller, J. (2012). Using project based learning to teach 21 st century skills : Findings from a statewide initiative. Paper presented at Annual Meetings of The American Educational Research Association. Setiadi, B. (2011). Challenges and Improvement of teaching Learning Process in High Schools. Presented at Bandar Lampung University. Accessed on January 20 2016.Retrieved from: http://www.ubl.ac.id/news-a-article/1361-seminar-fkip.html Sumarni, W. (2015). The Strengths and Weaknesses of the Implementation of Project Based Learning. International Journal of Science and Research (IJSR) ISSN (Online): 2319-7064, 4(3), 478–484. Trilling, B., & Fadel, C. (2012). 21st Century Skills: Learning for Life in Our Times (first). USA: Jossey-Bass. Wallwork, C. (2015). Reframing the 4 Cs: 21st Century Mindsets. Accesed on January 02 2016. Retrieved from: http://eddesignlab.org/2015/03/21st-century-mindsets/

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THE DEVELOPMENT OF ENTREPRENEURSHIP LEARNING MODEL BASED ON THE CONTEXTUAL IN THE UNIVERSITY Alvia Wesnita, Jalius Jama & Ganefri Sate University of Padang [email protected] ABSTRACT The aims of this development research is to produce entrepreneurship learning model based onthe valid contextual, practical and effective. The research follows the design of model of the Branch (2009). There are five steps from the design model of the Branch (2009), namely; analysis, design, development, implementation and evaluation (ADDIE). To collect the data, the instrument that writer used are the observation, instrument validation and test sheets. To validate instrument products, expert assessment of the strategies are chosen by using the delphi technique and continued with exploration of the feasibility which is applied by using focus group discussions technique. The data will be analyzed through qualitative and quantitative techniques. In order to get the book of entrepreneurship learning model and the guidebook based on the contextual, the data were analyzed by using qualitative and quantitative methods. The validity of the product are tested by expert, the practical test by the user, and the effectiveness test trought the students learning outcomes. The results of the development consists of (1) bookentrepreneurship learning model based on contextual, (2) the lecturers‘ guidebook of entrepreneurship learningmodel based on contextual, (3) student handbook learning model based on contextual is valid, practical and effective. Keywords: Entrepreneurship, Contextual, University

INTRODUCTION The era of globalization is characterized by intense of the competition in many sectors, each country is required to have strong competitiveness so that it is able to align themselves with other countries. The competitiveness can be owned in the country if the country are supported by a human resources (HR) which are reliable and has of high quality. The proper effort to preparing the human resource is through the education. The quality of education in Indonesia is still low than other countries. Based on the data from the Human Development Index (HDI) 2015, expose that Indonesia is on the position of 113 from 188 countries, from four categories (very high human development, high human development, medium human development and low human development). Indonesia is in the category of medium that is still far behind other countries. According to (Fattah, 2012: 8084), the problem of education in Indonesia can be categorized into three issues, they are quality, equity and relevance of education. All sorts of efforts already made by the Governments, communities, and schools such as curriculum development, cooperation with non-governmental organizations and revision policy, while at the university level, the problem of the equivalent of evenness increased the quantity to increase the participation of University in development. However, due to various factors that influence, the problem will still need to improve. Three major problems of education in Indonesia can be addressed by improving the quality of learning. Although learning is in the micro level, but can determine the progress of education, because learning is the core of education. As the core of an education, the important thing that needs to do is to realize the learning atmosphere that involves the

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development of the potential of learners so that they are able to educate themselves each to improve the quality of human resources of each human being. It is also stated in the UU RI No. 20, 2003 about the national system of education that education is a planned and conscious effort to bring about an atmosphere of learning and the learning process, in order that the students can actively develop their potential to have the power of religious, spiritual self-control, personality, intelligence, morals, and the necessary skills for themselves, society, nation, and State. The development of entrepreneurship is seen as a strategic step in an effort to demonstrate its resolve economic problems. the growth of the Economic is driven by the presence of economic activities that are run by the corporate world. However, the number of entrepreneurs in Indonesia is still relatively low, i.e., 1.65%of the population of Indonesia (Republika.co.id, 2015). However, the number of entrepreneurs in Indonesia is still relatively low, i.e., 1.65%of the population of Indonesia (Republika.co.id, 2015).It is therefore that still required additional significant self-employment to accelerate the growth of the socio-economic. The university as one of the leading facilitator and mediator in building the nation's younger generation who has an obligation to teach, to educate, to train and motivate its student to become an independent generation of intelligent, creative, innovative and capable of creating a wide range of job opportunities (business). The process of entrepreneurial education is a process of potential development of individuals pertaining in all aspects of entrepreneurship through management, the implementation of curriculum, pedagogy and assessment in one environment that isstructured and organized. A lecturer is the main pillar in the development of entrepreneurship in the university.Entrepreneurial values can be transferred to students through a variety of teachinglearning activities. The lecturer who have knowledge and understanding of entrepreneurship will be able to guide the student in developing efforts to initiate and process accelerated so the new entrepreneurial growth. Refraction Optisi studies program is one of the higher education students in the field of health that makes entrepreneurship courses as compulsory subjects. It is the entrepreneurial courses that make up the entrepreneurial character or at least students add to the knowledge of the ins and outs of the business both in the soft skills or hard skills so that the students are able to take the advantage of the opportunities that exist around them in creating their own business after graduation or when they are in the university level. The difficulty of students in refraction Optisi is in understanding the entrepreneurial courses due to the still theoretical learning, so that the students feel difficulties and are not interested in learning the entrepreneurial subjects well. The process of learning in entrepreneurship is still centered on the lecturer (teacher centered learning) that impact the lack of activity of college students in learning,less motivated in doing the tasks given by the lecturer, less creative and not responsible for given tasks, the results of the learning of students in the subjects of entrepreneurship is still notsatisfactory,that is apparent from the percentage of the results of the study with the most value are the C as 35.7%, so it needs to be improved,can't creative thinking and innovative so as to have difficulty against the completion of the task assigned, competence has yet to describe the domain of attitude, skills and knowledge to holistically, it is seen from the implementation of the learning process, learning resources that there has not been adequate and yet the existence

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of the facilities and infrastructure in the form of business units or central entrepreneurship on the campus which is a students rides to gain experience before entering directly start a business does not yet exist. For it, is needed for entrepreneurial learning changes continuously towards the better. One of the way to continue the development of the learning process is by applying the appropriate learning model with changing times where a student is being required to interpret, critical and active learning, so the learning process does not run one the direction. Entrepreneurial education approach is expected to give a real experience to students as models developed by Kolb (1984) which is known as Experiential Learning. According to research done by Duval-Couetil et al. (2016) with the title―The Role of Entrepreneurship Program Models and Experiential Activities on Engineering Student Outcomes‖, the result of the study showed that―the results of a survey of 501 senior level engineering students enrolled in three institutions that offered three different models of entrepreneurship education. Findings indicate that higher perceptions of entrepreneurial knowledge were associated with the number of entrepreneurship courses taken and involvement in experiential learning activities.‖The results of this study showed that the ability of the student in entrepreneurship process analytical study using more experiential learning models have development is academic ability compared to other learning model. Based on the theory of experiental learning model, then a new experience and the knowledge gained will be absorbed when students catch the meaning of academic material and applicable to the real life. With contextual learning, students are involved in important activities that can help them to associate the academic lessons with the real life context. According to Owens (2001), contextual learning practically promising increased thestudents interested in learning from different backgrounds, increase the participation ofstudents by encouraging actively which is provide them the opportunity to connect and apply the knowledge that they get. Learning is not only focused on the ability of knowledge provision granting theoretical only,but how to make the learning experience of the student-owned related to actual problems that occur in the environment. The contextual learning make teaching and learning process more fun and makes the material useful for the real life of the student in the collage, because the learning process is carried out naturally and students can pay attentionand try to practice it directly in their life. Contextual learning encourages students to find the meaning and the benefits of every learning process which have been completed, so that will give the motivation to the students to learn more creative, innovative and meaningful. Contextual learning can be followed by all the students from the varying levels of ability in achieving the academic success. Contextual learning involve the students in every important activities that help them to associate the academic lessons with the real life context that they face (Johnson, 2006). Many experts have argued that the definitions of entrepreneurship with perspective of each. However the essence essence of the understanding that there are always crucial in every sense expressed by experts and is fundamental. According to Lambing and Kuehl (1997), enterpreneurship is a human, creative act that builds something of value from practically nothing. It is the pursuit of opportunity regardless of the resources, or lack of resources, at hand. It requires a vision and the passion and commitment to lead others in the pursuit of that vision. It also requires a willingness to take calculated risks.

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On the other hand, Zimmerer (2000) stated that enterpreneurship is a process of applying creativity and innovation in solving problems and finding opportunities to improve the lives of (business). Entrepreneurship is the willingness of entrepreneurs to combine creativity, innovation, risk taking, and sooth working to form and build up trade, maximise the potential as well as take advantage of opportunities that are retrieved (BuangdanMurni, 2006). METHODS The developmental design of this research is based on Branch‘s model (2009) with five stages where those stages are analysis, design, development, implementation and evaluation (ADDIE). The instruments used in this research to collect the data are observational, instrument validation and test sheets. To validate the instrument of the product, experts judgement strategy is chosen with delphi technique (Linstone & Turoff, 2002) and continued with the exploration of the applied feasibility by using focus group discussion technique (Dean, 1994). The data will be analyzed through qualitative and quantitative techniques. DISCUSSION Based on the result of the research which is done by using some tests whether the expert or instruments validity tests done, there is a result occurs. Need analysis is done while doing the research in order to get a learning model which is valid and practical and appropriate with the teachers‘ needs. The need analysis stage is done in order to make the model eill answer the need of the learning process. This analysis is important to be done to make the material that will be given to the college students fulfill their needs and the model will be appropriate for the lecturers‘ need. Because of that, need analysis is needed to be done whether to the college students or the lecturers. There are some processes of validation for the entrepreneurship learning contextual based such as the validation of book model, lecturers and students guidebook, practicality and affectivity instruments, and all of the instruments used are validated by some experts based on their fields of study. The analysis of the students‘ need analysis to the entrepreneurship learning results that it is needed to develop a model where it results an average of 45 with low category and a development is needed. The result for the validity of the instruments which is done by 3 experts, it results an average 72.3 where it is above the prejudice. The analysis of validity for guidebook for the lecturers for the learning process is valid with number of average 0.74. The result for students guidebook which is validated by 3 experts is 0.73 and it is valid. All of the instruments are tested where they are tested through practicality test model which is filled by the both students and lecturers. Then, this test results that this learning model is practical for both the process and the guidebook. The practicality is seen from the successfulness of the students in the learning process. The test which is given to the entrepreneurship lesson result an average in number 78.34 and categorized as high. This result is relevant a research done by Hasani (2016) entitled ―Enhancing Argumentative Writing Skill ThroughContextual Teaching and Learning‖. This research is purposed to explain the influence of contextual based learning and the ability to think critically to the skill for writing argumentative text for the college students. The population of this research are 147 college students and 52 of them are chosen as the sample in stage of multi-sampling. The result of this

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research shows that the group of this contextual learning has a significant influences when it is compared to the non-contextual one. The research which is done byRobert G. Berns and Patricia M. Erickson. 2001 entitled Contextual Teaching and Learning:Preparing Students for the New Economy. The Highlight Zone: Research © Work No. 5.National Dissemination Center for Career and TechnicalEducation, Columbus, OH is purposed to explain how the Contextual Teaching and Learning (CTL). The CTL is a concept of learning that will help the lecturers to relate the material with the real situation and how it is used in lives as the member of family, society and work-place. Pribadi (2010) explained that the learning model, usually, uses some stages or procedures that have to be faces in order to create an effective, efficient and interesting learning activity. Iru and Arihi (2012) stated that the learning model is the center of learning done is based on such systematically learning patterns. The learning model is the way to build the students and stimulate a circumstance where the students are learning and interaction with its components (Joyce & Weil, 2016). The learning model tends to be prescriptive (giving signs and purposed) which is hard to be differentiated with learning strategy. Therefore, a learning model is a plan or pattern that can be used for constructing a curriculum (long-term learning plan), construct the learning materials and guide the learning process in the classroom. Joyce and Weil (1992) found five important elements that become the components of learning model where those elements are syntax, social system, reaction principal, supporting system and the instructional and guiding impacts. CONCLUSION Based on the result of the research of the development of the entrepreneurship learning model contextual based, it could be concluded that (1) the research has resulted the entrepreneurship learning model contextual based for university level, (2) that learning model is already validated by the experts with the average of Aiken‘s V above 0,060, (3) that learning model is also practical based on the positive feedback from the lecturers and students with the average number of the questionnaire is 85.0% for the lecturers and 83,6% for the students and categorized very good. (4) that learning model is also effective where it can be seen from the result of t-test where the result shows a significant difference between the experimental and control classroom with the number of result for the experimental classroom is 67.78% higher than the control classroom. The average of the total value of the experimented students is 78.34 %. In this case the development of entrepreneurship learning model used is practical and effective. REFERENCES Arends, Richardl. (1997). Classroom Instructional Management. New York: The McGraw-Hill Company. Branch, Robert Maribel. (2009). Instructional Design: The ADDIE Approach. London: Springer New York Derdrecht Heldelberg. Buang, Nor Aishah. (2009). Pedagogi Pengajian Keusahawanan. Malaysia: Laser Press Sdn. Bhn. Selangor Darul Ehsan. Coulter, Marry. (2003). Entrepreneurship in Action. New Jersey: Prentice Hall. Dean, D.L. (1994). How to use focus groups. In J.S.Wholey, H.P.Hatry, & K.E.Newcomer (Eds.), Hanbook of praktical program evaluation. San Francisco: Jossey-Bass Publishers.

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Ganefri dan Hendra Hidayat. (2013). Rahasia Kewirausahaan. Bandung: Alfabeta. Hasani, Aceng. (2016). Enhancing Argumentative Writing Skill Through Contextual Teaching and Learning. Vol. 11(16), pp. 1573-1578, ISSN 1990-3839. Hendro. (2011). Dasar-Dasar Kewirausahaan. Jakarta: Erlangga. Howey, Kenneth R. (2004). Contextual Teaching and Learning for Understanding Throuh Integration of Academic and Technical Education: Dalam Forum Vol.16,No.2 (Online Available: http://www.ciera. org/library/archive/2001-04/0101parwin.html. Johnson, Elaine B. (2006). Contextual Teaching and Learning: California: Corwin Press. Kold, D. (1984). Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs, NJ: Prentice-Hall. Lambing, Peggy A dan Charles R. Kuehl. (2000). Entrepreneurship. USA: Prentice Hall. Lang, Hellmut R & David N. Evans. (2006). Models, Strategies, and Methods. For EffectiveTeaching. USA: Pearson Education, Inc. Linstone, H.A. & Turoff, M. (2002). The delphi method techniques and applications. Electronic version. Nurhadi dkk. (2004). Pembelajaran Kontekstual dan Penerapannya dalam KBL. Malang: UM Press. Owens, T. (2001). Teacher Preparation for Contextual Teaching and Learning A Stratewide Consortium Model. Portland, Oregon: Northwest Regional Educational Laboratory. Rusman. (2012). Model-Model Pembelajaran Mengembangkan Profesionalisme Guru. Jakarta: Rajawali Press. Zimmerer, Thomas W dan Norman M. Scarborough. (2005). Pengantar Kewirausahaan dan Manajemen Bisnis Kecil (Asli Essentials of Entrepreneurship and Small Business Management. Edisi Keempat.

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BODO LANGUAGE IN THE FACE OF GLOBALIZATION AND ITS IMPACT ON CULTURE Araiswrang Basumatary Jawaharlal Nehru University [email protected] ABSTRACT Globalization is a process of interaction and integration among the people, companies, and governments of different nations. It is a series of actions driven by international trade and investment and aided by sophisticated information technology. Understanding and knowledge of one or several languages empowers to perceive new horizon, to think globally, and to increase our understanding of ourselves and of our neighbors. It also leads to the extinction of other languages and cultures with globalization allowing languages and their cultures to spread and dominate on other languages. Today, English is well-known from the other languages by having very considerable numbers of non-native speakers and it is one of the most affected by globalization. Many languages are disappearing on daily basis and many are wiped out already. The use of language is used as characteristics to be part of the ―new world system‖ and this develops new global phenomena. Imported cultures are taking place everywhere and pushing out indigenous ones. The paper attempted to look at how globalization has affected the Bodo language and its cultures. The outcomes and narratives are extremely important and well timed to understand the causes of declining use of the said language and how the indigenous cultures were immensely affected. Survival of the language in coming decades in the face of globalization is highly questionable and if prepared, we can reverse the trend. Keywords: Bodo Language, Globalization, Survival

INTRODUCTION Today, globalization has engulfed the world as never before. Though it is not an altogether new phenomenon but the intensity and the speed at which it has changed and affected the world is unparalleled. In every sphere of life be it economic, political, social or cultural it is leaving its indelible mark. It would not be wrong exaggeration if we say that no part of the life on this world has escaped from the influence of globalization. With the advancement and ever expansion of the globalization, it has highly increased the exposure to the international environment which in turn increases the possibility of international influences and exploitation. Globalization has become fiercely contested and discussed issue in current political, social and human rights discourses. At one level it has been tremendously much-admired for delivering goods to the people and society at large by ushering in a new era of economic growth, technological advancement and by bridging the geographical boundaries, but at the other level it is blamed as a major reason and source of all the existing ills. While for some it is the very expression of social and economic transformation, for others it poses an impediment to the governance of the world and a serious intimidation to social cohesion. Likewise, economic globalization now dominates international relations and development strategy consists of liberal trading regimes, with a reduced role for the state. International relations now involve states, the market, multinational corporations and international organizations. This kind of globalization over emphasis on market centric logic does not capture the aspirations of welfare state, thus it

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turns out into uneven development projects and offers a lopsided view of society and trajectories of change. Bodo is a language of North East India spoken by the Bodo people, a prominent ethnic group inhabiting Assam. The Bodo is the only Tibeto-Burman language included under the Eight Scheduled of the Indian constitution after Manipuri and it the official language of Bodoland Territorial Council (B.T.C.). The language is spoken by more than 20, 00,000 (twenty lakhs) people and adopted Devanagari script as their writing system. The early history of Bodos is largely unknown. By definition, Bodos do not display tribalisitic culture or rituals in that they do not live in caves or jungles or go hunting wild animals. The majority of the Bodos have remained as cultivators, farmers, and peace loving society for centuries. It is a developing language in the field of education and literature. The said language was recognized as the Associate State Language of Assam in the year 1985 and it was also recognized as the medium of instruction in the school level from 1963 and as one of the Modern Indian Languages from 1977 under Gauhati University in Assam. The Bodos are numerically and sociologically one of the most important tribes of the North-Eastern India, particularly Assam. While they are spread all over the plains of lower Assam and contiguous areas of North Bengal, they have intimate family ties with many other tribes living in other parts of Assam and also in Tripura (a neighboring state). Bodos are living in a scattered manner throughout the North-Eastern region of India. There are some small Bodo pocket areas also outside India i.e., in Bangladesh, Bhutan, and Nepal. The current wave of globalization has brought new paradigm shift to the said language. The brutal developments of the English language including the many interior areas at the cost of own language and new trend development of cultural appropriation has raised certain fundamental questions before the community leaders. The timely execution of some policy and understanding its nature is very much needed and vital. Many a time, we also observed serious human rights violations and though human rights are now internationalized and there are various agencies and organizations which are working towards the fulfillment of human rights, it is still the responsibility of the individual state to implement them. And it puts the onus on the states and on the international community to safeguard the rights of its respective citizens and ethnic community. DISCUSSION India is a multilingual, multi-ethnic, multi-caste, multi religious, and multi regional society and in this process, there was never any effort at diluting diversity as a means to sustain India‘s unity. Culture refers to behavior which is specifically human and also to the distinctive ways of life found in different human populations. As we are well aware that in this dynamic world, alongside the languages that have become worldwide, there are certainly others the huge majority which have remained limited and confined in size and scope. There are close to 6,800 living languages in the world, and half of them have fewer than 7,000 speakers each, less than a village. In addition to that, 80% of the world‘s languages have less than one lakh speakers, the size of a small town. The worst suffer are smaller languages of all over the world and they are miserably failed to attract the younger generation and language shift is taking place at a rapid pace. Now the question: Is it globalization and the consequent spread of the global languages, to say at English language which is responsible for the endangerment of other languages?

