Membaca cerita wayang Ramayana meru

Membaca cerita wayang Ramayana merupakan salah satu kompetensi yang harus dicapai siswa dalam pembelajaran bahasa Jawa pada Kurikulum Tingkat Satuan Pendidikan (KTSP) di SMP sederajat. Di dalam proses pembelajaran, biasanya guru memberikan materi bacaan cerita wayang Ramayana yang disediakan di buku paket dan LKS. Akan tetapi kenyataan yang ada di SMP Kabupaten Rembang, materi bacaan cerita wayang yang diberikan tidak menarik bagi siswa bahkan pembelajaran membaca berubah menjadi pembelajaran mendengarkan. Teks cerita wayang Ramayana tersebut menggunakan bahasa Jawa arkais yang jarang didengar dan dipahami siswa. Hal tersebut menyebabkan minat membaca siswa terhadap teks bacaan berbahasa Jawa rendah. Salah satu upaya untuk meningkatkan minat membaca siswa dengan menyediakan buku pengayaan cerita wayang Ramayana yang menarik dan sesuai kebutuhan siswa. Siswa membutuhkan buku pengayaan cerita wayang Ramayana berbahasa Jawa dialek Rembang dan disisipi ilustrasi cerita yang menarik.

Results (English) 1:

Read the story of wayang Ramayana is one of the competencies to be achieved students in learning the Java language in the curriculum unit level education (KTSP) in JUNIOR HIGH SCHOOL equivalents. In the learning process, usually teachers give a puppet story reading Ramayana material provided in the package and is CATEGORIZED. But the fact that there is a JUNIOR HIGH SCHOOL in Rembang puppet story reading material provided is not interesting for students learning to read even turned into learning to listen. The text of the story of the Ramayana puppet using archaic Javanese which is rarely heard and understood the students. It also results in the interest of students towards reading text readings speak low. One effort to increase interest in reading books provides students with enriching the story interesting and wayang Ramayana according the needs of the students. Students need a book Ramayana puppet story enrichment speak Javanese dialect of Rembang and disisipi illustrated an interesting story.

Results (English) 2:

Read puppet story of Ramayana is one of the competencies that must be achieved by students in learning the Java language in the Education Unit Level Curriculum (SBC) in the junior equivalent. In the learning process, teachers usually give puppet story Ramayana reading material provided in textbooks and worksheets. But the fact that there is in junior Rembang, reading material supplied puppet story is not interesting for students learning to read even turned into learning to listen. The text of the Ramayana wayang story using the Java language archaic rarely heard and understood the students. This causes the students' interest in reading the text of the Java-language reading is low. One effort to increase students' interest in reading by providing books enrichment Ramayana wayang stories interesting and fit the needs of students. Students need books enrichment Javanese wayang Ramayana dialect Apex and inserted illustrations interesting story.

Results (English) 3:

这是一个membaca谢莉妲瓦扬罗摩衍那萨拉赫kompetensi杨要dicapai siswa在pembelajaran爪哇语在kurikulum tingkat satuan教育（KTSP）二SMP sederajat。pembelajaran里面的散文，是大师给材料bacaan谢莉妲瓦扬罗摩衍那杨disediakan DI机包丹LKS。但如要杨艾达di SMP kabupaten南望，材料bacaan谢莉妲哇扬阳上不menarik为siswa其实pembelajaran membaca上为pembelajaran听从。谢莉妲瓦扬罗摩衍那和缝制，使用爪哇语arkais杨jarang听见丹dipahami siswa。哈尔缝制，不membaca siswa，bacaan berbahasa微型和爪哇一。他一个方便，membaca siswa，叫了微型机pengayaan谢莉妲瓦扬罗摩衍那杨menarik丹的siswa需先替。siswa需要不哭pengayaan谢莉妲瓦扬罗摩衍那berbahasa爪哇dialek南望丹disisipi ilustrasi谢莉妲杨menarik。