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"Tantangan pada penulisan teks argumentatif yang dihadapi pelajar kelas XI salah satu Sekolah Menengah Atas (SMA) swasta di Cibubur terletak pada kemampuan menyusun dan mengembangkan gagasan. Maka, kendala tersebut diatasi melalui studi eksperimental menggunakan metode campuran dengan menerapkan prewriting berbentuk mind map. Hasil penelitian berupa perbandingan nilai pre-test dan post-test yang dianalisis menggunakan Nonparametric-Wilcoxon Signed Rank Test menunjukkan hasil yang signifikan pada experimental group dengan Asymp.Sig.(2-tailed) 0.003<0.05. Partisipan kemudian mengungkapkan persepsinya terhadap penggunaan mind map melalui kuesioner dan wawancara yang dianalisis menggunakan software Nvivo 12 dengan teknik In Vivo coding. Dari hasil analisis, diketahui bahwa kata kunci, warna, dan cabang merupakan komponen mind map yang paling berdampak pada eksplorasi konten, struktur teks, kemudahan dan minat menulis, efisiensi waktu, serta keterampilan berpikir. Meskipun demikian, terdapat 3 orang partisipan yang mengungkapkan bahwa mereka tidak merasakan perkembangan karena penyebab tertentu. Signifikansi hasil penelitian dan persepsi yang mayoritas positif menyiratkan bahwa mind map merupakan strategi yang cocok untuk mengembangkan gagasan pada penulisan teks argumentatif. Maka, pada penelitian selanjutnya, menarik untuk melihat fungsi mind map pada komunitas belajar yang lebih besar dan menggabungkannya dengan strategi lain untuk mengoptimalkan hasil belajar.

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The ability to compose and develop ideas in argumentative writing was a challenge for grade XI students at one of Cibubur’s private high schools. Therefore, a mixed method experimental study was implemented to determine the effectiveness of mind map as a prewriting strategy to improve the student’s ability. The result of the study was presented by the comparison of pre-test and post-test scores which were analyzed using Nonparametric-Wilcoxon Signed Rank Test. A significant value was found in the experimental group with Asymp (two-tailed) Sig. = 0.003<0.05. The participants also expressed their perception of the mind map’s feature through a questionnaire and interview. According to the data which were analyzed using Nvivo 12 with In Vivo coding, the mind map elements with the greatest influence on content exploration, text structure, ease and interest in writing, time efficiency, and thinking skills were keywords, colors, and branches. Nevertheless, 3 participants said they didn’t make any progress for several reasons. The significant findings and the vast majority of positive opinions indicated that the mind map was an effective strategy for developing ideas in argumentative writing. In further research, it would be interesting to explore how it fits into the larger learning community by combining it with other methods to improve learning outcomes.

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"Sebagai sebuah wacana persuasi, ceramah motivasi Mario Teguh ?Golden Ways? mengandung persuasi yang ingin disampaikan. Persuasi tersebut berupa pernyataan yang didukung oleh pernyataan pendukung lainnya agar persuasi yang disampaikan dapat diterima. Kesatuan pernyataan-pernyataan itulah yang disebut argumen, yang merupakan bagian dari persuasif. Penelitian ini bertujuan menemukan unsur argumen, pola argumen, teknik argumen, serta pemarkah linguistik dari unsur argumen dan teknik argumen dalam ceramah "Golden Ways". Tema yang dipilih sebagai data, yaitu 1) "Superfriendship", 2) "Happiness Starts from Home", 3) ?Wanitaku Pemuliaku?, dan 4) "Guru Penumbuh Bangsa". Data diambil dari laman Youtube. Penelitian ini bersifat kualitatif deskriptif. Penelitian ini menggunakan teori Toulmin untuk membedah unsur argumen. Toulmin mengungkapkan ada enam unsur argumen yaitu Claim, Ground, Warrant, Backing, Qualifier, dan Possible. Sementara itu, penelitian ini juga menggunakan pendapat Renkema untuk menemukan teknik argumen. Rengkema menyatakan ada empat teknik yang dapat digunakan untuk membangun sebuah argumen, yaitu (1) memberikan penjelasan; (2) membuat analogi; (3) memberikan contoh; dan (4) menyebutkan sumber otoritatif. Hasil penelitian menunjukkan ada empat unsur argumen dalam ceramah "Golden Ways", yaitu claim, ground, warrant, backing, sedangkan teknik argumen, yakni teknik menggunakan contoh, teknik menjelaskan, dan teknik analogi. Unsur argumen, teknik argumen, dan pemarkah linguistik baik yang ditemukan atau tidak memberikan gambaran kekhasan Mario Teguh sebagai seorang motivator.