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Globalization has had a very deep impact on Indian culture and this can be seen anywhere. It has had a very unfathomable impact on our culture and has dug its way to the roots of our culture. As we are well aware, westernization has been the by-product of globalization and needless to say, it has had an impact on the Indian way of life. Without a doubt, it has brought great changes in the culture and the rate at which westernization is happening to India is astonishing. Regional languages are on the verge of extinction and many minority languages have already disappeared. Many minority languages have already been replaced by English or other international languages such as French, German or Spanish. Indian youngsters have started getting obsessions with western attire, languages, mannerisms and everything else western. As the world becomes more connected and shrinking in space than ever before, language diversity is reducing at an unparalleled pace. Languages are endangered by many other external forces such as military, economic, religious, cultural or educational subjugation, or by internal forces such as a community's negative attitude towards its own language. Even the internet languages, on grounds of a digital divide that locks out some groups and privileges others (and their language). The Bodo language is also not an exception and could not escape from the heat of globalization. The new trend which is being adopted by current generation is completely devoid of cultural touch and many of them have already lost its roots. The contemporary Assam is witnessing a new trend which is developing very forcefully. The mushrooming of English Medium schools in every nook and corner and abandoning vernacular medium schools is a very much dangerous trend. Children from the economically well-off families are being enrolled/ admitted only in the English Medium (EM) schools. As a result, only the children from the poor and less informed families are opting for Bodo Medium (BM) schools. It has a tumbling effect on the BM schools and the survival of these schools is at great a stake. Moreover there is no serious attempt to develop the Bodo languages and literature and though developmental activities are being carried out in the said language the pace of development is not encouraging In spite of being one of the major languages of India, it has several problems including the survival as a medium of instruction and development of language and literature. There is still certain pressing issue which needs to be addressed immediately. The shortage of Bodo language teachers in the educational institutions and huge number of Bodo Medium venture schools demands an immediate solution from the provincial government. Many a time, the school textbooks never reach on time to students. The dignified silence on the part of provincial government and education department is maintaining a distinguished silence over these serious problems. The Government‘s apathetic attitude towards Bodo medium was very unfortunate. The state legislation on provincialization completely violates the right to education national legislation provision of ensuring free and compulsory education to children from lower primary to upper primary level. The government, and especially the education department, did not pay any attention to address the problem of Bodo medium education. The terrible condition of vernacular medium schools also hugely motivated parents to send their kids to the well equipped private EM schools. Since its inception, the United Nations Educational, Scientific and Cultural Organization (UNESCO) are consistently working hard on the cultural preservation of cultural minorities, education, indigenous culture and other areas. Several resolutions have been declared regarding the rights of cultural minorities. The General Assembly declared in the

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Declaration on the Rights of Persons to defend the existence and the national or ethnic, cultural, religious and linguistic identity of minorities within their respective territories and shall be encourage the conditions for the promotion of the identity. It is highly praiseworthy that UNESCO has always been promoting languages and multilingualism by involving education, culture, science, communication and information and social and human science. In 2006, UNESCO passed an International treaty to ―preserve the rich diversity of the world‘s means of cultural expression from the dangers of globalization, including its many languages‖. This treaty is a great clarion call and holds significant meaning in maintaining world‘s cultural diversity. The globalized and transparent nature of today‘s trend demands other minorities to interact with the culture majority by working for global companies and accessing technology. Nation-states are on the lookout for solutions to deal with diverse societies, on ensuring the unity and inclusion with various national, ethnic, religious and linguistic groups. As we know, cultural identity is an essential part of peaceful cooperation. People with a strong good judgment of identity are more expected to interact with other world cultures. And languages play a pivotal role in constructing the identity. Today, the world is losing languages every other day at an unimaginable rate and one of the greatest reasons of languages vanishing is due to lack of education provided in school to pursue students continue speaking in their own mother tongue. Never before we were living in a more globalized and transparent world in history. The aversion of the state, either for political or economic reasons or cultural hegemony is also why minority culture was not officially implemented in schools. These are serious implications on the minority languages and as a result loss of cultural values disappearing or total assimilation to the dominant cultures. Consistent efforts were being made to impose western ideas as universal and leading to what is essentially cultural imperialism. Mainstream news media and films also create such an impression on societies that adopting western lifestyles as cool and intelligent move. The onslaught of globalization on Bodo culture is immense. The complete following of westernizations like customs, music, dress, food habits, and life styles has brought tremendous changes in the behavior of the Bodo culture. Today, the market for vernacular music and traditional songs are almost non-existent and revival process is at a snail‘s pace. The developments of regional films are almost out of question since it is not profitable and attractive adventure anymore. Most of the youngsters are already ignorant about past cultures which were practiced during grandmothers and grandparents time. The community members are also equally accountable for this terrible loss of beautiful cultures which were not passed down or taught for obviously various reasons. To cite some examples like traditional games, customs and traditions are a great loss for the community and world diversity. The revival process should start and the greatest effort should be put to preserve for the generations to come. Regrettably, it's blurred as to how unerringly culture can be preserved in the face of economic domination in a particular region. Contemporary and modern efforts include cataloging languages on the internet, updating about the language and teaching them. In a number of instances preservation efforts were primarily focused on at-risk areas experiencing economic growth. Unless concerned authority acts and community members are

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given awareness, the price of not doing so would be the rapid loss of important cultural knowledge, traded for economic prosperity. CONCLUSION Globalization has both positive and negative impacts all over the globe. Right from the environmental challenges from the climatic change, air, water, ocean, soil pollution etc., cyber crime; globalization has a huge contribution to all the ill effects of scientific advancements. May it be business, trade, and work exposure or the economic and financial status of the nation; no field is left behind the reach of globalization. The unbridled expansion of western culture has continued at an accelerated rate along with the denigration and decline of others culture, civilization, religion, art, literature and customs. One major consequence of globalization is the increased spread and interconnectedness of languages, in particular the English language (Crystal, 2000). It is known that the English language is becoming increasingly widespread across the globe. We must understand and know that the tall promises of globalization can‘t be fulfilled without paying price but the price paid should not exceed the benefits derived from them. The cost we are paying as a nation and community members in the form of violation done by various agents of globalization is much higher a price. The exploitation done in the backdrop of growth and change is much larger than it is seen with the naked eye. In the name of globalize world we just can‘t remain and see a particular language disappearing. Rather, we should look for the tremendous potential offered by globalization, growing cross border dealings along with different social actors and establishment of democratic, effective , and inclusive international institutions, in line with the need for international level synchronization. Keeping in view the Bodos case, the Bodos are in dire need of solutions. Positive role of Bodo intellectuals, scholars and awareness among the guardians of students can reverse this trend and can bring about a great change in near future. The importance of culture should be taught to the young generations in the school level and continuous exposure is the need of the hour. The immediate provincialization of Bodo Medium schools, timely appointment of sufficient teachers, timely distribution of free text books and separate directorate for Bodo Medium to improve the Bodo medium schools and other problems. My humble suggestions and remedy to the persisting challenges before is we need to have self -analysis, serious introspection, because Bodo problem is not clearly only political but economic, cultural, social, linguistic and psychic as well. The culture of peace has to be cultivated and the provincial government should heed attention to the Bodo languages issues immediately. To promote and safeguard Bodo language for the days to come, community members must love the language and learn it in formal settings. REFERENCES Crystal, D. (2000). Language death. Cambridge: Cambridge University Press. Crystal, D. (2003). English as a global language (2nd ed.). Cambridge: Cambridge University Press. De Varennes, F. (1996). Language, minorities and human rights. Dordrecht: Martinus Nijhoff. UNESCO (United Nations Educational, Scientific and Cultural Organization). (1953). The use of vernacular languages in education. Monographs on fundamental education 8. Paris:

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UNESCO. Retrieved February 20, 2014, from http://unesdoc.unesco.org/images/0000/000028/002897eb.pdf. UNESCO (United Nations Educational, Scientific and Cultural Organization). (2001). UNESCO Universal declaration on cultural diversity: Adopted by the 31st session of the general conference of UNESCO in Paris, November 2, 2001. Retrieved February 20, 2014, from http://www.refworld. org/docid/435cbcd64.html.

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KEBIJAKAN PENDIDIKAN HUKUM POSITIVISM & RUNTUHNYA KEPERCAYAAN MASYARAKAT Pendidikan Hukum Indonesia Berbasis Theistic Legal Realisme (Sebuah pilihan Pendidikan Hukum berbasis Independensi Hakim dengan ber-Ketuhanan Yang Maha Esa)

Arief Budiono, Lukman Arif & Wafda Vivid Izziyana Universitas Muhammadiyah Ponorogo, Universitas Pembangunan Nasional ―Veteran‖ [email protected]

ABSTRAK Indonesia mengalami krisis kepercayaan terhadap hukum dikarenakan ambruknya kepercayaan masyarakat terhadap hukum. Masyarakat menilai hukum tidaklah dapat memberikan keadilan atau memenuhi keadilan masyarakat. Paradigma positivistik berarti mereduksi hukum hanya sebagai peraturan perundang undangan belaka yang deterministic, mekanistis sekaligus esoteric. Hukum yang menyendiri, hukum yang murni tanpa tercampur transendensi, moralitas, maupun adat. Keadilan menurut positivisme adalah keadilan yang prosedural dan bukan keadilan substansif. Pendidikan Hukum yang mengajarkan perundang undangan sebagai ideology yang suci, hukum adalah undang undang atau peraturan. Lahirlah lulusan lulusan hukum yang mengisi posisi posisi aparatur hukum yang ahli, punya skill namun abai empati, lalai terhadap keadilan masyarakat dan korup. Diperlukan paradigm pilihan baru pendidikan hukum yaitu theistic legal realisme yang memberikan hakim dan aparatur hukum lain kebebasan dari belenggu keadilan prosedural ala positivisme. Melalui pendidikan hukum dengan paradigma Theistic Legal Realisme diharapkan lulusan hukum akan memiliki kebajikan, mampu membaca substansi keadilan dan mampu menjaga diri dari perilaku tercela dengan basis keimanan yang ia miliki.

Kata kunci: Pendidikan, Legal, Theistic PENDAHULUAN Pendidikan Hukum di Indonesia dapat dirasakan cukup minimal dalam hal pengembangan visi keadilan (justice vision building), sehingga dapat dirasakan bahwa para sarjana hukum atau lulusan hukum justru tidak mampu mengatasi masalah yang terjadi di dalam bidang-bidang hukum terutama yang berkaitan dengan rasa keadilan masyarakat. Pendidikan Hukum di Indonesia acapkali justru menghasilkan lulusan yang tidak memiliki kepedulian terhadap rasa keadilan yang hidup di masyarakat. Diperlukan pendidikan (hukum) yang komprehensif dengan kepribadian bangsa sehingga yang tidak terpisah jauh dari realitas social (Fraire, 2000, hal. 194). Positivisme Hukum memberi perhatian berlebihan kepada hukum negara dan mengabaikan hukum adat, kebiasaan, keyakinan, dan hukum-hukum lain yang hidup di masyarakat (Tamanaha, 2006, hal. 115), Paradigma positivis yang merupakan paradigm yang rigid, otonom dan hukum menjadi hanya sekedar perundang undangan yang mereduksi hukum menjadi sederhana, linear, mekanistik dan deterministic. Pendidikan paradigma Positivistik berbasis teori Hans Kelsen dalam teori hukum murni melepas aspek sosial, politik, moral dan spiritual dari hukum sehingga tidak menyatu dengan kehidupan masyarakatnya bahkan tidak ada validasi moral (Kelsen, 2015, hal. 120-121). Keseluruhan Problema hukum di Indonesia ini berawal dari masa colonial pendidikan hukum untuk mempersiapkan para pegawai (ambtenaar) pemerintah hindia belanda. Meskipun diwarnai penolakan oleh ahli hukum Belanda, Rechstschool tetap dibuka dengan tujuan untuk menyiapkan tenaga-tenaga profesi atau praktisi hukum (Winarta, 2009, hal. 67).

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Satjipto Rahardjo memandang hukum modern ini sebagai hutan belantara formalitas dengan prosedur-prosedur dan birokrasi penyelenggaraan hukum. Materi hukum dirumuskan secara terukur dan formal dan diciptakan pula konsep-konsep baru serta konstruksi khusus; juga tidak setiap orang bisa menjadi operator hukum, melainkan mereka yang memiliki kualifikasi khusus dan menjalani inisiasi formal tertentu. Hakim harus berijazah sarjana hukum, advokat harus punya lisensi kerja dan seterusnya. Akibatnya hukum menjadi institusi yang artifiasial dan jauh dari masyarakat (Anwar & Adang, 2008, hal. 108). Permasalahannya, fakultas-fakultas hukum di Indonesia memperlakukan peraturan dan undang undang layaknya ideologi atau bahkan seperti ―agama‖ yang sangat di genggam erat walaupun hal itu berlawanan dengan keadilan yang hakiki. Karena membeku menjadi ‗keyakinan‘, perkembangan Ilmu Hukum stagnan, karena cenderung esoteric. kesenjangan das sollen dan das sein di Indonesia begitu tajam (Putro, 2011, hal. 301). Hukum terdegradasi hanya sebagai alat dari hukum itu sendiri dan bukan untuk meraih keadilan. Hukum seharusnya bervisi keadilan dan tidak cuma berkutat dengan undang undang saja (Indah, 2007, hal. 2). Peran dan fungsi fakultas hukum telah tereduksi dari fakultas hukum (law school) ke fakultas profesi hukum, dimana seharusnya kurikulum fakultas hukum membicarakan aspek kehidupan hukum (Rahardjo, Hukum dan Perilaku, 2009, hal. 98). Pendidikan Hukum selama ini bermuara pada hanya keahlian hukum dengan minimalisasi materi materi yang akan menumbuh kembangkan keimanan dan rasa takut terhadap Tuhan Yang Maha Esa. Pendidikan hukum semodel ini membawa kepada kebangrutan moralitas dari lulusannya atau dengan kata lain aparatur hukum. Ketiadaan moralitas hukum ini telah membawa efek yang cukup memprihatinkan, salah satunya adalah krisis dalam penegakan hukum yang berakhir dengan runtuhnya kepercayaan masyarakat di Indonesia kepada Hukum. Hukum bersifat positivis-instrumentalis justru menjadi sarana utama bagi pengingkaran rasa keadilan masyarakat yang telah melampaui dari keadilan prosedural yang tersaji dalam aturan Bagi para akademisi hukum, kritik terhadap Positivisme Hukum sebagai paradigma dominan dapat mendorong dilakukannya reorientasi pengajaran hukum di Indonesia dan lahirnya ―school‖ baru. Pendidikan hukum ke depan tidak sekedar berfungsi sebagai ‘legal craftmanship‘ dan ‗legal mechanic‘, tetapi lebih dari itu, mempunyai empati dan perspektif kritis untuk mengubah keadaan yang ada menjadi lebih berkeadilan. Keadilan itu sarat dengan makna dan nilai, sedangkan peraturan adalah penerjemahannya ke dalam kata-kata dan kalimat. Kearifan diperlukan apabila ia membaca kaidah dengan berusaha menyelam ke dalam spirit, asas, tujuan hukum serta bertransendensi kepada Tuhan Yang Maha Esa dan mendialogkannya dengan konteks (Putro, 2011, hal. 302). Hukum tidak dapat dipisahkan dengan transendensi yang berketuhanan dimana hukum merupakan sesuatu yang ditopang dengan dimensi spiritual. Hukum menjadi bukan sekedar susunan baku teks perundang undangan belaka namun yang memiliki keimanan kepada Tuhan Yang Maha Esa sehingga menjadi bernurani. Sehingga mampu menemukan hikmah dan kebenaran yang terdalam dibalik realitas (Asyarie, 2016, hal. 88). Paper ini mengetengahkan tentang sebuah konsep pendidikan hukum di Indonesia dengan berbasis kepada Realisme hukum yang berketuhanan (Theistic legal Realism) dimana hukum tercerahkan dengan spiritual yang bersumber dari keimanan kepada Tuhan Yang Maha Esa dengan tujuan mewujudkan keadilan yang hakiki. Dengan Pilihan theistic legal realism ini hukum di Indonesia diharapkan mampu tercerahkan serta tidak lagi berorientasi pada keadilan yang terbelenggu prosedur.

