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Abstrak :
[ABSTRAK
Motivasi membaca merupakan isu penting dalam jenjang pendidikan dasar (Saw, 2014). Siswa yang tidak tertarik atau tidak aktif dalam aktivitas membaca di usia sekolah dasar umumnya tidak akan mengembangkan motivasi membaca di usia sekolah menengah dan seterusnya (Pecjak & Kosir, 2004). Untuk dapat meningkatkan motivasi membaca, banyak strategi yang dapat dilakukan, diantaranya adalah melalui pengajaran strategi membaca dan pembuatan jurnal membaca. Penelitian ini dilakukan untuk melihat apakah program intervensi berupa pengajaran strategi membaca RAP dan pembuatan jurnal membaca dapat meningkatkan motivasi membaca pada siswa yang tergolong underachiever. Hasil penelitian menunjukkan pengajaran strategi membaca RAP dan pembuatan jurnal membaca dapat meningkatkan motivasi membaca pada siswa yang tergolong underachiever, namun peningkatan tersebut tidak signifikan.

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ABSTRACT
Reading motivation is an important issue in elementary school (Saw, 2014). If students do not become active, engaged readers in elementary school, it is unlikely that they will develop reading motivation in secondary school and later (Pecjak & Kosir, 2004). To enhance reading motivation, there are many strategies that can be apllied, such as teaching reading strategies dan making reading diaries. This study is conducted to prove whether RAP reading strategy teaching and reading diaries can enhance reading motivation of underachiever student. The result of this study shows that RAP reading strategy teaching and reading diaries can enhance reading motivation of underachiever student, but this enhancement is not significant.;Reading motivation is an important issue in elementary school (Saw, 2014). If students do not become active, engaged readers in elementary school, it is unlikely that they will develop reading motivation in secondary school and later (Pecjak & Kosir, 2004). To enhance reading motivation, there are many strategies that can be apllied, such as teaching reading strategies dan making reading diaries. This study is conducted to prove whether RAP reading strategy teaching and reading diaries can enhance reading motivation of underachiever student. The result of this study shows that RAP reading strategy teaching and reading diaries can enhance reading motivation of underachiever student, but this enhancement is not significant.;Reading motivation is an important issue in elementary school (Saw, 2014). If students do not become active, engaged readers in elementary school, it is unlikely that they will develop reading motivation in secondary school and later (Pecjak & Kosir, 2004). To enhance reading motivation, there are many strategies that can be apllied, such as teaching reading strategies dan making reading diaries. This study is conducted to prove whether RAP reading strategy teaching and reading diaries can enhance reading motivation of underachiever student. The result of this study shows that RAP reading strategy teaching and reading diaries can enhance reading motivation of underachiever student, but this enhancement is not significant.;Reading motivation is an important issue in elementary school (Saw, 2014). If students do not become active, engaged readers in elementary school, it is unlikely that they will develop reading motivation in secondary school and later (Pecjak & Kosir, 2004). To enhance reading motivation, there are many strategies that can be apllied, such as teaching reading strategies dan making reading diaries. This study is conducted to prove whether RAP reading strategy teaching and reading diaries can enhance reading motivation of underachiever student. The result of this study shows that RAP reading strategy teaching and reading diaries can enhance reading motivation of underachiever student, but this enhancement is not significant.;Reading motivation is an important issue in elementary school (Saw, 2014). If students do not become active, engaged readers in elementary school, it is unlikely that they will develop reading motivation in secondary school and later (Pecjak & Kosir, 2004). To enhance reading motivation, there are many strategies that can be apllied, such as teaching reading strategies dan making reading diaries. This study is conducted to prove whether RAP reading strategy teaching and reading diaries can enhance reading motivation of underachiever student. The result of this study shows that RAP reading strategy teaching and reading diaries can enhance reading motivation of underachiever student, but this enhancement is not significant.;Reading motivation is an important issue in elementary school (Saw, 2014). If students do not become active, engaged readers in elementary school, it is unlikely that they will develop reading motivation in secondary school and later (Pecjak & Kosir, 2004). To enhance reading motivation, there are many strategies that can be apllied, such as teaching reading strategies dan making reading diaries. This study is conducted to prove whether RAP reading strategy teaching and reading diaries can enhance reading motivation of underachiever student. The result of this study shows that RAP reading strategy teaching and reading diaries can enhance reading motivation of underachiever student, but this enhancement is not significant.;Reading motivation is an important issue in elementary school (Saw, 2014). If students do not become active, engaged readers in elementary school, it is unlikely that they will develop reading motivation in secondary school and later (Pecjak & Kosir, 2004). To enhance reading motivation, there are many strategies that can be apllied, such as teaching reading strategies dan making reading diaries. This study is conducted to prove whether RAP reading strategy teaching and reading diaries can enhance reading motivation of underachiever student. The result of this study shows that RAP reading strategy teaching and reading diaries can enhance reading motivation of underachiever student, but this enhancement is not significant., Reading motivation is an important issue in elementary school (Saw, 2014). If students do not become active, engaged readers in elementary school, it is unlikely that they will develop reading motivation in secondary school and later (Pecjak & Kosir, 2004). To enhance reading motivation, there are many strategies that can be apllied, such as teaching reading strategies dan making reading diaries. This study is conducted to prove whether RAP reading strategy teaching and reading diaries can enhance reading motivation of underachiever student. The result of this study shows that RAP reading strategy teaching and reading diaries can enhance reading motivation of underachiever student, but this enhancement is not significant.]

Abstrak :
Penelitian ini dilakukan untuk memperoleh gambaran mengenai hubungan antara identifikasi sosial dan perilaku memaafkan dalam konteks hubungan antarkelompok agama sekaligus melihat kemungkinan adanya bias antarkelompok (intergroup bias) pada perilaku memaafkan. Pengukuran identifikasi sosial menggunakan alat ukur Leach dkk. (2008) dan pengukuran perilaku memaafkan menggunakan alat ukur Rye dkk. (2001). Penelitian ini dilakukan pada 90 partisipan Muslim. Hasil penelitian menunjukkan bahwa tidak terdapat perbedaan antara kontribusi identifikasi sosial pada perilaku memaafkan terhadap Muslim dan perilaku memaafkan terhadap non-Muslim.

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This study is conducted to find the correlation between social identification and forgiveness in intergroup relationship context and to see the possibility of intergroup bias in intergroup forgiveness. Social identification is measured using the instrument constructed by Leach et al. (2008) and forgiveness is measured using the modification instrument constructed by Rye et al. (2001). The participants of this study are 90 Muslims. The results show that in general, there is no difference between contribution of social identification to forgiveness toward Muslim and forgiveness toward non-Muslims.