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As a persuasion discourse, "Golden Ways" motivational speech by Mario Teguh contains persuasion wanted to be conveyed. Persuasion is a statement supported by other supporting statements for persuasion delivered to be acceptable. Unity of the statements so-called an argument, is part of persuasion. This study aims to find the element of the argument, the pattern of the argument, argument techniques, and linguistic markers in "Golden Ways". The theme chosen as the data are "Superfriendship", "Happiness Starts from Home", "Wanitaku Pemuliaku", and "Guru Penumbuh Bangsa". Data are taken from Youtube page. This study is a qualitative descriptive research. This study used Toulmin's theory to find the elements of the arguments. According to Toulmin's theory there are six elements of argument namely, that Claim, Ground, Warrant, Backing, Qualifier, and Possible. Meanwhile, this study uses Renkema's theory to dissect the argument techniques. Renkema stated four techniques that can be used to build an argument namely, (1) providing explanation, (2) making analogy, (3) providing example, and (4) providing authoritative source,. The results showed there are four elements of the argument in the speeches of "Golden Ways" by Mario Teguh. Those are claim, ground, warrant, and backing. This study also showed there are three techniques of argument used namely, providing example, providing explanation, and making analogy. Thus, the elements of argument, the techniques of argument, and linguistic markers whether they are found or not in the "Golden Ways" speech by Mario Teguh show the uniqueness of Mario Teguh as a motivator."

"Skripsi ini membahas nilai-nilai moral di dalam Babad Ponorogo. Nilai-nilai moral ini dianalisis untuk mencari jati diri masyarakat ponorogo. Teori yang digunakan adalah teori sistem nilai budaya yang dikemukakan oleh C. Kluckhohn (1961), sedangkan metodologi yang digunakan adalah metode deskriptif analisis. Pada Babad Ponorogo, ada 17 nilai moral yang diperoleh. Ketujuh-belas nilai moral tersebut mencakup hakekat hidup yaitu keimanan, keadilan, demokrasi, kerukunan, bersyukur, berprasangka baik, menjauhkan diri dari hawa napsu, dan kesabaran; hakekat karya manusia nilai moral yaitu gotong-royong, keadilan, keberanian, kemandirian, amanah, dan rajin bekerja; persepsi manusia tentang waktu nilai moralnya yaitu bersikap realistis; pandangan manusia terhadap alam sekitar dengan menghargai alam; hakekat hubungan manusia dengan sesama yaitu amanah, keadilan, tidak pamrih, tolong-menolong, rendah hati, dan kejujuran. Nilai-nilai moral yang terdapat di dalam Babad Ponorogo tersebut dapat dijadikan sebagai jati diri masyarakat Ponorogo.

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This thesis discusses the moral values in the Babad Ponorogo. These moral values are being analyzed to find the identity of Ponorogo's community. The theory that being used is the theory of cultural value system by C. Kluckhohn (1961) and the methodelogical that being used is analytical descriptive. Babad Ponorogo has seventeen moral values. These seventeen moral values includes the essence of life: faith, justice, democracy, harmony, gratitude, prejudiced good, stay away from the passions, and patience; the essence of the moral values of human work are mutual help, justice, courage, independence, trust, and diligent work; human perception of time for being realistic; human view of the environment with respect for nature; the essence of human relationships with others that are trustworthy, fairness, no strings attached, mutual help, humility, and honesty. Moral values contained in the Babad Ponorogo can be used as identity Ponorogo society."