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METODE PENELITIAN Penelitian hukum merupakan kegiatan ilmiah, yang didasarkan pada metode, sistematika dan pemikiran tertentu, yang bertujuan untuk mempelajari satu atau beberapa gejala hukum tertentu, dengan jalan menganalisanya. Metode penelitian adalah cara-cara berpikir, berbuat yang dipersiapkan dengan baik untuk mengadakan dan mencapai suatu tujuan penelitian, sehingga penelitian tidak mungkin dapat merumuskan, menemukan, menganalisa maupun memecahkan masalah dalam suatu penelitian tanpa metode penelitian (Soekanto, 2006, hal. 43). Penelitian ini adalah penelitian normatif (doctrinal), sedangkan dari sifatnya termasuk penelitian deskriptif kualitatif. Kebijakan pendidikan hukum berbasis positivism dan akibatnya bagi dunia hukum dan memberikan tawaran konsep atas pendidikan hukum dengan konsep theistic legal realism. HASIL PENELITIAN Konsep pendidikan Ilmu Hukum saat ini adalah membentuk keahlian dan kemahiran profesional sebagai dari lulusan fakultas hukum. Pendidikan tinggi hukum lebih diharapkan sebagai ‗profesional law school‘ yang menghasilkan tukang hukum atau corong undang undang. Dengan berorientasi pada kebutuhan praktis, kemahiran yang lebih ditekankan pada program pendidikan hukum fokus pada kemahiran teoretis akademis atau kemampuan berpikir kritis ilmiah (―critical academic thinking‖). Terbatas pada penguasaan teori-teori (doktrin) hukum yang terkait langsung dengan norma atau isi (substansi) hukum positif yang bersangkutan (Arief, 1994, hal. 4-6). Gerry Spence yang dikutip Satjipto Rahardjo seorang professional hukum senior merupakan pengkritik keras sistem pendidikan hukum yang menghasilkan praktisi di Pengadilan. Banyak praktisi hukum yang tidak kompeten. Itu disebabkan, oleh karena ketidakkompetenan mereka bukannya sebagai ahli hukum, melainkan sebagai manusia (human being). Untuk penegak hukum menjadi profesional yang baik tidak membutuhkan pengetahuan hukum yang begitu banyak, tetapi menjadi orang baik terlebih dahulu (good trial lawyes need to be evolved persons underneath all the lawyer stuff) (Rahardjo, 2010, hal. 180). Realisme tidak mendasarkan pada konsep-konsep hukum positivistic yaitu aturan aturan oleh karena realisme bermaksud melukiskan apa yang dilakukan sebenarnya oleh pengadilan dan orang-orangnya (Damang, 2011, hal. 4). Sebagai sebuah Anti tesis dari positivistic maka hal ini, tokoh legal realism atau realism hukum yaitu Karl Nickerson Llewellyn (1893-1962) sebagaimana dikutip Qadri Azizi membantah klaim Positivistik yang memandang bahwa peraturan perundang undangan dapat menyelesaikan semua permasalahan yang ada. Karl menyarankan melihat kenyataan bahwa tidak semua kasus yang ada di pengadilan, khususnya kasus-kasus berat diatur dalam Undang-Undang (Azizi, 2013, hal. 205-206). Hal ini pada kenyataannya membuat hakim mempunyai peranan yang lebih bebas untuk memilih dan menentukan serta lebih kreatif didalam penerapan hukum dari pada sekadar mengambil didalam aturan-aturan yang dibuat oleh penguasa (Undang-Undang) (Azizi, 2013, hal. 205-206). Seorang Hakim perlu untuk berlaku independen bahkan terhadap peraturan hukum sekalipun ketika peraturan itu telah menghambat keadilan yang hakiki. Hukum bukan suatu yang kedap air‖ (esoterik). Teks adalah produk pikiran (subyektif) yang diobyektifikasi. Ketika dihadapkan dengan teks, hakim harus memahami, menafsirkan, bercakap-cakap atau berdialog dengan teks hukum. Ketepatan dan relevansi argumentasi selalu berhubungan dengan konteks, atau bersifat kontekstual, sehingga ia selalu dinamis (Putro, 2011, hal. 300). Keadilan adalah suatu konsep yang

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jauh melampaui hukum sehingga keadilan tidak bisa sepenuhnya dipastikan dalam rumusan hukum (Putro, 2011, hal. 301). Persoalan independensi hakim memang menjadi konsen utama bagi para penganut Legal Realism karena dengan independensi itulah hakim akan diharapkan dapat mewujudkan keadilan. Teori Hukum murni atau positivism yang diajarkan di pendidikan hukum selama ini dirasakan sebagai suatu yang telah tidak memenuhi lagi ekspektasi keadilan dalam masyarakat. Nilai kebenaran dipahami dengan menggunakan pandangan yang berbeda dan mengarah pada suatu pemahaman bahwa kebenaran itu ukurannya menurut persepsi pembuat hukum yaitu lembaga politik. Padahal, kehendak dan pandangan politik belum tentu mencerminkan kebenaran (Absori, 2015, hal. 3). Paradigma Theistic Legal realism berarti bahwa keimanan atau spiritual menjadi salah satu aspek yang diakui berperan bagi hakim atau aparatur hukum untuk bertindak atau mempertimbangkan sesuatu keputusan. Danah Zohar dan Ian Marshall dalam "Spiritual Intellegence, The Ultimate Intellegence ", mengenalkan berpikir spiritual (spiritual tinking) dengan menggunakan pendekatan kecerdasan spiritual (spiritual quition), yang akan diperoleh kecerdasan yang paling sempuma (ultime intelegen), dilakukan dengan cara menerabas garis garis formalisme (existing rule) dan transendental, sehingga akan dapat diperoleh pemikiran baru yang mendekati kebenaran yang hakiki (the ultimate truth). Manusia perlu spiritual quotient karena terjadi krisis makna hidup di dunia modern (the crisis of meaning). Spitual quiation merupakan alat bagi manusia untuk dapat membangun berbagai perspektif baru dalam kehidupan, bisa merasakan kehadiran tuhan tanpa bertemu dengan Tuhan. ia dapat digunakan untuk membangkitkan potensi-potensi kemanusiaan yang terpendam (Zohar & Marshall, 2000), membuat diri manusia semakin kreatif dan mampu mengatasi problem-problem esensial secara substansi. Dalam diri manusia terdapat suara hati nurani yang disebut dengan titik Tuhan (God Spot), yakni mudghoh yang senantiasa membisikan, menyampaikan dan menyuarakan kebenaran. Kecerdasan spiritual merupakan kemampuan manusia untuk memahami makna aktivitas hidup (ibadah) melalui langkah dan pemikiran yang fitrah, menuju manusia yang seutuhnya (hanif), dan memiliki pola pemikiran integralistik (tauhidi), serta berprinsip ―hanya karena Allah‖ mereka beraktivitas. Seorang memaknai hidup atau profesinya sebagai ibadah demi kepentingan umat manusia dan Tuhannya. Berpikir tauhidi memahami seluruh kondisi, situasi sosial, ekonomi, dan politik dalam kesatuan yang esa (integral) (Agustian & Ginanjar, 2004, hal. 236). Di dalamnya ada kebebasan jiwa yang independen dan merdeka semata-mata karena kebenaran, dan apa yang memutuskan dengan berbasis kebenaran. Konsep realisme hukum atau legal realism memberikan kepada hakim kebebasan yang luar biasa untuk mengambil keputusan dengan aksiologis adalah keadilan. Seorang hakim tidak lah boleh hanya berpegang kepada peraturan peraturan saja tetapi hakim wajib menggali, memahami dan melihat dengan jernih fakta fakta sosial yang terjadi sehingga mampu membuat hukum dalam keputusannya. Realisme hukum berfokus kepada kepribadian personal hakim dan mendesak hakim untuk memberikan hukum yang baik kepada negeri dan menerima semua konsekuensi dari pembuatan hukum oleh hakim (judge made law) (Aichele, 1990, hal. 100). Dan pendidikan hukum berbasis theistic legal realisme berarti bahwa pendidikan hukum berisi tentang bagaimana menumbuhkan inisiatif untuk independen. Ini berarti pula memaksimalkan potensi untuk melihat secara hakikat terhadap permasalahan yang terjadi dan mengambil keputusan dengan bertawakkal kepada Tuhan. Konsep theistic legal realism pada awalnya berkembang di amerika ini memadukan realisme hukum dengan prinsip prinsip keimanan kepada Tuhan. Konsep ini berkembang

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dikalangan realisme hukum pada awalnya di amerika karena menurut sebagian realis sebenarnya hukum amerika berakar kepada kepercayaan terhadap Tuhan. Common Law, Deklarasi Kemerdekaan Amerika dan Konstitusinya kesemuanya mencerminkan kepercayaan bangsa Amerika kepada Tuhan, Para Founding Fathers Amerika menurut para penganut theistic legal realism adalah terpengaruh oleh keimanan kepada Tuhan (Hernandez, 2010, hal. 90). Prinsip pengakuan keimanan Bangsa Amerika kepada Tuhan ini ditulis John Locke sebagai mana dikutip oleh Mark Goldie dalam Second treaties Of Government ―(The) law of nature stands as an eternal rule to all men, legislators as well as others. The rules that they make for other men‘s actions, must, as well as their own and other men‘s actions, be conformable to the law of nature, i.e. to the will of God, of which that is a declaration, and the fundamental law of nature being the preservation of mankind, no human sanction can be good, or valid against it.‖ Prinsip prinsip hukum yang menjadi nilai nilai bersama yang disepakati semua manusia sebagai karunia dari Tuhan diantaranya larangan berbuat cabul, menghormati perkawinan, tidak mencuri, berperilaku jujur, menghormati hak orang lain. Nilai lainnya adalah tidak bersaksi palsu, dan mengusahakan peradilan yang fair dan tidak memihak, berbuat dan berkata benar, tidak bersumpah palsu dan berinteraksi dengan niat yang baik. Tidak curang, dan menyayangi alam. Nilai nilai obyektif karunia dari tuhan inilah yang dapat dijadikan pegangan dan pedoman dari hakim untuk memberikan penghakiman (Rice, 1999, hal. 310). Konsep ini berusaha menemukan keadilan yang benar melalui nilai nilai spiritualitas dan keimanan atau transendensi dan menjaga hakim dari memutuskan secara serampangan dimana hakim dikontrol oleh tanggung jawabnya terhadap Tuhan dan mengambil keputusan demi menjaga keadilan. Nilai nilai transendensi berketuhanan ini mengarahkan untuk menghapus atau melawan kejahatan, memperjuangkan keadilan dan membawa kemanfaatan yang besar (Hernandez, 2010, hal. 90). Dengan konsep pendidikan hukum yang berkelindan dengan transendensi dan keimanan ini maka hakim atau lulusan hukum tidak terpenjara dalam kungkungan perundang undangan. Dengan potensi inilah hakim dan lulusan dari program pendidikan hukum akan mampu menangkap persoalan secara esensi dan berpikir hingga taraf hakikat serta dengan demikian akan mampu memenuhi ekspektasi masyarakat terhadap keadilan. KESIMPULAN Kepercayaan masyarakat kepada hukum menjadi runtuh karena hukum yang tidak mampu memenuhi rasa keadilan masyarakat. Positivisme hukum hanya mampu menawarkan kepastian hukum belaka dengan keadilan yang prosedural. Psositivisme tidak mampu menjangkau esensi dan hakikat dari keadilan yang merupakan tujuan utama dari hukum. Pendidikan Hukum berbasis Theistic Legal Realisme merupakan pendidikan hukum yang berbasis kepada independensi hakim untuk menganalisa, memikirkan serta mengambil keputusan dengan menimbang dan memahami esensi dan hakikat dari hukum dengan memaksimalkan potensi dan keimanan kepada Tuhan. Konsep Theistic Legal Realisme adalah konsep yang menjadi antitesa dari konsep positivisme hukum atau teori hukum murni. Konsep Theistic Legal realisme memungkinkan hakim dan aparatur hukum untuk menjadi merdeka, independen dari belenggu peraturan dengan berbasis kepada keimanan dan transendensi kepada Tuhan Yang Maha Esa.

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AN ANALYSIS OF THE OPTIMATION OF THE RAWAPENING WATER HYACINTH (EICHHORNIA CRASSIPES) UTILIZATION AS A RENEWABLE ENERGY SOURCE Arif Billah IAIN Salatiga [email protected] ABSTRACT Rawapening Lake has undergone many changes that can be seen from the uncontrolled water hyacinth, even in the dry season, it can cover the surface of the lake up to 70%. The rapid growth of water hyacinth requires proper handling. The purpose of this research is to analyze the utilization of water hyacinth in Rawapening lake optimally as renewable energy source. Stages in this research are: (1) Preparation stage contains problem identification, how to analyze optimization of Rawapening lake water hyacinth utilization as renewable energy source; and literature studies on water hyacinth, Rawapening lake, and renewable energy; (2) Data Collection Phase about water hyacinth, Rawapening lake, and renewable energy from water hyacinth. At this stage the researcher conducts field surveys and interviews of local residents; (3) Data Processing Phase which contains related data processing and data analysis; and (4) Final Stage, which is the optimization analysis of the utilization of water hyacinth (Eichhornia crassipes) Rawapening lake as a renewable energy source. The result of this research: (1) result of analysis indicate that from the 30% of the land utilization of Rawapening lake for hyacinth area of 8,010,000 m2, it produced potency of biogas volume per day equal to 142,663,502.232 m3; (2) the potential of methane gas produced is 92,731,276.451 m3. This gas can be converted into electrical energy of 1,035,808,357.957 kWh/day or equivalent to 1,035,808.358 MWh/day. This value is equivalent to 310,138,048.331 kg of LPG gas or equivalent to LPG gas production 103,379,349 three kg LPG tube per day; and (3) it is possible to have a natural cultivation of water hyacinth as a source of renewable energy by continuously controlling and considering the survival of Rawapening lake ecosystem including sedimentation of Rawapening lake. Keywords: Rawapening Lake; Water Hyacinth; Renewable Energy

PENDAHULUAN Undang-Undang No 33 Tahun 2007 tentang Energi dalam pasal 20 ayat 4 memuat bahwa penyediaan energi baru dan energi terbarukan wajib ditingkatkan oleh pemerintah dan pemerintah daerah sesuai dengan kewenangannya. Pada Pasal 21 ayat 1 memuat bahwa Pemanfaatan energi dilakukan berdasarkan asas: (a) mengoptimalkan seluruh potensi daya energi; (b) mempertimbangkan aspek teknologi, sosial, ekonomi, konversi dan lingkungan; dan (c) memprioritaskan pemenuhan kebutuhan masyarakat dan peningkatan ekonomi daerah penghasil sumber energi. Beberapa jenis energi terbarukan yang dapat dikembangkan di Indonesia antara lain energi matahari, geothermal, hydropower, energi pasang surut, energi angin, hydrogen, gasified coal, biodiesel, bioethanol, dan biogas. Salah satu tumbuhan yang dapat menghasilkan biogas adalah eceng gondok (Yonathan, 2012). Eceng gondok (Eicchornia crassipes) merupakan jenis gulma yang pertumbuhannya sangat cepat. Berdasarkan observasi lapangan dan menurut Kementerian Lingkungan Hidup (KLH) tahun 2010, secara ekologis, Danau Rawapening telah banyak mengalami perubahan yang dapat dilihat dari tidak terkontrolnya gulma air (eceng gondok), bahkan pada musim kemarau dapat menutupi permukaan danau hingga 70% dan penurunan volume air danau sebesar 29,34% selama kurun waktu 22 tahun (tahun 1976 – 1998), hal ini juga dikuatkan oleh hasil penelitian Putri (2017). Keberadaan eceng gondok atau gulma air dalam jumlah yang banyak hingga menutupi permukaan perairan akan menyebabkan jumlah cahaya yang masuk ke dalam

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air berkurang tingkat kelarutan oksigen dalam air juga berkurang, sehingga jenis binatang air seperti ikan akan berkurang. Satu batang eceng gondok dalam waktu 52 hari mampu menghasilkan tanaman baru seluas 1 m2 (Gutierrez, Ruiz, Uribe, & Martinez, 2001). Pertumbuhan eceng gondok yang sangat cepat memerlukan penanganan yang tepat. Meningkatnya eceng gondok juga menyebabkan pendangkalan Danau Rawapening. Jika permasalahan tersebut dibiarkan, maka diprediksi pada tahun 2021 Danau Rawapening akan menjadi daratan (Tri Retnaningsih, Shalihuddin Djalal, Sutikno, Hadisusanto, & Gell, 2012). Pada Konferensi Nasional Danau Indonesia I pada 13 – 15 Agustus 2009 telah menghasilkan Kesepakatan Bali 2009 antara sembilan menteri tentang pengelolaan danau berkelanjutan dalam mengantisipasi perubahan iklim global. Kesepakatan Bali 2009 menetapkan 15 danau prioritas yang akan ditangani bersama secara terpadu, berwawasan lingkungan dan berkelanjutan pada periode 2010-2014. Penetapan danau prioritas berlandaskan pada kerusakan danau, pemanfaatan danau, komitmen Pemda dan masyarakat dalam pengelolaan danau, fungsi strategis untuk kepentingan nasional, keanekaragaman hayati, dan tingkat resiko bencana. 15 danau tersebut adalah Danau Toba, Maninjau, Singkarak, Kerinci, Tondano, Limboto, Poso, Tempe, Matano, Mahakam, Sentarum, Sentani, Batur, Rawa Danau, dan Rawapening (Kementerian Lingkungan Hidup, 2011). Berpijak pada paparan di atas, bahwa kemanfaatan eceng gondok yang dapat dioptimasi sebagai sumber energi terbarukan sekaligus sebagai solusi alternatif untuk mengendalikan pertumbuhannya di Danau Rawapening maka peneliti memandang perlu untuk dilakukan kajian tentang analisis optimasi pemanfaatan eceng gondok di Rawa Pening sebagai sumber energi terbarukan. Tujuan penelitian ini adalah menganalisis pemanfaatan eceng gondok di danau Rawapening secara optimal sebagai sumber energi terbarukan. METODOLOGI Lokasi Penelitian ini berlokasi di Danau Rawapening terletak pada 7 o40‘ LS – 7o30‘ LS dan 110o 24‘ 46‖ BT – 110o 49‘ 06‖ BT, dan berada di ketinggian antara 455 – 465 mdpl. Metodologi Penelitian Tahapan dalam Penelitian ini yaitu:

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Tahap Persiapan

Tahap Pengumpulan Data

Tahap Pengolahan Data

Tahap Akhir Gambar 1. Diagram Alir Tahapan Penelitian

TINJAUAN PUSTAKA Letak dan Kondisi Danau Rawa Pening Danau Rawapening terletak pada 7o40‘ LS – 7o30‘ LS dan 110o 24‘ 46‖ BT – 110o 49‘ 06‖ BT, dan berada di ketinggian antara 455 – 465 mdpl. Danau ini terletak 45 km sebelah selatan Semarang dan 9 km timur laut Salatiga, di segitiga pertumbuhan Yogyakarta, Surakarta, dan Semarang (Kementerian Lingkungan Hidup, 2011). Danau Rawapening menempati empat wilayah Kecamatan, yakni Ambarawa, Banyubiru, Tuntang, dan Bawen memiliki luas 2.670 ha (Balai Pengelolaan DAS Pemali-Jratun, 2010). Pada tahun 1976, luas maksimum 2.500 ha dan

