Search

ABSTRAK: Kompetensi menulis artikel pada kelas XII jenjang SMK sesuai dengan kurikulum 2013 KI 3.47 dan KD 4.47. Penelitian ini difokuskan pada morfofonemik dalam artikel karangan siswa kelas XII SMK Multimedia Tumpang yaitu pada proses penambahan fonem, pelesapan fonem, peluluhan fonem, perubahan fonem dan pergeseran fonem. Penelitian ini menggunakan pendekatan deskriptif kualitatif dan termasuk jenis penelitian analisis teks. Hasil penelitian ini menunjukkan bahwa morfofonemik dalam artikel karangan siswa kelas XII SMK Multimedia Tumpang, 1). Hanya terdapat penambahan fonem, pelesapan fonem, peluluhan fonem, perubahan fonem serta tidak ditemukan pergeseran fonem. 2). Tidak semua proses afiksasi mengakibatkan perubahan , diantara proses afiksasi yang menyebabkan perubahan adalah prefiksasi /ber-/, prefiksasi /me-/ dan klofiksasi /me-kan/, /me-i/. Prefiksasi /pe-/ dan konfiksasi /pe-an/ ,prefiksasi /per-/ dan konfiksasi /per-an/, prefiksasi /ter-/ . 3). Kerancuan morfofonemik sebanyak 5 kata. 4). tidak ditemukan perubahan fonem pada proses sufiksasi /-an/. KATA KUNCI: Morfofonemik, artikel, afiksasi, kurikulum 2013 MORPHONEMICS IN THE WRITING OF STUDENTS 'ARTICLES CLASS XII SMK ABSTRACT: Writing competence in class XII at SMK according to the 2013 curriculum, KI 3.47 and KD 4.47. This research is focused on the morphophonemic in the articles written by the XII grade students of SMK Multimedia Tumpang, namely the process of phoneme appearance, phoneme impingement, phoneme pulsation, phoneme change and phoneme shift. This research uses a qualitative descriptive approach and is a type of text analysis research. The results of this study indicate that the morphophonemic in the article written by class XII students of SMK Multimedia Tumpang, 1). There were only phoneme occurrences, phoneme impingement, phoneme pulsation, phoneme change and no phoneme shift was found. 2). Not all affixation processes result in morphophonemic, among the affixation processes that cause phoneme changes are prefixation / ber- /, prefix / me / and cllofixation / me -kan /, / me-i /. Prefixation / reposition / and fixation / message /, prefix / per- / and confixation / per -an /, prefixation / ter- /. 3). Morphophonemic confusion is 5 words. 4). no morphophonemic found in the / -an / suffixation process. KEY WORDS: Morphophonemic, articles, affixation, 2013 curriculum

Students are required to master effective sentences to support their writing skills. However, students often struggle with comprehending and constructing effective sentences due to their limited proficiency and competence. This research examines the comprehension of effective sentences through grammaticality judgment tests and its implications for writing instruction. This research employs mixed methods. Two hundred three first-semester students from Universitas Muhammadiyah Malang were selected for research using purposive sampling. Data was collected using grammaticality judgment tests and semi-structured interviews. Data analysis was carried out quantitatively using the Mann-Whitney U Test and qualitatively to describe patterns of findings. The results showed that 57% of students comprehended quite well, and 25% comprehended. Learners' comprehension of effective sentences is predominantly concerned with language efficiency rather than grammatical structure and lack of explicit linguistic knowledge. Effective sentences, especially parallelism, clarity, and explicit linguistic knowledge, are partially understood. The Mann-Whitney U Test shows that first- and second-language students comprehend effective sentences identically. Furthermore, male and female learners are dissimilar in their ability to comprehend effective sentences. Writing learning can emphasise mastery of effective sentences, explicit language knowledge, and collaborative writing based on language acquisition order and student gender. These findings can be applied to writing instruction by improving students' mastery of effective sentences in collaborative writing.