"Literary approach to the Quran developed by al-Khuli created deep critiques from its opponents, in whose opinion, the usage of literary paradigm to the study of the Qur’an, according to them, implied a consequence of treating the Qur’an as a human text which clearly indicates a strong influence of a liberal mode of thinking that goes out of the line of the Qur’an’s spirit. This article shows a diametric fact compared to that they have claimed. The data proves that linguistic aspects of the Qur’an have succeeded in making an intellectual connection among progressive and liberal scholars in the classical and modern era. This supports the assumption that progressive and liberal thought whose one of its indicators is freedom of thought in accordance to Charles Kurzman term, is “children” of the Islamic civilization. Freedom of thought in the classical Islamic scholarship should be the élan of intellectualism including the field of Quranic studies."

"This book provides a working model or 'map' of the mind, with language as its centrepiece. Drawing on research across linguistics, psychology and neuroscience, it allows the reader to quickly grasp how each separate aspect of the mind's operations can be related. This 'big picture' view includes the way the mind makes, stores and loses memories of all kinds as well how its various 'expert systems' combine and collaborate to solve, typically beyond our conscious awareness, the myriad of tasks we are faced with every minute and millisecond of our existence. The book also focuses on language, that is, the mind of monolingual, bilingual and multilingual speakers."

"In this accessible introduction, Mike Sharwood Smith provides a working model or 'map' of the mind, with language as its centrepiece. Drawing on cutting-edge research across linguistics, psychology and neuroscience, it allows students to quickly grasp how each separate aspect of the mind's operations can be related. This 'big picture' view includes the way the mind makes, stores and loses memories of all kinds as well how its various 'expert systems' combine and collaborate to solve, typically beyond our conscious awareness, the myriad of tasks we are faced with every minute and millisecond of our existence. The book also focuses on language, that is, the mind of monolingual, bilingual and multilingual speakers. It will be of interest to all students wishing to learn more about the complex relationship between language - one of the most important ways in which we define ourselves as human - and the mind."

"This article examines domestic and international critiques of the literature of the Vietnamese-language writer Khái Hưng, who was active from the French colonial period to the eve of the Indochina War. It then explores changes and continuities in Vietnamese literary criticism in light of changes in the nation’s cultural policies. Khái Hưng was one of seven members and the most prolific writer of the Self-Reliant Literary Group, founded in 1933 in Hanoi. In 1941 he was arrested by the French for anticolonial activities. Following World War II, he supported the Vietnamese Nationalist Party as an editor of the Party’s newspapers. In 1946 he was captured by the Communist-led Việt Minh, and in 1947 he was executed. On the grounds that he was involved in the Party against the Việt Minh and was purged by the Việt Minh, few serious studies have been conducted on Khái Hưng despite his stature as a leading writer in the 1930s and 1940s. Although former South Vietnamese scholars recognized the importance of Khái Hưng’s late works, they had to start by collecting these materials, which had been scattered due to national division and war; also, South Vietnamese students of literature tended to prefer the study of foreign literature to domestic literature. After the fall of the former South Vietnam, those who fled abroad as refugees had to start earning a living from scratch. Therefore, few of them studied literature at academic institutions, and little serious research was conducted on Khái Hưng, including his activities in the latter years of his life. However, as Đỗ Lai Thúy points out, avoiding such “sensitive issues” in Vietnam makes it difficult to truly understand the country. This paper carefully traces the treatment of the literature created by Khái Hưng, who was recognized as a “sensitive issue.” At the same time, it attempts to dismantle the formula that was constructed with the rise of social realism: romanticism=bourgeoisie=decadence=reaction, which has become a simplified and somewhat established theory in Vietnamese literary history since Khái Hưng’s death. Focusing on a specific writer reveals the complex ways in which the cultural policies of a war-torn nation were operationalized at the civilian level."