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minimum 650 ha (Goltenboth, 1979). Sedikit peningkatan luas danau ini kemungkinan sebagai akibat dari semakin luasnya daerah genangan banjir. Hal ini diperkuat dengan perubahan tataguna lahan, dimana persentase stabil 4% sejak tahun 1972 (Soeprobowati, 2010). Daerah Tangkapan Air (DAT) atau catchment area merupakan wilayah daratan yang menerima air hujan dan mengalirkannya melalui anak sungai utama. DTA Rawapening termasuk dalam Sub-DAS (Daerah Aliran Sungai) Rawapening, yang terdiri dari 9 sub-sub DAS dengan daerah tangkapan air 28.735,12 Ha (Bappeda Provinsi Jawa Tengah, 2005). Sub-DAS Rawapening terdiri dari 9 sub-sub – DAS, Di Kabupaten Semarang terdapat 6 sub-DAS, yaitu Ambarawa, Banyubiru, Bawen, Tuntang, Getasan dan Jambu. Sebagian kecil DTA Rawapening berada di wilayah Kota Salatiga, yakni di Kecamatan Sidorejo, Sidomukti dan Argomulyo. tersaji pada tabel 1. Tabel 1. Sembilan Sub-DAS Danau Rawapening Kabupaten Kecamatan Kelurahan Semarang Ambarawa Kelurahan Bejalen, Desa Kupang, Kelurahan Tambakboyo, Baran, Lodoyong, Ngampin, Pasekan, Panjang, Pojoksari, Kranggan. Banyubiru Rowoboni, Kebumen, Kebondowo, Banyubiru, Desa Tegaron, Kemambang, Sepakung, Wirogomo, Gedong, Ngrapah. Bawen Desa Asinan, Bawen, Harjosari. Tuntang Desa Tuntang, Desa Lopait, Desa Kesongo, Desa Candirejo, Desa Jombor, Desa Sraten, Desa Rowosari, Gedangan, Watuagung. Getasan Wates, Doplang, Batur, Tolokan, Samirono, Polobogo, Ngrawan, Nagasaren, Manggihan, Kopeng, Getasan, Sumogawe, Tajuk. Jambu Brongkol, Genting, Kelurahan, Kuwarasan, Bedono, Jambu, Kebondalem, Rejosari, Gondoriyo. Salatiga Sidorejo Blotongan, Pulutan, Salatiga, Sidorejo lor, Bugel. Sidomukti Kalicacing, Kecandran, Mangunsari, Dukuh. Argomulyo Randuacir, Kumpulrejo, Kumpulrejo. Danau Rawapening memiliki kapasitas tampung air maksimum 65 juta m 3 pada elevasi muka air 463,9 m dan kapasitas air minimum 25 juta m 3 pada elevasi muka air 462,05 m. Pada tahun 1998, volume air danau Rawapening sebanyak 45.930.578 m 3 dengan luas genangan antara 1.650 sampai 2.770 Ha (Goltenboth & Timotius, 1994). Curah hujan rata-rata pada daerah tangkapan 2247 mm/tahun (BPS, 2010). Pemanfaatan Danau Rawapening Pemanfaatan lahan daerah tangkapan Danau Rawapening adalah tegalan 35%, sawah 18,3%, semak/lahan terbuka 11,6%, permukiman 13,8%, perkebunan 8%, kebun campur 7,8%, rawa/danau 4,5%, penggunaan lahan lainnya 1% (Bappeda Provinsi Jawa Tengah, 2000). Berdasarkan luas pemanfaatan lahan sampai dengan tahun 2009 di daerah Danau Rawapening untuk sawah adalah 5.539,25 ha; tegal dan kebun 11.264,2 ha; permukiman 4.408,33 ha;

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perkebunan 2.16,42; rawa 2.623 ha; dan penggunaan lahan lainnya sebesar 1.340,1 ha (BPS, 2010). Hasil studi karakteristik Rawapening (BalitBang Prov Jateng, 2003) menggambarkan kebergantungan kegiatan ekonomi masyarakat yang signifikan pada keberadaan Danau Rawapening. Kebergantungan tersebut dalam wujud memanfaatkan Danau Rawapening dalam berbagai sektor, yaitu sektor pertanian, irigasi, pariwisata, PDAM, PLTA, perikanan, pengendali daya rusak air, serta habitat air dan fauna. Kegiatan sektor pertanian yang dilakukan oleh masyarakat sekitar berupa penggunaan lahan pasang surut seluas 822 ha yang berkaitan dengan pengaturan operasi air danau. Air danau Rawapening yang dipergunakan untuk irigasi sawah seluas 39.277 ha di Kabupaten Semarang, Demak, dan Grobogan. Daerah irigasi Glapan Barat seluas 8.896 ha (Kementerian Lingkungan Hidup, 2011). Pada sektor pariwisata, saat ini danau Rawapening telah dikembangkan menjadi obyek wisata alam. Pemandangan danau dan pegunungan yang indah mempunyai daya tarik tersendiri. Masyarakat danau Rawapening sebagian bekerja di sektor ini, antara lain menyewakan perahu, berdagang di sekitar danau, atau menjadi juru parkir. Wisatawan dapat memanfaatkan perahu untuk menjelajah danau walaupun vegetasi dominan yaitu eceng gondok masih menjadi pemandangan luas di hamparan danau. Permasalahan Danau Rawapening Berdasarkan hasil penelitian Putri (2017), dihasilkan bahwa kelas tutupan lahan badan air mengalami penurunan luas pada musim hujan (Desember) sebesar 562,022 ha pada tahun 2015 dan 212,704 ha pada tahun 2016. Luas badan air di musim kemarau (Mei) lebih besar dari musim hujan (Desember) karena kegiatan penyelamatan Danau Rawapening. Luasan lahan pertanian mengalami penurunan sebesar 3666,642 ha pada bulan Desember 2015 dan mengalami penurunan pula pada Desember 2016 sebesar 3625,269 ha. Menurunnya luas pertanian di musim hujan disebabkan lahan pertanian sering tergenang saat musim hujan yang disebabkan oleh penurunan daya tamping air danau akibat meluasnya persebaran eceng gondok yang disertai meningkatnya lahan basah saat musim hujan yaitu 333,513 ha pada Tahun 2015 dan 95,960 ha pada tahun 2016. Lahan vegetasi di musim hujan (Desember) lebih besar 3891,961 ha daripada musim kemarau (Mei) pada tahun 2015 dan 3740,331 ha pada tahun 2016. Lahan lahan terbangun disekitar danau Rawapening terus mengalami peningkatan, dari bulan Mei 2015 hingga Desember 2015 terjadi peningkatan sebesar 3,190 ha dan dari bulan Desember 2015 hingga bulan Mei 2016 terjadi peningkatan sebesar 0,966 ha dan dari bulan Mei 2016 hingga Desember 2016 terjadi peningkatan sebesar 1,682. Hasil akurasi overall klasifikasi adalah 95,417% sedangkan akurasi kappa adalah 94,218% masuk dalam rentang 0,81 – 1 sangat kuat yang menunjukkan hubungan yang kuat dengan objek pada citra Google earth. Secara ekologis, Danau Rawapening telah banyak mengalami perubahan, yang diindikasikan oleh tidak terkontrolnya pertumbuhan gulma air yang umumnya berkaitan dengan proses eutrofikasi. Berdasarkan penelitian diketahui bahwa volume air Danau Rawapening dalam kurun 22 tahun (tahun 1976–1998) mengalami penurunan 29,34%. Degradasi kualitas air, sedimentasi yang cukup tinggi dan blooming eceng gondok mengakibatkan proses pendangkalan danau yang dipercepat. Jika kondisi tidak berubah, maka diprediksi pada tahun 2021 Rawapening akan menjadi daratan (Pemerintah Kabupaten

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Semarang, 2000). Pada tahun 2021 Danau Rawapening diprediksi akan penuh dengan sedimen dan menjadi daratan (Pemerintah Kabupaten Semarang, 2000). Karakteristik Eceng Gondok

Gambar 2. Tanaman Eceng Gondok Kingdom: Plantae (Tumbuhan) Subkingdom: Tracheobionta (Tumbuhan berpembuluh) Super Divisi: Spermatophyta (Menghasilkan biji) Divisi: Magnoliophyta (Tumbuhan berbunga) Kelas: Liliopsida (berkeping satu / monokotil) Sub Kelas: Alismatidae Ordo: Alismatales Famili: Butomaceae Genus: Eichornia Spesies: Eichhornia crassipes (Mart.) Solms Eceng gondok hidup mengapung di air dan kadang-kadang berakar dalam tanah. Tingginya sekitar 0,4 - 0,8 meter, tidak mempunyai batang, daunnya tunggal dan berbentuk oval. Ujung dan pangkalnya meruncing, pangkal tangkai daun menggelembung. Permukaan daunnya licin dan berwarna hijau. Bunganya termasuk bunga majemuk, berbentuk bulir, kelopaknya berbentuk tabung. Bijinya berbentuk bulat dan berwarna hitam. Buahnya kotak beruang tiga dan berwarna hijau. Akarnya merupakan akar serabut (Rahayu, 2010). Eceng gondok merupakan gulma yang pertumbuhannya sangat cepat. Pertumbuhan eceng gondok dapat mencapai 1,9 % per hari dengan tinggi 0,3 s.d. 0,5 m (Fikri, 2015). Satu batang eceng gondok dalam waktu 52 hari mampu menghasilkan tanaman baru seluas 1 m 2 (Gutierrez et al., 2001). Eceng gondok memiliki kandungan biomassa selulosa dan hemiselulosa yang cukup tinggi terutama pada bagian daunnya, sedangkan untuk kandungan lignin, protein, dan lipid cukup rendah. Hal ini dapat dilihat pada Tabel 2. yang menunjukan komposisi kimia dari biomassa eceng gondok. Tabel 2. Komposisi kimia biomassa eceng gondok Komposisi* Daun Batang Akar Selulosa 28,91 28,23 17,07 Hemiselulosa 30,81 26,35 15,25 Lignin 4,59 17,44 14,63 Protein 20,97 6,80 2,60 Lipid 1,79 0,91 0,47 Abu 12,95 20,26 49,97 Nilai Kalori (KJ/g-BK) 14,93 13,52 8,46

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*( % Berat Kering) Sumber: Jun (2006) Potensi Biogas dari Eceng Gondok Akhiruddin (2009), limbah biomassa Eceng gondok dapat dikonversi menjadi sumber energi seperti bioethanol dan biogas. Tetapi produksi bioetanol dengan Eceng gondok tidak efisien, karena perbandingan antara hasil konversi Eceng gondok dengan bahan adalah sangat kecil. Oleh karena itu biogas lebih cocok menjadi solusi penanganan limbah biomassa Eceng gondok dan memungkinkan untuk menjadi skala besar nantinya yang digunakan sebagai solusi energi alternatif. Sedangkan Astuti (2013), menjelaskan eceng gondok (E. crassipes) merupakan salah satu biomassa atau bahan organik yang dapat dimanfaatkan untuk menghasilkan biogas. Pemanfaatan eceng gondok sebagai bahan baku biogas dikarenakan memiliki kandungan karbohidrat dan selulosa. Produksi Biogas dengan Penambahan Limbah Ternak Berdasarkan penelitian Astuti (2013), bahan baku isian pembuatan biogas terdiri dari eceng gondok, kotoran sapi dan air. Pada variasi jumlah eceng gondok terhadap substat yang digunakan adalah 40 gram, 30 gram, 20 gram, 10 gram, 0 gram dan penambahan kotoran sapi masing-masing 60 gram dan penambahan air disesuaikan sampai volume total 600 ml didapatkan perbandingan 40:60:500 dari eceng gondok, kotoran sapi dan air memiliki volume yang paling optimal yaitu sebesar 125,7 ml biogas pada hari ke 20.

Gambar 3. Produksi Biogas Sumber: Astuti, 2013 Konversi Biogas Menjadi Listrik Energi biogas sangat potensial untuk dikembangkan karena produksi biogas peternakan ditunjang oleh kondisi yang kondusif dari perkembangan dunia peternakan sapi di Indonesia saat ini. Disamping itu, kenaikan tarif listrik, kenaikan harga LPG (Liquefied Petroleum Gas), premium, minyak tanah, minyak solar, minyak diesel dan minyak bakar telah mendorong pengembangan sumber energi alternatif yang murah, berkelanjutan dan ramah lingkungan (Nurhasanah et al., 2006). Konversi energi biogas untuk pembangkit tenaga listrik dapat dilakukan dengan menggunakan gas turbine, microturbines dan Otto Cycle Engine. Pemilihan teknologi ini sangat dipengaruhi potensi biogas yang ada seperti konsentrasi gas metan maupun tekanan biogas, kebutuhan beban dan ketersediaan dana yang ada (Saragih, 2010). Sebagai pembangkit tenaga listrik, energi yang dihasilkan oleh biogas setara dengan 60 s.d.100 W lampu selama 6 jam

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penerangan. Kesetaraan biogas dibandingkan dengan bahan bakar lain dapat dilihat pada Tabel 3. Tabel 3. Nilai kesetaraan biogas dan energi yang dihasilkan Aplikasi Jenis Sumber Energi 3 1 m Biogas Elpiji 0,46 kg Minyak tanah 0,62 liter Minyak solar 0,52 liter Kayu bakar 3,50 kg Sumber: Wahyuni, 2008. Sorensen (2007), menjelaskan bahwa 1 kg gas metana setara dengan 6,13 × 10 7 J, sedangkan 1 kWh setara dengan 3,6 × 107 J. Massa jenis gas metana 0,656 kg/m3. Sehingga 1 m3 gas metana manghasilkan energi listrik sebesar 11,17 kWh. Potensi Pemanfaatan Limbah Biogas Eceng Gondok sebagai Pupuk Organik Kompos kotoran ternak merupakan kunci keberhasilan bagi petani lahan kering. Hasil penelitian menunjukkan bahwa penggunaan kompos dengan dosis 9,5 ton/ha, mampu meningkatkan hasil biji kacang tanah 38,72 % dengan hasil 2,13 ton/ha, dan efek residunya untuk musim tanam berikutnya, mampu memberikan hasil lebih tinggi yaitu sebesar 2,6 ton/ha (Suntoro, 2001). Peneliti yang lain melaporkan penambahan dengan dosis 30 ton/ha mampu memberikan hasil padi gogo 5,93 ton/ha (Mertikawati, Suyono, dan Djakasutami. 1999). Untuk tanaman kedelai dilaporkan penggunaan pupuk kandang sapi 20 ton/ha mampu memberikan hasil biji 1,21 ton/ha (Wiskandar, 2002). Sedangkan menurut Chalimah (2015), pupuk organik granul dari limbah biogas (campuran eceng gondok, kotoran ayam, kambing dan ayam-kambing) memberikan pengaruh nyata terhadap pertumbuhan tanaman tomat (Solanum lycopersicum). dilihat dari parameter tinggi tumbuhan, diameter batang dan biomassa tanaman tetapi tidak memberikan pengaruh nyata pada parameter jumlah daun. Pupuk organik granul kotoran kambing paling efektif terhadap pertumbuhan tanaman tomat, khususnya tinggi tanaman. pupuk organik granul kotoran ayam memberikan pengaruh pertumbuhan terbaik pada diameter batang dan biomassa tanaman. Pengaruh perlakuan pemberian pupuk organik granul dari limbah biogas memberikan pertumbuhan terbaik di banding kontrol. Dalam penelitian ini, analisis pembuatan biogas mengacu pada penelitian Astuti (2013) dengan memanfaatkan eceng gondok dan kotoran sapi. Dengan demikian sisa dari pembuatan biogas dapat dijadikan sebagai bahan utama pembuatan pupuk organik. PEMBAHASAN Berdasarkan data literatur dan obeservasi lapangan, di dapat Luas Danau Rawapening adalah sekitar 2.670 ha dengan luas perairan 7.200 ha. Luas permukaan danau yang tertutupi eceng gondok di danau Rawapening saat ini adalah 70  dari luas danau yaitu sama dengan 18.690.000 m2. Salah satu manfaat dari penelitian ini adalah dapat menganalisis optimasi pemanfaatan eceng gondok sebagai sumber energi terbarukan secara berkelanjutan. Dengan demikian, peneliti menawarkan pemanfaatan 30 % permukaan perairan danau Rawapening untuk lahan ―budidaya alami‖ eceng gondok sebagai sumber energi terbarukan mengingat pertumbuhannya yang sangat cepat, yaitu mencapai 1,9 % perhari (Fikri, 2015) dan pertimbangan keberlangsungan ekosistem danau Rawapening.

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Dari luas lahan eceng gondok 8.010.000 m2 maka didapat perharinya dapat dipanen 735.077,7 kg eceng gondok basah, sehingga menghasilkan 52.117,009 kg/hari eceng gondok kering dimana nilai faktor kelembaban eceng gondok adalah sebesar 0,0709 (Rahman, 2016). Dari jumlah eceng gondok kering tersebut dapat dihasilkan biogas sebesar 142.663.502,232 m3. Menurut Rahman (2016), kandungan gas metana yang dapat dihasilkan biogas eceng gondok sebesar 65 % dari biogas yang dihasilkan. Dengan demikian, jika terdapat biogas sebesar 142.663.502,232 m3 maka gas metana yang dihasilkan sebesar 92.731.276,451 m 3. Sehingga berdasarkan analisa tersebut dapat dihitung energi listrik dari optimasi pemanfaatan eceng gondok danau Rawapening sebesar 1.035.808.357,957 kWh/hari atau setara dengan 1.035.808,358 MWh/hari. Nilai ini setara dengan 310.138.048,331 kg gas elpiji atau setara dengan produksi gas elpiji 103.379.349 tabung elpiji bermassa 3 kg perharinya. Analisa data secara detail tampak pada tabel 4. Tabel 4. Analisa Optimasi Pemanfaatan Eceng Gondok Danau Rawapening Tahapan Luas Perairan Luas Danau Rawapening

Nilai

Satuan 7.200 2.670

Ha Ha

18.690.000

m2

801 8.010.000

Ha m2

Luas Lahan Eceng Gondok Saat ini (70% dari luas danau) Pemanfaatan Eceng Gondok Budidaya EG (30% dari Danau) Pertumbuhan Eceng Gondok (1,9 % perhari)

152.190 152.190

m2 per hari

Eceng Gondok Basah (1 meterpersegi = 4,83 kg)

735.077,7

Kg

Eceng Gondok Kering (Nilai Faktor Kelembaban MF = 0,0709)

52.117,009 79.446,66 79.446.659.954,268

Kg m3 ml

142.663.502.232.165

ml

142.663.502,232

m3

92.731.276,451

m3

Produksi Biogas (0,07 ml EG menjadi 125,7 ml biogas) Gas metana (65 %) Potensi Produksi Energi Listrik

1.035.808.357,957 1.035.808,358

kWh perhari MWh perhari

Potensi Produksi Elpiji

310.138.048,331

Kg

Potensi Produksi Elpiji 3 kg

103.379.349,444

elpiji/hari

Adapun limbah dari biogas dapat dimanfaatkan sebagai bahan baku utama dalam pembuatan pupuk. Selain sebagai bahan baku untuk menghasilkan biogas dan pupuk, eceng gondok juga mempunyai manfaat lainnya antara lain sebagai: (1) bahan baku briket (Hendra, 2011); (2) campuran pakan ikan untuk meningkatkan berat badan dan daya cerna protein ikan nila merah (Muchtaromah, 2006); (3) pakan alternatif itik pengging jantan (Setiyowati, 2013); (4) media tumbuh untuk mendukung pertanian organik (Sittadewi, 2007); (5) media tanam untuk pertumbuhan anggrek bulan (Tristania, 2017); (6) media tanam jamur tiram putih