ABSTRAK: Kompetensi menulis artikel pada kelas XII jenjang SMK sesuai dengan kurikulum 2013 KI 3.47 dan KD 4.47. Penelitian ini difokuskan pada morfofonemik dalam artikel karangan siswa kelas XII SMK Multimedia Tumpang yaitu pada proses penambahan fonem, pelesapan fonem, peluluhan fonem, perubahan fonem dan pergeseran fonem. Penelitian ini menggunakan pendekatan deskriptif kualitatif dan termasuk jenis penelitian analisis teks. Hasil penelitian ini menunjukkan bahwa morfofonemik dalam artikel karangan siswa kelas XII SMK Multimedia Tumpang, 1).� Hanya terdapat penambahan fonem, pelesapan fonem, peluluhan fonem, perubahan fonem serta tidak ditemukan pergeseran fonem. 2).� Tidak semua proses afiksasi mengakibatkan perubahan , diantara proses afiksasi yang menyebabkan perubahan adalah prefiksasi /ber-/, prefiksasi /me-/ dan klofiksasi /me-kan/, /me-i/. Prefiksasi /pe-/ dan konfiksasi /pe-an/ ,prefiksasi /per-/ dan konfiksasi /per-an/, prefiksasi /ter-/ . 3). Kerancuan morfofonemik sebanyak 5 kata. 4). tidak ditemukan perubahan fonem pada proses sufiksasi /-an/. KATA KUNCI: Morfofonemik, artikel, afiksasi, kurikulum 2013 � � MORPHONEMICS IN THE WRITING OF STUDENTS 'ARTICLES CLASS XII SMK � ABSTRACT: Writing competence in class XII at SMK according to the 2013 curriculum, KI 3.47 and KD 4.47. This research is focused on the morphophonemic in the articles written by the XII grade students of SMK Multimedia Tumpang, namely the process of phoneme appearance, phoneme impingement, phoneme pulsation, phoneme change and phoneme shift. This research uses a qualitative descriptive approach and is a type of text analysis research. The results of this study indicate that the morphophonemic in the article written by class XII students of SMK Multimedia Tumpang, 1). There were only phoneme occurrences, phoneme impingement, phoneme pulsation, phoneme change and no phoneme shift was found. 2). Not all affixation processes result in morphophonemic, among the affixation processes that cause phoneme changes are prefixation / ber- /, prefix / me / and cllofixation / me -kan /, / me-i /. Prefixation / reposition / and fixation / message /, prefix / per- / and confixation / per -an /, prefixation / ter- /. 3). Morphophonemic confusion is 5 words. 4). no morphophonemic found in the / -an / suffixation process. KEY WORDS: Morphophonemic, articles, affixation, 2013 curriculum

Syllabus and lesson plan (RPS and RPP in Indonesian), which consist of topics and plan for conducting a subject during a period of time, are essential elements for teaching and learning activity. Therefore, in order to conduct subject successfully, syllabus and learning plan should be revised before class started. However, the revising activity is not a simple activity and sometimes becomes a complex activity that takes time. Consequently, in many cases, teachers tend to regret doing this activity; and if do so the maximal result will not be achieved. To solve this problem, Lective Gegulang™ was built to help teacher managing syllabus and lesson plan. Using Lective Gegulang, a teacher is able to work collaboratively by sharing their documents and discussing their work. Lective Gegulang is an interactive tool that adapts dynamically to high education policy and any possible changes, so, it is easy for the teacher to modify their syllabus and lesson plan; and then evaluates its consistency. Then, testing was conducted by four education experts by validating 13 features of Lective Gegulang. The result shows that 48.1% of all features are completely compliance with the syllabus and lesson plan development flow. Then, 46.1% of features are compliance with minor improvement and 5.8% of features need major improvement. Moreover, Lective Gegulang was successfully implemented in Informatics Department, Universitas Muhammadiyah Malang, with all features was fulfilling all requirements needed.