After undergoing stage 1 PDS program, namely the implementation of lecturers to become "teachers" in schools, the next stage is the implementation of PDS within the university environment. The implementation of the PDS program phase 2 is realized in the Strategy, Method and Learning Media courses. The implementation of the PDS program in tertiary institutions is based on the principle of lesson study. Based on the results of the application, there are a number of lesson learns obtained. Lesson learns include: 1) giving material with appropriate learning media becomes a special attraction for students, 2) the formation of learning groups allows students to develop collaborative and communicative abilities, 3) assignments in the form of videos in the application of collaborative learning methods make students learn directly so a more maximal understanding process is obtained.

Management of learning media is a part of efforts to improve the quality of education. As for the indicators that must be considered in the management of learning media especially: planning instructional media, organizing media, learning media management, evaluating media of the school, it is expected that the preparation of media programs can run effectively with the learning programs that have been made so that it can contribute positively to learning. The learning media management process must go hand in hand with school programs, it is necessary to manage a management of learning media in elementary school that is responsible for administering all activities related to learning media management, understanding of media management is important for the officer in planning media programs, classification of media, the grouping of media based on the condition of each school or based on certain subjects so that the media can be used optimally in the classroom or in out door class. Supervision should be carried out programmatically by the school principal and personnel at the relevant agencies of the district and district level offices are expected to be input of increasing the development of learning media management n the next year.

Mass media is part of public space which cannot be seen as a mere passive hegemony. The discourse constructed by Tempo magazine reporters through Indonesiana is not completely neutral or naturally reporting news about corruption, and violations of the law. However, it has been influenced by the ideas or viewpoints of text writers (journalists) in responding to the events constructed in their reporting. This paper aims to show how the Fairclough text analysis tools work in dissecting dubious media texts.   Media masa merupakan bagian dari ruang publik yang tidak dapat dilihat sebagai alat hegemoni yang bersifat pasif semata. Wacana yang dikonstruksikan oleh wartawan majalah Tempo melalui Indonesiana tidak sepenuhnya netral atau alami melaporkan berita tentang korupsi, dan pelangggaran-pelanggaran hukum. Akan tetapi, telah dipengaruh oleh ide-ide atau sudut pandang penulis teks (wartawan) dalam menyingkapi peristiwa yang dikonstruksikan di dalam pemberitaannya. Tulisan ini memiliki tujuan untuk menunjukkan bagaimana alat-alat analisis teks model Fairclough bekerja dalam membedah teks-teks media yang dianggap meragukan.

Abstract   The basic understanding of critical discourse analysis is that discourse is not only  understood as an object of language study. Language in the analysis of critical discourse in addition to the text also in the context of language as a tool that used for specific purposes and practices in the scope of setting, situation, history, power, and ideology. The Context is everything outside of the language itself. The main purpose of critical discourse analysis is to reveal the blur in discourse. To analyze the critical discourse, there were several approaches presented by experts, as follow; First, Norman Fairclough's approach produces a three-dimensional framework in understanding and analyzing discourse, namely the dimensions of discourse as text, discourse as discursive practice, and discourse as social practice by utilizing semiotics. Second, the approach to critical discourse analysis offered by Van Leeuwen centers on describing social actors in discourse and explaining how social actors were represented in a text. Third, Van Dijk's discourse analysis approach assembles sociocognitive ideologies, so that critical discourse analyzers could reveal ideologies hidden behind the text. Fourth, Wodak proposes a historical-discourse approach, which always integrates analysis of the historical context into the interpretation of discourse. While the fifth, Sara Mills’ approach emphasizes how women who were always marginalized were displayed in the text.

Abstract: Semantic Analysis Research on the Self-Naming of the fourth semester of Physical Education Study Program at the University of Muhammadiyah Kotabumi University sourced from the names of students in the academic year 2018/2019 in class A (morning). Muhammadiyah University Kotabumi is a Muhammadiyah College (PTM) in North Lampung district which has interesting meanings in the students' self names. Based on the findings of the analysis, there are elements of naming from Javanese language and culture, naming that uses elements of foreign languages ​​(English, Arabic, Scottish), and from the combined elements of the names of parents or descendants in these names. This is the basis for researchers to study, especially those related to the language of elements and meanings contained in the name of the fourth semester Physical Education Study Program students at Muhammadiyah University, Kotbaumi. Understanding of the language of the elements and types of meaning can be known based on language as forming elements of student names and the types of meanings contained therein.