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(Nusantara, 2016); (7) Fitoremediasi cadmium (Cd) pada air tercemar (Zumani, 2015); (8) teknik alternatif dalam pengolahan biologis air limbah asal rumah pemotongan hewan (Suardana, 2009); (9) katalis dalam pengolahan limbah cair industri tahu secara anaerobik (Utami, 2011); (10) sisipan panel berlubang pada akustik panel gedek bamboo (Wijayanti, 2015); dan (11) bahan baku kerajinan tangan sulam pita (Rapitasari, 2016). SIMPULAN DAN SARAN Simpulan dari analisis optimasi pemanfaatan eceng gondok sebagai sumber energi terbarukan dalam penelitian ini adalah: (1) hasil analisa menunjukkan bahwa dari pemanfaatan lahan 30 % danau Rawapening untuk lahan eceng gondok seluas 8.010.000 m 2 dihasilkan potensi volume biogas perhari sebesar 142.663.502,232 m3; (2) potensi gas metana yang dihasilkan sebesar 92.731.276,451 m3. Gas ini dapat dikonversi menjadi energi listrik sebesar 1.035.808.357,957 kWh/hari atau setara dengan 1.035.808,358 MWh/hari. Nilai ini setara dengan 310.138.048,331 kg gas elpiji atau setara dengan produksi gas elpiji 103.379.349 tabung elpiji bermassa 3 kg perharinya; dan (3) dimungkinkan untuk dilakukan adanya budidaya secara alami eceng gondok sebagai sumber energi terbarukan dengan tetap mengontrol dan mempertimbangkan kelangsungan ekosistem danau Rawapening termasuk sedimentasi danau Rawapening. Saran yang dapat diambil dari analisis optimasi pemanfaatan eceng gondok sebagai sumber energi terbarukan dalam penelitian ini adalah: (1) perlunya keterpaduan pemanfaatan eceng gondok sebagai sumber biogas dengan pemanfaatan limbah dari biogas dan pemanfaatan eceng gondok lainnya; (2) adanya kerjasama antara Pemerintah Daerah dengan Masyarakat Rawapening dalam upaya pemanfaatan eceng gondok sebagai energi terbarukan secara terpadu demi kesejahteraan masyarakat sekitar danau Rawapening; dan (3) munculnya komunitas dan pusat kajian danau Rawapening dengan melibatkan masyarakat, peneliti, dan akademisi. DAFTAR PUSTAKA Akhiruddin. (2009). Potensi Pemanfaatan Eceng Gondok (Eichhornia cressipes Solms) Sebagai Bahan Baku Biogas Tanpa dan dengan Penambahan Lumpur Aktif Sebagai Inisiator. Universitas Mulawarman: Samarinda. Astuti, A., Wardhani, Fathurahman, Nur, M., & Suranto. (2011). Pemanfaatan Limbah Eceng Gondok (Eichornia crassipes) sebagai Alternatif Media Pertumbuhan Jamur Tiram Putih (Pleurotus ostreatus). Seminar Nasional VIII Pendidikan Biologi FKIP UNS. Astuti, N., Soeprobowati, & Budiyono. (2013). Produksi Biogas dari Eceng Gondok (Eichhornia crassipes (mart.) Solms) dan Limbah Ternak Sapi di Rawapening. Seminar Nasional X Pendidikan Biologi FKIP UNS. Balai Besar Wilayah Sungai Pemali-Juana, (2008). Balai Pengelolaan DAS Pemali-Jratun, (2010). BalitBang Prov Jateng, (2003). Penelitian karakteristik Rowopening. Bappeda Propinsi Jawa Tengah, (2005). Penyusunan Action Plan Pengembangan Kawasan Rawapening. Laporan Akhir. CV. Galihloka Semarang. Bappeda Propinsi Jawa Tengah. (2000). Penyusunan rencana pengelolaan kawasan Rawapening Propinsi Jawa Tengah. BAPPEDA JATENG – Pusat Penelitian Perencanaan Pembangunan Nasional, Universitas Gadjah Mada Yogyakarta. BPS. (2010). Kabupaten Semarang Data Dalam Angka 2010. Badan Pusat Statistik Kabupaten Semarang.

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BPS. (2010). Kecamatan Dalam Angka Kabupaten Semarang 2010. Badan Pusat Statistik Kabupaten Semarang. Chalimah, S., & Sulaiman, W. (2015). Uji Potensi Hasil Produksi Pupuk Organik Granul Limbah Biogas terhadap Pertumbuhan Tanaman Tomat (Solanum lycopersicum). University Research Colloquium Universitas Muhammadiyah Surakarta. ISSN 2407-918. Cheng, Jun, Zhou, J., Feng Qi, Binfei Xie, & Kefa Cen. (2006). Biohydrogen Production from Hyacinth by Anaerobic Fermentation. WHEC 16, 13-16. Fikri, Ahmad, A., & Muria. (2015). Pengaruh Perbandingan Eceng Gondok dengan Air terhadap Penyisihan COD dan Padatan pada Produksi Biohidrogen secara Fermentasi Anaerob Batch Tahap Asidogenesis. JOM FTEKNIK 2(2). Goltenboth, F. (1979). Preliminary final report. The Rawapening Project. Satya Wacana Christian University: Salatiga. Goltenboth, F., & Timotius. (1994). Danau Rawapening di Jawa Tengah, Indonesia. Satya Wacana University Press: Salatiga. V-2. Guitierrez, E.L., Ruiz, E.F., Uribe, E.G., & Maertinez, J. (2001). Biomass and productivity of ater hyacinth and their application in control program. In Biological and integrated control of water hyacinth Eichornia crassipes. Edited by Julien, M.H.; Hill, M.P.; Center, T.D.; and Jianqing, D. ACIAR proceeding 102. Hendra, D., & Nuryana, F. (2011). Pemanfaatan Eceng Gondok (Eichornia crassipes) untuk Bahan Baku Briket sebagai Bahan Bakar Alternatif. eprints.undip.ac.id/39321/1/34._Artikel_Ilmiah_(Arif_-_Nungki) 220-225.pdf (diakses tanggal 27 September 2017). Kementerian Lingkungan Hidup (KLH). (2010). Program danau prioritas nasional tahun 2010– 2014. Kementerian Lingkungan Hidup. Kementerian Lingkungan Hidup (KLH). (2011). Gerakan Penyelamatan Danau (Germadan) Danau Rawapening. Kementerian Lingkungan Hidup. Larson, T.M.J. (2002). Kriging Water Levels with a Regional-Linear and Point Logarithmic Drift. Ground Water 33 (1): 338-35 Mertikawati, Suyono, & Djakasutami. (1999). Pengaruh Berbagai Pupuk Organik Terhadap Beberapa Sifat Fisika dan Kimia Vertisol dan Ultisol serta Hasil Padi Gogo. Konggres Nasional VII. HITI. Bandung. Muchtaromah. (2006). Pemanfaatan Tepung Hasil Fermentasi Eceng Gondok (Eichornia Crassipes) Sebagai Campuran Pakan Ikan Untuk Meningkatan Berat Badan Dan Daya Cerna Protein Ikan Nila Merah (Oreochromis Sp) Refleksi Surat Ali Imran 190-191. El-Qudwah (10-2006). http://id.portalgaruda.org/?ref=browse&mod=viewjournal&journal=5286&issue=%2 0El-Qudwah%20(10-2006). (diakses tanggal 27 September 2017). Nurhasanah, A., T.W. Widodo., A. Asari, & E. Rahmarestia. (2006). Perkembangan Digester Biogas di Indonesia. https://ngori.files.wordpress.com/2009/05/perkembangandigester.pdf. (diakses tanggal 27 September 2017). Nusantara, P., Wahyuni, & Sukarsono. (2016). Pemanfaatan Eceng Gondok (Eichornia crassipes) dan Penambahan Air Kelapa dalam Media Tanam Jamur Tiram Putih (Pleurotus ostreatus). Prosiding Seminar Nasional II Tahun 2016 Kerjasama Prodi Pendidikan Biologi FKIP dengan Pusat Studi Lingkungan dan Kependudukan (PSLK) Universitas Muhammadiyah Malang. Pemerintah Kabupaten Semarang. (2000). Proyek Perencanaan Tata Lingkungan Daerah Aliran Sungai (DAS) Rawapening. PT. Comarindo Mahameru. Semarang. Putri, R. (2017). Analisis Perubahan Tutupan Lahan Daerah Aliran Sungai Rawapening dengan Sentinel-1A Tahun 2015-2016. Departemen Teknik Geomatika. Fakultas Teknik Sipil Dan Perencanaan. Institut Teknologi Sepuluh Nopember

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Rahayu.

(2013). Data Eceng Gondok. https://www.academia.edu/6683028/Data_Eceng_gondok. (diakses tanggal 28 September 2017). Rahman, R., Febriyanti, & Amalia. (2016). Potensi Substrat Eceng Gondok (Eichhornia crassipes) sebagai Bahan Baku Tambahan untuk Peningkatan Produksi Biogas. https://www.researchgate.net/publication/299562203. (diakses tanggal 28 September 2017). Rapitasari, D. & Amirullah. (2016). IPTEKS bagi Masyarakat (IbM) Pemberdayaan Usaha Kerajinan Tangan Eceng Gondok ―Sulam Pita‖ Bernilai Ekonomis Tinggi di Kelurahan Kebraon Kecamatan Karangpilang Kota Surabaya. Prosiding Seminar Nasional Ekonomi dan Bisnis. FEB UMSIDA. Saragih, Budiman R. (2010). Analisis Potensi Biogas untuk Menghasilkan Energi Listrik dan Termal pada Gedung Komersil di Daerah Perkotaan. Universitas Indonesia: Jakarta. Setiyowati, Mahfudz, & Setiadi. (2013). Analisis Break Even Point dari Pemanfaatan Daun Enceng Gondok (Eichhornia crassipes) Terfermentasi sebagai Pakan Alternatif Itik Pengging Jantan. Agromedia (31)2. Sittadewi. (2007). Pengolahan Bahan Organik Eceng Gondok Menjadi Media Tumbuh untuk Mendukung Pertanian Organik. Jurnal Teknik Lingkungan (8)3 hal. 229-234: 1441-318X. Soeprobowati, T. R. (2010). Stratigrafi Diatom Danau Rawapening: Kajian Paleolimnologi Sebagai Landasan Pengelolaan Danau. Makalah Disampaikan dalam Seminar Nasional Limnologi V Prospek Ekosistem Perairan Darat Indonesia: Mitigasi Bencana Dan Peran Masyarakat. Pusat Penelitian Limnologi – LIPI, Bogor, 28 Juli 2010. Soeprobowati, T. R. (2010b). Analisis Diatom Protokol Indonesia untuk Rekonstruksi Danau Rawapening, Jawa, Indonesia. Disertasi Program Doktor Ilmu Lingkungan UGM. Soeprobowati, T.R., Shalihuddin D.J., Sutikno, Suwarno H., & Peter Gell. (2010). Strategi Diatom Danau Rawapening: Kajian Paleolimnologi Sebagai Landasan Pengelolaan Danau. Prosiding Seminar Nasional Limnologi V. Sorensan, Bent. (2007). Renewable Energi Conversion, Transmsision and Storage. http://197.14.51.10:81/pmb/ENERGETIQUE/Renewable%20Energy%20Conversio n%20Transmission%20and%20Storage.pdf (diakses tanggal 29 Sepetember 2017). Suardana, (2009). Pemanfaatan Eceng Gondok (Eichhomia crassipes (mart) solm) sebagai Teknik Alternatif dalam Pengolahan Biologis Air Limbah Asal Rumah Pemotongan Hewan (RPH) Pesanggaran Denpasar – Bali. Berita Biologi 9(6) - Desember 2009. Tri Retnaningsih, S., Shalihuddin Djalal, T., Sutikno, Hadisusanto, S., & Gell, P. (2012). Strategi Diatom Danau Rawapening: Kajian Paleolimnologi sebagai Landasan Pengelolaan Danau. Prosiding Seminar Nasional Limnologi V Tahun 2010, 102–115. Tristania, N. (2017). Pemanfaatan Eceng Gondok sebagai Media Tanam untuk Pertumbuhan Anggrek Bulan (Phalaenopsis Sp.) Tahap Aklimatisasi. Simki-Techsain Vol. 01 No. 09 Tahun 2017. Utami. (2011). Pemanfaatan Eceng Gondok sebagai Katalis dalam Pengolahan Limbah Cair Industri Tahu secara Anaerobik. Berita Litbang Industri Vol. XLVIII No.3 November 2011, pp 16-25. Wahyuni, Sri. (2008). Analisa Kelayakan Pengembangan Biogas Sebagai Energi Alternatif Berbasis Individu dan Kelompok. Tesis Sekolah Pasca Sarjana. Institut Pertanian Bogor: Bogor. Wijayanti, M., Yahya, I., Kristiani, H., & Muqowi, E. (2015). Analisis Kinerja Akustik Panel Gedek Bambu dengan Sisipan Komposit Eceng Gondok. Jurnal Fisika dan Aplikasinya. Volume 11, Nomor 2 Juni 2015. Wiskandar. (2002). Pemanfaatan Pupuk Kandang untuk Memperbaiki Sifat Fisik Tanah di Lahan Kritis yang Telah Diteras. Konggres Nasional VII.

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Yonathan, A., Avianda, R.P., & Bambang, P. (2012). Produksi Biogas Dari Eceng Gondok (Eicchornia crassipes): Kajian Konsistensi PH Terhadap Biogas Dihasilkan. Jurnal Teknologi Kimia dan Industri, Vol 1, No. 1. hal: 412-416. Zumani, D., Suryaman, M., & Dewi, S. (2015). Pemanfaatan Eceng Gondok (Eichhornia crassipes (mart.) Solms) untuk Fitoremediasi Kadmium (cd) Pada Air Tercemar. Jurnal Siliwangi (1)1: 2477-3891.

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ANDROID GAME: “JOHNY GRAMMAR’S WORD CHALLENGE” AND “ENGLISH GRAMMAR TEST” IN IMPROVING GRAMMAR MASTERY Badi’atul Azmina Universitas Sebelas Maret [email protected] ABSTRACT The foregoing review of literature shows that practicing teachers are faced with a range of options for grammar instruction in their classrooms. There are, however, many types of difficulties faced by students and teachers with regard to grammar instruction in an ESL/EFL context. One of the solutions to reduce the difficulty and attract the students to learn grammar is by using games. The latest trend of games use is by Android games. Several grammar games are available to apply for the students, such as Johnny Grammar‘s Word Challenge Android Game and English Grammar Test Android Game. This study analyzes how is the profile of students‘ grammar mastery using both Johnny Grammar‘s Word Challenge Android Game and English Grammar Test Android Game, the difference in mastery of grammar among students by those interventions, also, which one is more effective in improving grammar mastery. The method is Quasi-Experiment in one of Islamic University in Indonesia. The data collection methods are test, documentation and observation. After conducting the research, researcher found that there is improvement of grammar mastery getting intervention of Johnny Grammar Word Challenge Android Game and English Grammar Test Android Game. The result of the study can be used to develop media in teaching learning process. Keywords: Android Game, Grammar Mastery, Technology

INTRODUCTION Language consists of four basic language abilities: listening, speaking, reading and writing. One of the main competence which needs to master is grammar. ―Grammar is the set of rules which determine the way in which units such as words and phrases can be combined in a language and the kind of information which has to be made regularly explicit in utterances‖ (Baker, 1992, p. 82). Nevertheless, as explained by Abdu Mohammed Al-Mekhlafi and Ramani Perur Nagaratnam, the foregoing review of literature shows that practicing teachers are faced with a range of options for grammar instruction in their classrooms. ―There are, however, many types of difficulties faced by students and teachers with regard to grammar instruction in an ESL/EFL context. Identifying such difficulties and being consciously aware of them would help teachers find ways of overcoming them and provide effective grammar instruction ―(2011, p. 70). Fun and humor are essential in ESL/EFL classrooms. Interaction and group participation engage students and make information more memorable and relevant (Woodward, 1997). One of the solutions to reduce the difficulty in learning grammar and attracting the students to learn grammar is by using games. Game-based learning is a learning instruction which uses media for learning. It‘s designed for learning with joyful, by intervening contents into the game, and letting the learners play. Learners will gain knowledge through game playing, which helps them to create their knowledge in the level of retention and understanding. It helps to motivate learners to study, and interact in the learning process, until they can learn by themselves (Waiyakoon, S., Khlaisanga, J., & Koraneekija, P., 2015). Number of games for grammar are available to apply for the students. For example as proposed by Jill Hadfield (2003; p. 4-5), in the book

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GRAMMAR Games: A collection of grammar games and activities for intermediate students of English, these are the types of 'choice' games in the book: matching: e.g. matching two words or phrases, matching half-sentences or matching words and picture etc. Those games are example of traditional games which still implement in the classroom. Otherwise, Heather Lothrington says ―over the last 15 years, the rapid development of information and communication technologies (ICT) has facilitated revolution in how we use language‖ (2004; p. 1). The latest trend of games used is by Android games. Mario Zechner and Robert Green (2012, p. 02) states ―android itself is a mobile operating system and platform based on the Linux kernel versions 2.6 and 3.x, and it is freely available for commercial and noncommercial use. Android‘s growth has been phenomenal, as it has captured more and more market share every year.‖ Then, Johnny Grammar‘s Word Challenge Android Game developed by British Council and English Grammar Test Android Game developed by SevenLynx is especially selected by the researcher in this research. They are quizzes for English learners to test common vocabulary, spelling and grammar that appears in everyday English. Several researches about using games and ICT in education have been done. Tengku Paris, et. al. (2012) has examined enhancing grammar using Board Game. They found that board game helps to improve grammar and helps students to remember grammar rules. Meanwhile, Ghasemi & Hashemi (2011) proposed that ―using ICT gives the learners real-life contact with, and exposure to, the cultures of the peoples and countries where the new language is spoken and enables children to access and research information worldwide. It also helps English language learners by enabling them to communicate, edit, annotate and arrange text quickly and flexibly.‖ Several studies have been conducted in using Android application/game in improving learning outcomes. Whereas, there is no research using Android application or game applied in improving grammar mastery in Indonesia yet. The major problem encountered in this research is university students‘ understanding about conjunction. They could not use many kinds conjunction correctly. Since many studies have proven the benefits of using grammar in teaching grammar, this research seeks to find answers to the research questions: 1. How is the profile of students‘ grammar mastery using Johnny Grammar‘s Word Challenge Android Game? 2. How is the profile of students‘ mastery of grammar using English Grammar Test Android Game? 3. Is there any difference in mastery of grammar among students by the intervention of Johnny Grammar‘s Word Challenge Android Game and English Grammar Test Android Game? METHODS This research used quasi experiment design which was nonequivalent control group design. It means that both first experiment group and second experiment group were not randomly selected. Respondents The population of this research is first year university students in one of Islamic University in Indonesia who enroll English Educational Department. They consist of 203 students. From the total population of 203 students, the writers take 10 students who being treated by Johnny Grammar‘s Word Challenge Android Game and 10 students who being treated by English

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Grammar Test Android Game. The selection of the samples was purposive sampling. The researcher only involved those who have Android supported smartphone students in the research. Instruments In this study the researcher used test as the main instrument then documentation and observation as the others. The test instrument has been validated by the supervisor. Procedures The researcher only involved those who have Android supported smartphone students in the research. Researcher asked 20 university students became respondent. It divided into two group each 10 students for Johnny Grammar‘s Word Challenge Android Game as First Experiment Group and English Grammar Test Android Game Second Experiment Group. First, researcher gave pre-test to both groups. It has same questions. After analyzing the result of pre-test, respondents got treatment of using Android game. They can try it several times. In the application, the correct answers are shown, so that respondents can have deep understanding about conjunction. They can also reflect their understanding by reading the result. At last, posttest is given in the final. It has the same questions with pre-test, so that researcher can comprehend the improvement of conjunction understanding of the respondents. Research Design To make the data in this research complete and clear, the writers describe the design as follows: Table 1. Research Design No. First Experiment Group Second Experiment Group 1. The writers give the students pre-test The writers give the students pre-test (grammar sheet). (grammar sheet). 2. The writers give the students intervention The writers give the students (Johnny Grammar‘s Word Challenge intervention (English Grammar Test Android Game). Android Game). 3. The writers give the students post-test (Johnny The writers give the students post-test Grammar‘s Word Challenge Android Game). (English Grammar Test Android Game). 4. Calculating: Calculating: Mean Mean T-test T-test 5. Comparing Comparing 1. Mean 1. Mean - Pre-test (First Experiment Group) - Pre-test (Second Experiment Group) - Post-test (First Experiment Group) - Post-test (Second Experiment Group) 2. t-test (First Experiment Group) 2. t-test (Second Experiment Group) Data Analysis In analyzing the data in this research, researcher used SPSS software 21. First, researcher calculated the descriptive statistics to see the mean of both group. After that, researcher examined normality test to check whether or not the pretest and posttest data for both first experiment group and second experiment group are normally distributed. Then, homogeneity test was done to examine whether or not the data are homogeny or not. At last, researcher tested pretest and posttest mean. There are three alternative result: 1) If the data are normal and homogeny, researcher did independent sample t-test.