"Pemahaman lisan berperan penting dalam proses belajar di sekolah dasar. Memahami materi ceramah yang disampaikan guru kadang menjadi hal yang sulit bagi siswa.Penelitian ini bertujuan meningkatkan pemahaman lisan pada siswa melalui penggunaan mind map sebagai metode mencatat saat mendengarkan. Penelitiansmall N designini melibatkan D (laki-laki, 11 tahun), siswa kelas 5 SD, sebagai partisipan penelitian.Program intervensi yang diberikan berupa pelatihan mind mapsebanyak 5 sesiyang dilaksanakan di sekolah dengan menyertakan dua orang siswa tambahan.Pemahaman lisan diukur pada tahap pemahaman literal dengan pemberian pre-test dan post-test, berupa tugas mendengarkan pembacaan teks narasi dan teks eksposisi kemudian menuliskan kembali sebanyak-banyaknya gagasan yang diingat dari teks tersebut.Data hasil penelitian dianalisis secara kualitatif dan kuantitatif. Hasil menunjukkan adanya peningkatan skor pemahaman lisan pada post-test dan pernyataan positif dari D bahwa penggunaan mind map untuk mencatat selama tugas mendengarkan membantunya dalam mengingat dan memahami informasi.

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Listening comprehension plays an important role in the learning process in primary schools. Understanding lecture material sometimes be difficult for students. This research aims to improve student?s listening comprehension through the use of mind map as a method of note-taking while listening. Using small N design, this research involved D (male, 11 years), a fifth grade student, as the research participant. Mind map training conducted in 5 sessions delivered at school and included two additional students. Listening comprehension was measured on the literal comprehension in pre-test and post-test. The tests were listening tasks contained narrative and expository text, that required participant to find ideas quickly and expressed ideas through writing. The data were analyzed qualitatively and quantitatively.The results show an increase in post-test scores on the listening comprehension and some positive statement of D that the use of mind map for taking notes during listening had helped him in recalling and understanding information."

"Skripsi ini membahas tentang implementasi fungsi Gauss-Circle Map (GCM) dalam proses kriptografi dan steganografi secara simultan. Kriptografi ini berguna untuk menjaga kerahasiaan data, sedangkan steganografi berguna untuk menjaga keberadaan data. Objek yang digunakan pada proses kriptografi dan steganografi secara simultan ini adalah teks dan citra digital. Penelitian ini dilakukan dengan merancang algoritma untuk enkripsi dan embedding secara simultan, serta ekstraksi dan dekripsi secara simultan kemudian diimplementasikan pada pemrograman python. Hasil penelitian menunjukkan bahwa fungsi GCM memiliki tingkat keacakan sebesar 95% menggunakan National Institute of Standards and Technology (NIST) Test. Algoritma yang telah dirancang memiliki tingkat sensitivitas kunci yang beragam sesuai parameternya, secara umum sensitivitas kunci algoritma telah yang dirancang lebih kecil dari. Analisis histogram menunjukkan penyebaran piksel warna pada hasil enkripsi citra tersebar secara merata. Selain itu, kualitas stego image yang dihasilkan memiliki Mean Squared Error (MSE) mendekati nol dan Peak Signal to Noise Ratio (PSNR) di atas 39 dB. Untuk kualitas citra dan teks hasil ekstraksi-dekripsi diukur dari MSE-nya terhadap citra dan teks asli memiliki MSE sebesar 0. Hal ini menandakan teks hasil ekstraksi-dekripsi sama dengan teks asli, dan citra hasil ekstraksi-dekripsi sama dengan citra asli.

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This thesis discusses the implementation of GCM function in cryptography and steganography process simultaneously. Cryptography is useful for securing data confidentiality, while steganography is useful to protect the existence of data. The objects used in the cryptographic and steganographic processes simultaneously are digital text and digital images. This research was conducted by designing algorithms for encryption and embedding simultaneously, as well as decryption and extraction simultaneously then implemented in python programming. The results showed that GCM had a randomness level of 95% using the NIST Test. Algorithms that have been designed have varying degrees of sensitivity according to the parameters, and general sensitivity levels that have been designed smaller than . Histogram analysis shows the spread of color pixels in the encryption of the image are evenly distributed. In addition, the resulting quality of stego image has MSE close to zero and PSNR above 39 dB. For the quality of extracted images and text measured from the MSE against the original image and text, it has zero MSE. This indicates that the extracted text is the same as the original text, and the extracted image is the same as the original image."