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2) If the data are normal but not homogeny, researcher did independent sample t-test by reading the result of Equal Variance Not Assumed Column. If both of the data are not normal and homogeny, non-parametric with Mann-Whitney was done. FINDINGS AND DISCUSSION Profile of students’ grammar mastery using Johnny Grammar’s Word Challenge Android Game Table 2. Descriptive Statistics of Johny Game Statistic Std. Error Mean 54,2500 4,81678 Lower Bound 43,3537 95% Confidence Interval for Mean Upper Bound 65,1463 5% Trimmed Mean 53,8889 Median 50,0000 Variance 232,014 Pretest Std. Deviation 15,23200 Minimum 35,00 Maximum 80,00 Range 45,00 Interquartile Range 26,88 Skewness ,489 ,687 Kurtosis -1,117 1,334 Mean 70,0000 6,79052 Lower Bound 54,6388 95% Confidence Interval for Mean Upper Bound 85,3612 5% Trimmed Mean 70,8333 Median 67,5000 Variance 461,111 Posttest Std. Deviation 21,47350 Minimum 30,00 Maximum 95,00 Range 65,00 Interquartile Range 36,25 Skewness -,421 ,687 Kurtosis -,568 1,334 From Table 2, we can see that the mean score of posttest is higher that pretest (70.00>54.25) in Johny Grammar Word Challenge Android Game, so that there is improvement of grammar mastery. Then, because there is improvement of mean score, researcher need to analyze further the significant difference between pretest and posttest by calculating independent sample t-test. However, there are two requirements to conduct it which are the data are normal and homogeny. Table 3. Tests of Normality of Johny Game Kolmogorov-Smirnova Shapiro-Wilk Statistic Df Sig. Statistic df Sig. Pretest ,228 10 ,149 ,932 10 ,466

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Posttest ,179 10 ,200* ,915 *. This is a lower bound of the true significance. a. Lilliefors Significance Correction

10

,318

The hypothesis are: Ho: Data sample are normally distributed. H1: Data sample are not normally distributed. From Table 3, score for both pretest and posttest in Shapiro-Wilk test by 5% significant level are higher than 0.05 (pretest 0.466>0.05; posttest 0.318>0.05). So that the data distribution for first experiment group are normal. Table 4. Test of Homogeneity of Variances for Johny Levene Statistic df1 df2 Sig. ,096 1 18 ,760 ANOVA Between Groups Within Groups Total

Sum of Squares 165,313 4028,125 4193,438

df 1 18 19

Mean Square 165,313 223,785

F ,739

Sig. ,401

The hypothesis are: Ho: Data sample are homogeny. H1: Data sample are not homogeny. From the table 4, score for both pretest of first and second experiment group in Lavene test by 5% significant level are higher than 0.05 (0.760>0.05). So that the data are homogeny. Because the data are normal and homogeny, researcher calculated independent sample t-test to check difference of mean score of pretest and posttest. Table 5. Independent Samples T-Test for Johny Grammar Word Challenge Mean Score Statistics Posttest N Mean Std. Deviation Std. Error Mean Pretest 10 54,25 15,232 4,817 Pretest Posttest 10 70,00 21,473 6,791

Levene's Test for Equality of Variances F Sig.

Pretest

Equal variances assumed

Independent Samples Test t-test for Equality of Means T

1,807 ,196 -1,892

df

18

Sig. (2Mean Std. Error 95% Confidence tailed) Difference Difference Interval of the Difference Lower Upper ,075 -15,750 8,325 -33,241 1,741

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Equal variances not assumed

-1,892 16,227

,077

-15,750

8,325

-33,379

1,879

The hypothesis are: Ho: Mean score between pretest and posttest are same. H1: Mean score between pretest and posttest are different. From the table 5, significant score of mean for both pretest and posttest from first experiment group in independent sample t-test by 5% significant level are higher than 0.05 (0.075>0.05). So that the improvement of grammar mastery before and after using Johny Grammar Word Challenge Android Game is not significant. This findings show that there is improvement of students grammar mastery using Johny Grammar Word Challenge Android Game, but it is not significant. It agrees with the research by Tengku Paris, et. al. (2012) that has examined enhancing grammar using Board Game. They found that board game helps to improve grammar and helps students to remember grammar rules. However, Sward et. al. (2008) found that although students are enjoying games, online game used students had no difference with computerized flash cards students in knowledge of pediatrics knowledge. Profile of students’ mastery of grammar using English Grammar Test Android Game Table 6. Descriptive Statistics of Grammar Game Statistic Std. Error Mean 48,5000 4,64280 Lower Bound 37,9973 95% Confidence Interval for Mean Upper Bound 59,0027 5% Trimmed Mean 47,7778 Median 42,5000 Variance 215,556 Pretest Std. Deviation 14,68181 Minimum 32,50 Maximum 77,50 Range 45,00 Interquartile Range 22,50 Skewness 1,051 ,687 Kurtosis ,121 1,334 Mean 65,0000 4,65475 Lower Bound 54,4702 95% Confidence Interval for Mean Upper Bound 75,5298 5% Trimmed Mean 64,7222 Median 65,0000 Variance 216,667 Posttest Std. Deviation 14,71960 Minimum 40,00 Maximum 95,00 Range 55,00 Interquartile Range 13,75 Skewness ,392 ,687 Kurtosis 1,536 1,334

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From Table 6, we can see that the mean score of posttest is higher that pretest (65.00>48.50) in English Grammar Test Android Game, so that there is improvement of grammar mastery. Then, because there is improvement of mean score, researcher need to analyze further the significant difference between pretest and posttest by calculating independent sample t-test. However, there are two requirements to conduct it which are the data are normal and homogeny. Table 7. Tests of Normality of Grammar Game Kolmogorov-Smirnova Shapiro-Wilk Statistic df Sig. Statistic df Sig. Pretest ,219 10 ,192 ,884 10 ,143 Posttest ,167 10 ,200* ,955 10 ,726 *. This is a lower bound of the true significance. a. Lilliefors Significance Correction The hypothesis are: Ho: Data sample are normally distributed. H1: Data sample are not normally distributed. From the table 7, score for both pretest and posttest in Shapiro-Wilk test by 5% significant level are higher than 0.05 (pretest 0.143>0.05; posttest 0.726>0.05). So that the data distribution for first experiment group are normal. Table 8. Test of Homogeneity of Variances for Grammar Test Levene Statistic df1 df2 Sig. ,096 1 18 ,760 ANOVA Between Groups Within Groups Total

Sum of Squares 165,313 4028,125 4193,438

Df 1 18 19

Mean Square 165,313 223,785

F ,739

Sig. ,401

The hypothesis are: Ho: Data sample are homogeny. H1: Data sample are not homogeny. From the table 8, score for both pretest of first and second experiment group in Lavene test by 5% significant level are higher than 0.05 (0.760>0.05). So that the data are homogeny. Because the data are normal and homogeny, researcher calculated independent sample t-test to check difference of mean score of pretest and posttest. Table 9. Independent Samples T-Test for English Grammar Test Mean Score Statistics Test N Mean Std. Deviation Std. Error Mean Pretest 10 48,50 14,682 4,643 Grammar Posttest 10 65,00 14,720 4,655

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Independent Samples Test Levene's Testt-test for Equality of Means for Equality of Variances F Sig. t Df Sig. (2-Mean Std. Error95% Confidence tailed) Difference Difference Interval of the Difference Lower Upper Equal ,171 ,684 -2,510 18 ,022 -16,500 6,574 -30,312 -2,688 variances assumed Grammar Equal -2,510 18,000 ,022 -16,500 6,574 -30,312 -2,688 variances not assumed The hypothesis are: Ho: Mean score between pretest and posttest are same. H1: Mean score between pretest and posttest are different. From the table 9, significant score of mean for both pretest and posttest from second experiment group in independent sample t-test by 5% significant level are lower than 0.05 (0.022mi al-S}ah}i>h li al-Bukha>ri>, juz. 8, h. 12, no hadis 6026. Muslim bin al-H}ajaj Abu al-H}asan al-Qusyairi al-Nisyaburi, al-Mukhtas}ar al-S}ah}i>h} li Muslim, Juz. 4, h.1999, no hadis 2585 20 Muslim bin al-H}ajaj Abu al-H}asan al-Qusyairi al-Nisyaburi, al-Mukhtas}ar al-S}ah}i>h} li Muslim, Juz. 4, h.1999, no hadis 2586 21 Muslim bin al-H}ajaj Abu al-H}asan al-Qusyairi al-Nisyaburi, al-Mukhtas}ar al-S}ah}i>h} li Muslim, Juz. 4, h.2074, no hadis 2699. Abu Abdullah Ahmad bin Muhammad bin Hanbal bin Hilal al-Syaibani, Musnad al-Ima>m Ahmad bin H}anbal, juz. 12, h. 393, no hadis 7427. Muhammad bin Isa bin Tsaurah bin Musa bin ad-Dlahak alTirmidzi, Sunan al-Tirmidzi, Juz. 4, h. 34, no hadis 1425

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Allah's Messenger (‫ )ﷺ‬said, "A Muslim is a brother of another Muslim, so he should not oppress him, nor should he hand him over to an oppressor. Whoever fulfilled the needs of his brother, Allah will fulfill his needs; whoever brought his (Muslim) brother out of a discomfort, Allah will bring him out of the discomforts of the Day of Resurrection, and whoever screened a Muslim, Allah will screen him on the Day of Resurrection‖22. There was man coming to the Prophet asking: Who is the God most favored? And what charity is the most favored? Prophet Muhammad replied: ―People who Allah favors most those who give their benefits to others. The charity Allah most favors is to make other Muslims happy, lift others‘ sadness, pay others‘ loan or eliminate their hunger, and walk together with other Muslims for a better privilege than retreat themselves in a mosque- Nabawi mosque-for the whole month, and those people can control their emotion then God will cover their disgrace, and those people who can restrain their anger, God will give them hope in the day of Resurrection, and those people who walk with their brothers for a purpose they can reach, God will secure their footprints when they‘re missing‖23. Hasan al-Bashri once ordered his students to help other people when they are in need. He told them, ―Come to Tsabit al-Banani, bring him with you‖. When they came to Tsabit, he said, ―I‗m sorry, I‘m retreating in mosque‖. The students then returned to Hasan al-Bashri and told him what happened. Then Hasan al-Bashri said, ―Hey, A‘masy, don‘t you know that if you walk helping your brothers who are in need is better than haj after haj?‖ then they wnet back to Tsabit and told him that. Tsabit then quit retreating and followed the students to give help to others24.

The value of taking other’s feeling into account [Video Cheese Bread] N : Hi Vicky, what are you doing? V: Hi Novia. Nothing. N: Do you want some breads? I have some pieces of breads. V : No, Thank you. N : Never mind. Just take it. Which one do you prefer? V : I think the cheese one is delicious. N : Okay, here you are. V : Thank you Novia. N : You are welcome.

22

Muhammad bin Ismail Abu Abdullah al-Bukhari al-Ju‘fi, al-Ja>mi al-S}ah}i>h li al-Bukha>ri>, juz. 3, h. 128, no hadis 2442. Muslim bin al-H}ajaj Abu al-H}asan al-Qusyairi al-Nisyaburi, al-Mukhtas}ar al-S}ah}i>h} li Muslim, Juz. 4, h.1996, no hadis 2580 23 Sulaiman bin Ahmad bin Ayub bin Muthir al-Syami Abu al-Qasim al-Thabrani, al-Mu‘jam al-Kabi>r, Humaidi bin Abdul Majid al-Salafi (ed), (Cairo: Maktabah Ibnu Taimiyah, 1994), juz. 12, h. 453, no hadis 13646 24 Hasan al-Bashri, Jaami‘ul ‗Ulum wal Hikam, (tt: Muassasah al-Risa>lah, 2001), juz. 2, h. 294

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The video entitled ‗Cheese Bread‘ is about Novia who offered her food to Vicky. The food was cheese bread considered kosher food for Muslims. At first, Vicky refused, but when Novia tried to offer her food for the second time, she took the food. Vicky did it because she wanted to please her friend and she didn‘t want to disappoint her friend. Then she praised the food by saying, ‗I think cheese one is delicious‘. The video took 1 minute 29 seconds. The hadith about taking other‘s feeling into account My ears heard and my eyes saw the Prophet (‫ )ﷺ‬when he spoke, "Anybody who believes in Allah and the Last Day, should serve his neighbor generously, and anybody who believes in Allah and the Last Day should serve his guest generously by giving him his reward." It was asked. "What is his reward, O Allah's Messenger (‫ "?)ﷺ‬He said, "(To be entertained generously) for a day and a night with high quality of food and the guest has the right to be entertained for three days (with ordinary food) and if he stays longer, what he will be provided with will be regarded as Sadaqa (a charitable gift). And anybody who believes in Allah and the Last Day should talk what is good or keep quiet (i.e. abstain from all kinds of dirty and evil talks) 25. Imam Abu Hatim Ibnu Hibban al-Busti stated in his book: ―People who have intelligence should keep quite more than talking. Due to many people who regret talking too much, and only few people who regret to keep quiet. People who are doomed are people who always talk and don‘t want to think‖. 26

The Value of individual responsibility [Video cleaning up class] N: Where will you go? V: I would like to clean up our class N: Seriously? You can clean up the whole things by yourself? V: Why not? N: Cool! Can I help you? V: For sure.

25

Muhammad bin Ismail Abu Abdullah al-Bukhari al-Ju‘fi, al-Ja>mi al-S}ah}i>h li al-Bukha>ri>, juz. 8, h. 11, no hadis 6019. Malik bin Anas bin Malik bin Amir al-Asbahi al-Madini, Muwatha al-Imam Malik, Basyar Iwadh Ma‘ruf (ed), (tt: Muassasah al-Risalah, 1412 H), juz. 2, h. 105, no hadis 1951 26 Abu Hatim Ibnu Hibban al-Busti, Raudhah al-‗Uqala wa Nazhah Al-Fudhala, (tt: Muassasah al-Risalah, 1412 H), h. 45

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The video of Cleaning Up Class has 1 minute 20 seconds. One day, Vicky was in a rush to her class. She then came across with Novia. She asked her where she was going. Vicky said that she was to clean up the class. Vicky had a responsibility to clean up the place where she studied. Novia then asked her whether she would clean the class by herself, she said that it was not a problem. From her response, she influenced Novia that she later offered her help to clean the class. Hadith about individual responsibility Rasulullah Saw said: "Everyone of you is a guardian and is responsible for his charges: The Imam (ruler) of the people is a guardian and is responsible for his subjects; a man is the guardian of his family (household) and is responsible for his subjects; a woman is the guardian of her husband's home and of his children and is responsible for them; and the slave of a man is a guardian of his master's property and is responsible for it. Surely, everyone of you is a guardian and responsible for his charges"27

Value on kindness or urging the others to act on kindness [Clean up video, class 2] N: Hello Fik, are you busy? V: No, I am not. I am free at the moment. N: Can you join me to clean up our class? Our class is so dirty. V: Yes, certainly. Why not? N: Lets go!

In the different story with the similar title ‗Cleaning up class‘, there would be another video with same title 'Cleaning up class' with different problem. In this video, Novia met Vicky who didn't do any chores at all. Seeing that, Novia invited Vicky to clean the class so that it would be clean and comfortable enough for students to study. The point is that Novia invited her friend to do a form of positive deeds in the 1-min and 16-seconds video.

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Muhammad bin Ismail Abu Abdullah al-Bukhari al-Ju‘fi, al-Ja>mi al-S}ah}i>h li al-Bukha>ri>, juz. 3, h. 150, no hadis 2554. Malik bin Anas bin Malik bin Amir al-Asbahi al-Madini, Muwatha al-Imam Malik, juz. 1, h. 343, no hadis 992. Abu Abdullah Ahmad bin Muhammad bin Hanbal bin Hilal al-Syaibani, Musnad al-Ima>m Ahmad bin H}anbal, juz. 10, h. 220, no hadis 6026

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Hadith on kindness or urging the others to act on kindness Allah‘s Messenger said: ―He who called (people) to righteousness, there would be reward (assured) for him like the rewards of those who adhered to it, without their rewards being diminished in any respect. And he who called (people) to error, he shall have to carry (the burden) of its sin, like those who committed it, without their sins being diminished in any respect.‖2828

Value on Mercy and Forgiveness [Video about apologizing] N : Hi Vicky, I would like to return your book. V : Which book do you mean? N : Your notebook but it was dirty. V: Dirty? How come? N : When I studied there was a cup of tea besides me and I didn‘t mean to spill it out. Please accept my apologies. V : Okay, never mind Novia. Don‘t mind it. N : but your book was dirty. V: It was just an accident, Novia. N: Okay thank you very much. V: You are welcome.

‗Apologizing‘ is the theme that is included into the English learning video to embed Islam value for the Moslem students. Video that using the ‗apologizing‘ theme is entitled as ‗Dirty Book‘. In this video that took time 1 minute and 32 seconds, the book that Novia borrowed from Vicky was accidentally got dirty. Novia admitted her mistake and apologized to Vicky. After hearing what happened, Vicky agreed to forgive Novia, and she patted her friend‘s shoulder with smile while saying, ‗It‘s just an accident Novia‘.

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Muslim bin al-H}ajaj Abu al-H}asan al-Qusyairi al-Nisyaburi, al-Mukhtas}ar al-S}ah}i>h} li Muslim, Juz. 4, h.2069, no hadis 2674

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Hadith on showing mercy Rasulullah Saw said: ―The strong is not the one who overcomes the people by his strength, but the strong is the one who controls himself while in anger‖29 Rasulullah Saw said: "It is not lawful for a man to desert his brother Muslim for more than three nights. (It is unlawful for them that) when they meet, one of them turns his face away from the other, and the other turns his face from the former, and the better of the two will be the one who greets the other first"30

Value on False Accusation [Video about Missing Dictionary] The following conversation is text used in shooting process. V: Novia, where is your dictionary? N: It is mine on the table. V: Are you sure? N: Yes, I am sure. Why? V: Okay, then mine is missing. N: I don‘t think so. V: So, where is mine? N: Have you checked twice in your bag? V: Oh yes. It is mine, Sorry.

Human being is the one who often does wrong thing and forgets. The similar case is acted into the video that takes time 1 minute and 27 seconds entitled Missing Dictionary. One day, Vicky thought that her dictionary was missing and she saw the similar dictionary on Novia's table. Novia didn‘t think she took Vicky's dictionary, so she urged Vicky to recheck her bag. Then, Vicky opened her bag and found that her own dictionary was inside. Regretting her own 29

Muhammad bin Ismail Abu Abdullah al-Bukhari al-Ju‘fi, al-Ja>mi al-S}ah}i>h li al-Bukha>ri>, juz. 8, h. 28, no hadis 6114. Muslim bin al-H}ajaj Abu al-H}asan al-Qusyairi al-Nisyaburi, al-Mukhtas}ar al-S}ah}i>h} li Muslim, Juz. 4, h.2014, no hadis 2609 Abu Abdullah Ahmad bin Muhammad bin Hanbal bin Hilal al-Syaibani, Musnad al-Ima>m Ahmad bin H}anbal, juz. 12, h. 153, no hadis 7219 30 Muhammad bin Ismail Abu Abdullah al-Bukhari al-Ju‘fi, al-Ja>mi al-S}ah}i>h li al-Bukha>ri>, juz. 8, h. 21, no hadis 6077

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conduct to falsely accuse Novia, Vicky apologized to Novia. In the video, the students are taught not to accuse their fellow Muslims without knowing the truth. Hadith on Falsely Accusing Someone Rasulullah Saw said: "It is not lawful for a man to desert his brother Muslim for more than three nights. (It is unlawful for them that) when they meet, one of them turns his face away from the other, and the other turns his face from the former, and the better of the two will be the one who greets the other first"31 Abu Dharr heard Rasulullah Saw saying: "No person who claimed knowingly anyone else as his father besides (his own) committed nothing but infidelity, and he who made a claim of anything, which (in fact) did not belong to him, is not amongst us; he should make his abode in Fire, and he who labeled anyone with unbelief or called him the enemy of Allah, and he was in fact not so, it rebounded on him."32 Ibn Qayyim al-Jawziyyah said: "For the one who has been given by Allah bashiroh (deep knowledge) into religon matter, his knowledge about Allah Messenger's sunnah and his knowledge about Quran and he will be shown desire, bidah, shirk, and will walk for from shirotol mustaqim, from the road of Rasulullah Saw and his friends. If he is willing to go down this road, so he should be prepared to be insulted and ridiculed as a fool and ahlul bid'ah. Just as his ancestor did based on our leader, Rasulullah Saw."33

Value on Superiority of Knowledge [Video Borrowing Books] V: By the way Nov, I want to ask you something. N: Yes, please. V: How many books I can borrow from this library? N: You can borrow four books and two magazines. Are you going to borrow some books? V: I want to borrow math and science book. N: Okay, have a nice day. V: Okay, thank you. The setting took place in a library with suitable atmosphere for students to seek knowledge. English Video with the title 'Borrowing Book' showed the students activity inside the library. In the video that took time 1 minute 31 seconds, a student named Vicky asked Novia about the maximum amount of books that they can borrow from the library. The library is believed to be a suitable place to improve student's learning because students don‘t need to buy any books. They can borrow in a certain period of time. Viewing this video, the students are expected to understand that they should follow Vicky and Novia's path to go to library to improve their learning and borrow a few books.

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Muslim bin al-H}ajaj Abu al-H}asan al-Qusyairi al-Nisyaburi, al-Mukhtas}ar al-S}ah}i>h} li Muslim, Juz. 4, h. 1986, no hadis 2564 Abu Abdullah Ahmad bin Muhammad bin Hanbal bin Hilal al-Syaibani, Musnad al-Ima>m Ahmad bin H}anbal, juz. 13, h. 159, no hadis 7727 32 Muslim bin al-H}ajaj Abu al-H}asan al-Qusyairi al-Nisyaburi, al-Mukhtas}ar al-S}ah}i>h} li Muslim, Juz. 1, h. 79, no hadis 61 33 Ibnu Qoyyim al-Jauziyah, Mada>riju al-Sa>liki>n, (Beirut: Dar al-Aman, 1999), juz. 3, h. 200

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Hadith on Superiority of Knowledge Rasulullah Saw said: "Whoever goes out seeking knowledge, then he is in Allah's cause until he returns."34 Rasulullah Saw said: "He who treads the path in search of knowledge, Allah would make that path easy, leading to Paradise"35 Rasulullah Saw said: ―If anyone travels on a road in search of knowledge, Allah will cause him to travel on one of the roads of Paradise. The angels will lower their wings in their great pleasure with one who seeks knowledge, the inhabitants of the heavens and the Earth and the fish in the deep waters will ask forgiveness for the learned man. The superiority of the learned man over the devout is like that of the moon, on the night when it is full, over the rest of the stars. The learned are the heirs of the Prophets, and the Prophets leave neither dinar nor dirham, leaving only knowledge, and he who takes it takes an abundant portion.‖36 Rasulullah Saw said: ―When a man dies, his acts come to an end, but three, recurring charity, or knowledge (by which people) benefit, or a pious son, who prays for him (for the deceased).‖37 Abu Dawud Sulaiman bin al-Asyats bin Ishaq al-Azdi al-Sijistani, Sunan Abi> Da>wud, juz. 3, h. 117, No hadis 2880 Abu Abdullah Ahmad bin Muhammad bin Hanbal bin Hilal al-Syaibani, Musnad al-Ima>m Ahmad bin H}anbal, juz. 14, h. 438, no hadis 8844

Value on Interaction with Different Group [Video Kunci Inggris with Tabitha] T : Hello, my name is Tabitha. E : Namanya Miss Tabitha. Dia dari Amerika. K : my name is Khafidz. T : nice to meet you. K : nice to meet you too. E : my name is Endang. T : my name is Tabitha. K : my name is Khafidz. Nice to meet you.

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Muhammad bin Isa bin Tsaurah bin Musa bin ad-Dlahak al-Tirmidzi, Sunan al-Tirmidzi, Juz. 5, h. 29, no hadis 2647 35 Abu Abdullah Ahmad bin Muhammad bin Hanbal bin Hilal al-Syaibani, Musnad al-Ima>m Ahmad bin H}anbal, juz. 14, h. 66, no hadis 8316 36 Abu Dawud Sulaiman bin al-Asyats bin Ishaq al-Azdi al-Sijistani, Sunan Abi> Da>wud, Muhammad Muhyiddin Abdul Hamid (ed), (Beirut: al-Maktabah al-Ashriyah, tt), juz. 3, h. 317, No hadis 3641 37 Muslim bin al-H}ajaj Abu al-H}asan al-Qusyairi al-Nisyaburi, al-Mukhtas}ar al-S}ah}i>h} li Muslim, Juz. 3, h. 1255, no hadis 1631

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English Video also provides Islam value on how to interact with people from different groups. This English video with self-introduction theme teaches students how to introduce themselves in English in simple way. Shaking hands and showing courtesy are definitely needed whether to interact with fellow Muslim and outside Muslim circle. Hadith on Interaction with Different Group Rasulullah Saw said: ―One who is killed under the banner of a man who is blind (to his just cause), who raises the slogan of family or supports his own tribe, dies the death of one belonging to the days of Jahiliyya‖38 Conclusion Before the term education character emerges, education method that is oriented on building character basically implements or internalizes the Islam values based on Islam teachings (alQuran and al-Sunnah) through learning in school. The decision that government program takes to implement character education on the national education system is the strategic opportunity to integrate Islam values onto national education system. Islam values that have been used for English Video is just a few examples of many enlightenment that can be used as a way to learn English for Muslim students. It doesn‘t only emphasize on the importance of learning language generally, but also the importance of bringing Islam values in it. The video including the Islamic term (verses), moral values, and picking the places that related into learnings, it is all suitable for Muslim students. There are so many other methods to learn English that can be reviewed again to use Islam values, apart from English learning video. BIBLIOGRAPHY Amelia, Riza. 2012. Merancang Pembelajaran Bahasa Inggris Berbasis Pendekatan Islami. Jurnal Pemikiran Islam; Vol. 37, No. 1 Daulay, Haidar Putra. (2004). Pendidikan Islam: dalam Sistem pendidikan nasional Indonesia. Jakarta: Prenada Media. Hasan, Md. Mahmudul. English Literary Studies: Including Islamic Perspectives in Pedagogy and Practice. The American Journal of Islamic Social Sciences, Vol.1, No. 32.

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Muslim bin al-H}ajaj Abu al-H}asan al-Qusyairi al-Nisyaburi, al-Mukhtas}ar al-S}ah}i>h} li Muslim, Juz. 3, h. 1478, no hadis 1850

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Mathew, G.M. and A.O.H Alidmat. (2013). ―A Study on the Usefulness of Audio-Visual Aids in EFL Classroom: Implications for Effective Instruction‖. International Journal of Higher Education Vol. 2, No. 2. Muhtadi (2011).Penanaman Nilai-nilai Agama Islam Dalam Pembentukan Sikap dan Perilaku Siswa Sekolah Dasar Islam Terpadu Luqman Al-Hakim Yogyakarta diakses pada 25 Maret 201, link: http://staff.uny.ac.id/sites/ Mulyana, Rahmat. (2004). Mengartikulasikan Pendidikan Nilai, Jakarta: Alfabeta. Muniandy, B. and S. Veloo (2011). ―Managing and Utilizing Online Video Clips for Teaching English Language: Views of TESOL Pre Service Teachers‖. PEDR vol.13. Singapore: IACSIT Press. Robiansyah, Firman (2010). Integrasi Pendidikan Nilai Dalam Pembelajaran Pendidikan Agama Islam di Sekolah Dasar Sebagai Upaya Pembinaan Akhlak Siswa (Studi Kasus Di SD Peradaban Serang). Link: http://file.upi.edu/Direktori/ Sobry, M. (2014) Reaktualisasi Strategi Pendidikan Islam: Ikhtiar Mengimbangi Pendidikan Global. Ulumuna: Jurnal Studi Keislaman, Volume 18 Nomor 1.

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MODEL PEMBELAJARAN ARIAS TIPE JIGSAW DALAM PEMBELAJARAN IPS DI SD Melyani Sari Sitepu & Atrianing Yessi Wijayanti UNDARIS [email protected] ABSTRACT Social Studies (IPS) is a subject that is related with life. The existence of social studies subjects in primary school is expected students to have knowledge and insight on social studies conceps and humanities, have sensitivity and awareness of social problems in the environment, and have skills to study and solve social problems. IPS learning is more emphasized on the aspect of education rather than concept transfer because in Social Studies students are expected to gain an understanding of concepts and develop and train their attitudes, values, morals, and skills based on the concepts they have. The purpose of IPS above can be achieved by students through learning in school. One of the factors that influence students' success in learning is by involvement of students in the learning process. The role of the teacher enriches the student's learning experience, experience can be gained through a series of active explorations. Teachers can use varied learning models that according to student characteristics. The learning model should be able to achieve the learning objectives of IPS that help students to more easily find and understand difficult concepts so that students become active in learning to understand difficult concepts. One of the learning models that can be applied by teachers in IPS learning is the Jigsaw type ARIAS learning model. The jigsaw type ARIAS learning model is a cooperative learning consisting of several members in a group who are responsible for the mastery of learning materials and able to teach that material to other members of the group. The implementation of the Jigsaw type ARIAS learning model in the research consisted of 5 stages: Assurance (confidance), Relevance (relevance to student life), Interest (Student interest and attention), Assessment (evaluation), Satisfaction (reinforcement). The relevance of the jigsaw-type ARIAS learning model to the IPS subjects is illustrated by the efforts or activities that will be carried out to instill self-confidence in students, conduct relevant activities, increase student interest or interest, evaluate, and cultivate a sense of appreciation or pride in students. IPS is a subject that is relating to daily life so that with the application of Jigsaw type ARIAS learning model can be applied to activate the learners cognitive structure to be ready to face the learning process. Keywords: Jigsaw Type ARIAS learning Model, Social Studies at Primary School

Pendahuluan Pendidikan merupakan salah satu hal yang terpenting dalam kehidupan manusia, karena melalui pendidikan dapat menciptakan manusia yang berpotensi, kreatif dan memiliki ide cemerlang sebagai bekal untuk memperoleh masa depan yang lebih baik. Seiring dengan kemajuan zaman, pengetahuan juga semakin berkembang. Suatu negara bisa lebih maju jika negara tersebut memiliki sumber daya manusia yang mengetahui berbagai ilmu pengetahuan dan teknologi yang berkembang. Ilmu Pengetahuan Sosial (IPS) merupakan salah satu mata pelajaran yang diberikan di Sekolah Dasar (SD) yang mengkaji seperangkat peristiwa, fakta, konsep, dan generalisasi yang berkaitan dengan masalah sosial. Melalui mata pelajaran IPS, siswa diarahkan untuk dapat menjadi warga negara yang demokratis, bertanggung jawab, dan menjadi warga dunia yang cinta damai. IPS merupakan mata pelajaran yang berkaitan langsung dengan kehidupan sehari-hari. Adanya mata pelajaran IPS di sekolah dasar siswa diharapkan dapat memiliki pengetahuan dan wawasan tentang konsep-konsep dasar ilmu sosial dan humaniora, memiliki kepekaan dan kesadaran terhadap masalah sosial di lingkungan, serta memiliki keterampilan mengkaji dan

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memecahkan masalah-masalah sosial. Pembelajaran IPS lebih menekankan pada aspek pendidikan daripada transfer konsep karena dalam pembelajaran IPS siswa diharapkan memperoleh pemahaman terhadap sejumlah konsep dan mengembangkan serta melatih sikap, nilai, moral, dan keterampilannya berdasarkan konsep yang telah dimilikinya. Somantri dalam Sapriya (2015) mengemukakan bahwa IPS adalah seleksi dari disiplin ilmu-ilmu sosial dan humaniora, serta kegiatan dasar manusia yang diorganisasikan dan disajikan secara ilmiah dan psikologis untuk tujuan pendidikan. Mata pelajaran IPS di sekolah dasar marupakan program pengajaran yang bertujuan untuk mengembangkan potensi peserta didik agar peka terhadap masalah sosial yang terjadi di masyarakat, memiliki sikap mental positif terhadap perbaikan segala ketimpangan yang terjadi, dan terampil mengatasi setiap masalah yang terjadi sehari-hari baik yang menimpa dirinya sendiri maupun yang menimpa masyarakat. Sardjiyo, dkk (2008: 1.26) mengemukakan bahwa ― ilmu pengetahuan sosial adalah bidang studi yang mempelajari, menelaah, menganalisis gejala dan masalah sosial di masyarakat dengan meninjau dari berbagai aspek kehidupan atau satu perpaduanTujuan tersebut dapat dicapai manakala program-program pelajaran IPS di sekolah diorganisasikan secara baik. Mata pelajaran IPS di sekolah dasar marupakan program pengajaran yang bertujuan untuk mengembangkan potensi peserta didik agar peka terhadap masalah sosial yang terjadi di masyarakat, memiliki sikap mental positif terhadap perbaikan segala ketimpangan yang terjadi, dan terampil mengatasi setiap masalah yang terjadi sehari-hari baik yang menimpa dirinya sendiri maupun yang menimpa masyarakat. Tujuan tersebut dapat dicapai manakala programprogram pelajaran IPS di sekolah diorganisasikan secara baik. Kurikulum Tingkat Satuan Pendidikan (KTSP) 2006 tercantum bahwa tujuan IPS adalah: 1) Mengenal konsep-konsep yang berkaitan dengan kehidupan masyarakat dan lingkungannya. b.memiliki kemampuan dasar untuk berpikir logis dan kritis, rasa ingin tahu, inkuiri, memecahkan masalah, dan keterampilan dalam kehidupan sosial.3) Memiliki komitmen dan kesadaran terhadap nilai-nilai sosial dan kemanusiaan.4). Memiliki kemampuan untuk berkomunikasi, bekerjasama dan berkompetisi dalam masyarakat yang majemuk, di tingkat lokal, nasional dan global. Sedangkan tujuan khusus pengajaran IPS di sekolah dapat dikelompokkan menjadi empat komponen yaitu:1) Memberikan kepada siswa pengetahuan tentang pengalaman manusia dalam kehidupan bermasyarakat pada masa lalu, sekarang dan masa akan dating, 2) Menolong siswa untuk mengembangkan keterampilan untuk mencari dan mengolah informasi. 3) Menolong siswa untuk mengembangkan nilai atau sikap demokrasi dalam kehidupan bermasyarakat.4).Menyediakan kesempatan kepada siswa untuk mengambil bagian atau berperan serta dalam bermasyarakat. Tujuan IPS di atas dapat dicapai siswa melalui pembelajaran di sekolah. Keberhasilan siswa dalam pembelajaran dipengaruhi oleh dua faktor internal dan eksternal, faktor internal keberhasilan siswa dipengaruhi oleh siswa itu sendiri sedangkan faktor eksternal keberhasilan siswa dipengaruhi oleh lingkungan keluarga, sekolah, dan masyarakat. Faktor internal juga dipengaruhi oleh faktor eksternal, contohnya siswa akan termotivasi atau tertarik mengikuti proses pembelajaran ketika guru mampu membuat suasana pembelajaran menyenangkan dan melibatkan siswa secara aktif. Guru dituntut lebih profesional, guru tidak lagi hanya dituntut sebagai penyampai materi melainkan harus bisa menjadi pembimbing dalam mengembangkan pengetahuanya mendapatkan pembelajaran yang menyenangkan, bermakna, dan bermutu. Guru dituntut setiap saat meningkatkan kompetensinya baik melalui berbagai bahan bacaan,

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seminar, maupun penelitian yang dilakukan untuk meningkatkan kualitas pembelajaran di kelasnya. Itu semua akan meningkatkan pengetahuan dan kreativitas anak didiknya. (Lif Khoiru Sofan, 2011: 6) Guru yang kreatif tentu memiliki strategi atau pendekatan yang bervariasi dapat digunakan dalam proses pembelajaran, sehingga pembelajaran berpusat pada siswa ( student centered learning). Peran guru memperkaya pengalaman belajar siswa, pengalaman bisa diperoleh melalui serangkaian penjelajahan secara aktif. Guru juga dapat menggunakan model pembelajaran yang bervariasi sesuai dengan karakteristik siswa. Pemilihan model pembelajaran juga harus sesuai dengan materi yang akan disampaikan. Model pembelajaran tersebut harus mampu mencapai tujuan pembelajaran IPS yang membantu siswa untuk lebih mudah menemukan dan memahami konsep-konsep yang sulit sehingga siswa menjadi aktif dalam belajar memahami konsep-konsep yang sulitSalah satu model pembelajaran yang dapat diterapkan oleh guru dalam pembelajaran IPS adalah model pembelajaran ARIAS tipe Jigsaw. Model pembelajaran ARIAS tipe jigsaw merupakan pembelajaran kooperatif yang menekankan pada aspek interaksi siswa dan guru yang terdiri dari kelompok kecil 5-6 orang secara heterogen dan bekerjasama saling ketergantungan yang positif. Model pembelajaran ARIAS adalah usaha pertama dalam kegiatan pembelajaran untuk menambah rasa yakin atau percaya diri pada siswa Pengertian Model Pembelajaran ARIAS Model pembelajaran ARIAS dikembangkan sebagai salah satu alternatif yang dapat digunakan oleh guru sebagai dasar melaksanakan kegiatan pembelajaran dengan baik. Model pembelajaran ARIAS berisi lima komponen yang merupakan satu kesatuan yang diperlukan dalam kegiatan pembelajaran. Model pembelajaran ARIAS dalam buku Ahmadi dkk (2011) merupakan modifikasi dari model ARCS. Model ARCS (Attention, Relevance, Confidance, Satisfaction). Djamaah Sopah mengungkapkan bahwa model pembelajaran ini menarik karena dikembangkan atas dasar teori-teori belajar dan pengalaman nyata para instruktur. Model pembelajaran yang digunakan mengandung lima komponen yaitu: attention (minat atau perhatian); relevance (relevansi atau keterkaitan); satisfaction (kepuasan atau bangga); dan assessment (evaluasi). Modifikasi juga dilakukan dengan penggantian nama confidance menjadi assurance, dan attention menjadi interest (minat) sudah terkandung pengertian attention (perhatian). Dengan kata interest tidak hanya sekedar menarik minat atau perhatian siswa pada awal kegiatan melainkan tetap memelihara minat atau perhatian tersebut selama kegiatan pembelajaran berlangsung. Komponen dari pembelajaran ARIAS yang pertama adalah Assurance (Percaya diri). Assurance adalah sikap percaya, yakin akan berhasil atau yang berhubungan dengan harapan untuk berhasil (Keller, 1987;2-9). Menurut Bandura seperti dikutip oleh Djamaah Sopah (2001;458), seseorang yang memiliki sikap percaya diri tinggi cenderung akan berhasil bagaimanapun kemampuan yang ia miliki. Sikap ini mempengaruhi kinerja actual seseorang, sehingga perbedaan dalam sikap ini menimbulkan perbedaan dalam kinerja. Sikap percaya diri, yakin akan berhasil ini perlu ditanamkan kepada siswa untuk mendorong mereka agar berusaha dengan maksimal guna mencapai keberhasilan yang optimal. Disimpulkan bahwa assurance dapat dimaknai sebagai suatu kegiatan guru untuk menumbuhkan motivasi dan sikap percaya diri dalam diri siswa.

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Komponen kedua adalah Relevance (Kebermaknaan atau Keterkaitan). Keller dan Kopp seperti dikutip Djamaah Sopah (2001) Relevance yaitu berhubungan dengan kehidupan siswa baik berupa pengalaman sekarang atau yang telah dimiliki maupun yang berhubungan dengan kebutuhan karir sekarang atau yang akan datang. Siswa merasa kegiatan pembelajaran yang mereka ikuti memiliki nilai, bermanfaat dan berguna bagi kehidupan mereka. Sesuatu yang memiliki arah tujuan, dan sasaran yang jelas serta ada manfaat relevan dengan kehidupan akan mendorong individu untuk mencapai tujuan tersebut. Dengan tujuan yang jelas mereka akan mengetahui kemampuan apa yang akan dimiliki dan pengalaman apa yang akan didapat. Menurut Djamaah Sopah ada beberapa cara yang dapat digunakan untuk meningkatkan relevansi dalam pembelajaran, yaitu: mengemukakan tujuan sasaran yang akan dicapai, mengemukakan manfaat pelajaran bagi kehidupan siswa, menggunakan bahasa yang jelas atau contoh-contoh yang ada hubungannya dengan pengalaman nyata atau nilai-nilai yang dimiliki siswa, menggunakan berbagai alternative strategi dan media pembelajaran yang cocok untuk pencapaian tujuan. Dari pendapat yang dikemukakan Keller dan Djamaah Sopah diatas, dapat ditarik pengertian dari relevance adalah kebermaknaan atau arti dari pelajaran yang diperoleh siswa serta keterkaitannya dengan kehidupan sehari-hari. Siswa akan terdorong mempelajari sesuatu kalau hal yang akan dipelajari ada kaitannya dengan kehidupan siswa, dan memiliki tujuan yang jelas. Maka dari itu, guru hendaknya selalu menunjukkan keterkaitan atau contoh nyata bagi siswa dengan beberapa cara yang mudah dimengerti siswa. Komponen ketiga yaitu Interest (Minat atau perhatian siswa). Dalam kegiatan pembelajaran, minat atau perhatian tidak hanya harus dibangkitkan melainkan juga harus dipelihara selama kegiatan pembelajaran berlangsung. Oleh karena itu, guru harus memperhatikan berbagai bentuk dan memfokuskan pada minat atau perhatian dalam kegiatan pembelajaran.Adanya minat atau perhatian siswa terhadap tugas yang diberikan dapat mendorong siswa melanjutkan tugasnya.Kesimpulan arti interest dalam komponen ini adalah suatu upaya untuk membangkitkan minat dan memelihara ketertarikan siswa terhadap pelajaran yang akan disampaikan, karena minat atau perhatian siswa merupakan sesuatu yang sangat berguna dalam usaha mempengaruhi proses dan hasil belajar siswa. Komponen keempat adalah Assessment (Evaluasi atau penilaian).Assessment berhubungan dengan evaluasi terhadao siswa.Menurut Hopkins dan Antens seperti yang dikutip Djamaah Sopah, evaluasi merupakan umpan balik tentang kelebihan dan kelemahan yang dimiliki siswa, dapat mendorong belajar lebih baik dan meningkatkan motivasi berprestasi. Evaluasi terhadap siswa dilakukan untuk menegtahui sampai sejauh mana kemajuan yang telah mereka capai yaitu apakah siswa telah memiliki kemampuan seprti yang dinyatakan dalam tujuan pembelajaran (Gagne dan Briggs, 1979;157 dalam Djamaah Sopah). Beberapa cara yang dapat digunakan untuk melaksanakan evaluasi, yaitu mengadakan evaluasi dan memberi umpan balik terhadap kinerja siswa, memberikan evaluasi yang obyektif dan adil serta segera menginformasikan hasil evaluasi kepada siswadan lainlain. Dapat diartikan bahwa evaluasi merupakan alat untuk mengetahui apakah yang telah diajarkan sudah dipahami oleh siswa, untuk memonitor kemajuan siswa sebagai individu maupun kelompok, untuk merekam apa yang telah siswa capai dan untuk membantu siswa dalam belajar usaha meningkatkan prestasi belajar. Komponen kelima yaitu Satisfaction (Rasa bangga, puas atas hasil yang dicapai). Dalam teori belajar, satisfaction adalah reinforcement (penguatan).Siswa yang telah berhasil

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mengerjakan atau mencapai sesuatu merasa bangga atau puas atas keberhasilan tersebut. Keberhasilan dan kebanggan itu menjadi penguat bagi siswa tersebut untuk mencapai keberhasilan berikutnya (Djamaah Sopah, 2001). Kebanggaan dan rasa puas ini juga dapat timbul karena pengaruh dari luar individu, yaitu dari orang lain atau lingkungan yang disebut kebanggaan ekstrinsik. Seseorang merasa bangga dan puas karena apa yang dikerjakan dan dihasilkan mendapat penghargaan baik bersifat verbal maupun nonverbal dari orang lain atau lingkungan. Memberikan penghargaan (reward) menurut Thorndike seperti dikutip oleh Gagne dan Briggs dalam Djamaah Sopah, merupakan suatu pengauatan (reinforcement) dalam kegiatan pembelajaran. Dengan demikian, satisfaction merupakan usaha guru untuk menumbuhkan rasa bangga siswa atas hasil belajarnya melalui penguatan atau memberi penghargaan. Rasa bangga dan memberikan penghargaan merupakan salah satu cara yang dapat digunakan untuk mempengaruhi hasil belajar siswa. Untuk itu, hal ini perlu ditanamkan dan dijaga dalam diri siswa. Sehingga keunggulan dari model pembelajaran ARIAS (Assurance, Relevance, Interest, Assessment, Satisfaction) adalah dalam kegiatan pembelajarannya terdapat tahap memberikan motivasi kepada siswa untuk bisa lebih percaya diri (Assurance), tahap mengaitkan materi yang di ajarkan dengan kehidupan siswa (Relevance), tahap berusaha menarik dan memelihara minat atau perhatian siswa (Interest), kemudian terdapat tahap evaluasi (Assessment), serta tahap menumbuhkan rasa bangga pada siswa dengan memberikan penguatan (Satisfaction). Selain itu, proses Model Pembelajaran ARIAS (Assurance, Relevance, Interest, Assessment, Satisfaction) didominasi oleh upaya memotivasi serta memberikan contoh yang relevan pada materi yang diajarkan dengan kehidupan sehari-hari siswa sehingga tujuan pembelajaran dapat tercapai. ARIAS tipe Jigsaw Berdasarkan pendapat Arends (dalam Muhammat Rahman, 2014:4) pembelajaran kooperatif jigsaw adalah suatu tipe pembelajaran kooperatif yang terdiri dari beberapa anggota dalam satu kelompok yang bertanggung jawab atas penguasaan bagian materi belajar dan mampu mengajarkan bagian tersebut kepada anggota lain dalam kelompoknya. Berdasarkan pendapat Arends (dalam Muhammat Rahman, 2014:4) model pembelajaran kooperatif tipe jigsaw merupakan model pembelajaran kooperatif, dengan siswa belajar dalam kelompok kecil terdiri dari 5-6 orang secara heterogen dan bekerja sama saling ketergantungan positif dan bertanggung jawab atas ketuntasan bagian materi pelajaran yang harus dipelajari dan menyampaikan materi tersebut kepada anggota kelompok lain. Anggota dari setiap tim dengan topik yang sama bertemu untuk diskusi (tim ahli) saling membantu satu sama lain tentang topik pembelajaran tersebut. Kemudian siswa kembali pada kelompoknya untuk menjelaskan kepada anggota kelompoknya, tentang apa yang telah mereka pelajari. Model pembelajaran kooperatif tipe jigsaw, terdapat kelompok asal dan kelompok ahli. Kelompok asal, yaitu kelompok induk siswa, beranggotakan siswa dengan kemampuan, asal, dan latar belakang keluarga yang beragam. Kelompok ahli merupakan gabungan dari beberapa ahli yang terdiri dari anggota kelompok asal yang ditugaskan untuk mempelajari dan mendalami topik tertentu untuk menyelesaikan tugas-tugas berkaitan dengan topiknya. Hasil diskusi kelompok ahli kemudian dijelaskan kepada anggota kelompok asal. Menurut Arend (dalam Muhammat Rahman, 2013:5) Hubungan kelompok asal dan kelompok ahli digambarkan sebagai berikut.

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Kelompok Asal A1

B1 A2

A3

C1 B2

B3 A4

D1 C2

C3 B4

D2 D3

C4

D4

Kelompok Ahli A1

A2

A3

A4

B1

B2

B3

B4

C1

C2

C3

C4

D1

D2

D3

D4

Gambar 2.1 Setting Kooperatif Tipe Jigsaw Anggota dari kelompok asal, bertemu dengan topik yang sama dalam kelompok ahli untuk berdiskusi dan membahas materi yang ditugaskan pada masing-masing anggota kelompok. Setelah pembahasan selesai, anggota kelompok kemudian kembali pada kelompok asal dan mengajarkan pada teman sekelompoknya apa yang telah mereka dapatkan pada saat pertemuan dikelompok ahli. Jigsaw didesain selain untuk meningkatkan rasa tanggung jawab siswa secara mandiri juga dituntut saling ketergantungan yang positif (saling memberi tahu) terhadap teman kelompoknya. Akhir pembelajaran, siswa diberi kuis secara individu yang mencakup topik materi yang telah dibahas. Kunci tipe jigsaw ini adalah interdependensi setiap siswa terhadap anggota tim yang memberikan informasi yang diperlukan dengan tujuan agar dapat mengerjakan kuis dengan baik. Kelebihan dan Kelemahan Model Pembelajaran ARIAS tipe Jigsaw Model pembelajaran tipe jigsaw memiliki beberapa kelebihan yaitu: - Mempermudah pekerjaan guru dalam mengajar, karena sudah ada kelompok ahli yang bertugas menjelaskan materi kepada rekan-rekannya. - Pemerataan penguasaan materi dapat dicapai dalam waktu yang lebih singkat. - Metode pembelajaran ini dapat melatih siswa untuk lebih aktif dalam berbicara dan berpendapat. Dalam penerapannya sering dijumpai kelemahan, yaitu: - Siswa yang aktif akan lebih mendominasi diskusi dan cendurung mengontrol jalannnya diskusi. - Siswa yang memiliki kemampuan membaca dan berfikir rendah akan mengalami kesulitan untuk menjelaskan materi apabila ditunjuk sebagai tenaga ahli. - Siswa yang cerdas cenderung merasa bosan. Langkah-langkah Pembelajaran ARIAS Tipe Jigsaw Menurut Muhammat Rahman (2013:7-9) adapun langkah-langkah yang dapat dilakukan guru dalam menerapkan model pembelajaran ARIAS dengan seting kooperatif tipe jigsaw sebagai berikut:

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1.

2.

3.

4.

5.

Tahap Assurance (percaya diri) - Guru mengawali pembelajaran dengan menyampikan apersepsi kepada siswa, kemudian menyampikan indikator, tujuan pembelajaran, menekankan manfaat materi pembelajaran, mengingatkan materi sebelumnya. - Mengajukan sejumlah pertanyaan untuk mengetahui pengetahuan. - Siswa menanggapi pertanyaan yang diajukan oleh guru berdasarkan gagasan awal yang dimiliki. - Guru memberikan motivasi kepada siswa. Tahap Relevance (berhubungan dengan kehidupan nyata) - Guru membagi kelompok dengan jumlah 5-6 orang siswa. - Guru menyiapakan undian yang berisi pertanyaan yang berkaitan dengan koperasi. - Perwakilan kelompok mengambil undian yang disiapkan untuk selanjutnya didiskusikan dalam kelompoknya. - Setelah berdiskusi mereka kembali ke kelompok asal dengan membawa hasil diskusinya, begitu juga dengan teman yang lain. Sehingga semua kelompok bekerja dan tidak ada yang pasif. Tahap Interest (minat dan perhatian siswa) Pada tahap ini, setelah kembali ke kelompok asal dengan membawa hasil diskusi siswa menjelaskan hasil diskusi kepada teman di kelompok asalnya. Begitu juga dengan teman yang lain, Jadi semua siswa bekerja dan tidak ada yang pasif, karena setiap anggota kelompok saling mempresentasikan diskusi. Tahap Assessment (evaluasi) - Guru memberikan kesempatan kepada siswa untuk mengevaluasi diri sendiri dan kelompok lain. - Guru mengadakan evaluasi dan memberi umpan balik terhadap kinerja siswa. - Guru mengadakan evaluasi secara observasi pada saat siswa mempresentasikan hasil diskusinya. - Kemudian guru menginformasikan hasil dari diskusi siswa. Tahap Satisfaction (penguatan) - Guru memberikan penghargaan kepada siswa secara individu maupun kelompok, baik secara verbal maupun non verbal. - Guru dan siswa bersama-sama menyimpulkan hasil diskusi

Simpulan Tujuan khusus pengajaran IPS di sekolah dasar dapat dikelompokkan menjadi empat komponen yaitu: 1) Memberikan kepada siswa pengetahuan tentang pengalaman manusia dalam kehidupan bermasyarakat pada masa lalu, sekarang dan masa akan datang, 2) Menolong siswa untuk mengembangkan keterampilan untuk mencari dan mengolah informasi. 3) Menolong siswa untuk mengembangkan nilai atau sikap demokrasi dalam kehidupan bermasyarakat.4).Menyediakan kesempatan kepada siswa untuk mengambil bagian atau berperan serta dalam bermasyarakat. Tujuan tersebut dapat dicapai dengan berbagai cara. Salah satunya adalah dengan penerapan model pembelajaran yang melibatkan siswa secara aktif dalam pembelajaran. Model pembelajaran yang dapat mengantar siswa mencapati tujuan pengajaran IPS tersebut adalah model pembelajaran ARIAS tipe Jigsaw. Model pembelajaran

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ARIAS tipe jigsaw merupakan pembelajaran kooperatif yang terdiri dari beberapa anggota dalam satu kelompok yang bertangung jawab atas penguasaan materi belajar dan mampu mengajarkan bagian tersebut kepada anggota lain dalam kelompoknya. Penerapan model pembelajaran ARIAS tipe jigsaw dalam penelitian terdiri dari 5 tahap, yaitu: Assurance (percaya diri), Relevance (sesuai dengan kehidupan siswa), Interest (minat dan perhatian siswa), Assessment (evaluasi), Satisfaction (penguatan). Keterkaitan model pembelajaran ARIAS tipe jigsaw dengan mata pelajaran IPS sudah tergambarkan dari usaha atau kegiatan yang akan dilakukan untuk menanamkan rasa percaya diri pada siswa, mengadakan kegiatan yang relevan, meningkatkan minat atau perhatian siswa, melakukan evaluasi, dan menumbuhkan rasa dihargai atau bangga pada siswa.

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THE DIVERSITY OF INDIAN CULTURE THROUGH THE CHOICE OF LEXICAL ENTRIES IN HINDI-FRENCH DICTIONARY Tanzil Ansari University of Delhi, Jawaharlal Nehru University ABSTRACT A dictionary is often considered a list of words, arranged in alphabetical order, providing information on a language or languages and it informs us about the spelling, the pronunciation, the origin, the gender and the grammatical functions of new and unknown words. In other words, it is first and foremost a linguistic tool. But, the research across the world in the field of linguistic and lexicography proved that a dictionary is not only a linguistic tool but also a cultural product through which a lexicographer transmits the culture of a country or a linguistic community from his or her ideology. It means, a dictionary does not present only language and its metalinguistic functions but also its culture. Every language consists of some words and expressions which depict the culture of its language. In this way, it is impossible to disassociate language from its culture. Therefore, a dictionary which composes an archive of words and expressions of a language or languages, represent the culture. The present study will investigate how the choice of lexical entries in HindiFrench Dictionary, written by Nicole Balbir, a French lexicographer, shows the diversity of Indian culture at macrostructure level of dictionary. The results show India as a country of diversity that can be seen in terms of religion, language, gastronomy, dressing-style etc. The study is focused on Hindi-French dictionary, but its line of argument can be compared to dictionaries produced in other languages. Keywords: culture, dictionary, diversity, macrostructure

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