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TAKE HOME TEST : ANALYTICAL EXPOSITION

Posted by [email protected] on April 20, 2016 at 8:40 AM Comments comments (0)

 To all students of XI MIPA 1, XI MIPA 4 and XI MIPA 5, The test is given in "Take home Test".

INSTRUCTION :
1. You can download the paper test here based on the table provided below!,

2. Write your answer on the paper directly. "PLEASE DONT TYPE IT".

3. Submit your work on our schedule next week.

DOWNLOAD LINK

 1. https://docs.google.com/document/d/1s99f4PGDmX7e6mBHNOAnaN59KUhWK15wwdyWoGdiAuA/edit?usp=sharing" target="_blank" rel="nofollow">Car Should be Banned

 2. https://docs.google.com/document/d/1iRBFpoVc6_veb2_L0MJ0S-TbI3LudpQpe5bZgpeCEUc/edit?usp=sharing" target="_blank" rel="nofollow">Why Exercise is important

 3. https://docs.google.com/document/d/1rJ6FaHP4pw9LJwh3mWUxeZXfVpR1G-j8ef50BB-9hMU/edit?usp=sharing" target="_blank" rel="nofollow">The Importance of English

 4. https://docs.google.com/document/d/1LcKMPZ1ykHU5ef3DRr30GbZNOLzCENV18-l0RL1LF8g/edit?usp=sharing" target="_blank" rel="nofollow">Smoking in the restaurant

 

Class : XI MIPA 1

 NO NAME PAPER TEST

1 ADELIA Car Should be Banned

2 AJENG PUTRI PERTIWI Why Exercise is important

3 ALFIAH The Importance of English

4 ANASTASIA JESSICA SARI GUNAWAN Smoking in the restaurant

5 ANINDHITYA AYU RAMADHANI Car Should be Banned

6 ARIE AMALIA PRATIWI Why Exercise is important

7 ATHIYYATUL FARHANAH The Importance of English

8 BAGOES FERRYANTO PUTRA Smoking in the restaurant

9 BAGUS WAHYU WIBISONO Car Should be Banned

10 DEA ANUGERAHAYATI Why Exercise is important

11 DIAN FITRIANI The Importance of English

12 DIMAS RIZKY NAWAWI Smoking in the restaurant

13 FARAHANDIKA FONDA PANGESTU ABADY Car Should be Banned

14 FRIESCA RIFANI PUTRI Why Exercise is important

15 HARIADI ADHA FIRMANSYAH The Importance of English

16 HERA AFRIANDA Smoking in the restaurant

17 ILHAM WARFA'NI Car Should be Banned

18 JIHAAN RIHHADATUL 'AISY Why Exercise is important

19 KUNTO WIJAYA DANU The Importance of English

20 LILAN RISAN ZAGOTO Smoking in the restaurant

21 MOCHAMAD BAYU DWIADITYA Car Should be Banned

22 MOHAMAD TAUFIK HIDAYAT Why Exercise is important

23 MUHAMMAD IHSAN The Importance of English

24 MUHAMMAD RAMADHAN AL-GHIFARY Smoking in the restaurant

25 NISA HIDAYATUS SYIFA Car Should be Banned

26 NUR HAINTAN Why Exercise is important

27 NURUL FITRIYAH The Importance of English

28 PUTRI MEGA RAHAYU Smoking in the restaurant

29 PUTRI YUNA AISYAH ELLONG Car Should be Banned

30 RIRIEN SEPTHY SULISTIAWATI Why Exercise is important

31 SINGGIH PRIYATNA The Importance of English

32 ULIS NURMITA AYU Smoking in the restaurant

33 VANUGIE FEBYA MAHER Car Should be Banned

34 YASEER GARY RIGEL HAKIM KHAN Why Exercise is important

35 ZAINAB NURIZZAH The Importance of English

36 ZIYAD SHIDQIYA NAUFALI Smoking in the restaurant

37 ZULFA NURFAUZIAH Car Should be Banned

 

=======================

CLASS XI MIPA 4

NO NAME PAPER TEST

1 AGUNG PRATIGUNA Car Should be Banned

2 ANIS ARIFAH RAMADHANTY Why Exercise is important

3 ANISA NUGRAHAENI The Importance of English

4 ANNISA WIDIYANTI Smoking in the restaurant

5 CLARA SHAFIYA Car Should be Banned

6 DIO SAPUTRA Why Exercise is important

7 FADEL MUHAMMAD The Importance of English

8 GAHAN NAUFAL ISKANDAR Smoking in the restaurant

9 GEMPAR ANDARU PRAMESWARA Car Should be Banned

10 GENTRA HAFIZ RAMALDO SATRIATAMA Why Exercise is important

11 HAIDAR ALI YAFIE The Importance of English

12 HELIANTHUS HANUM JANNAH Smoking in the restaurant

13 IMADUDDIEN FATKHUR RABBANY Car Should be Banned

14 INDAH FITRI AMELIA Why Exercise is important

15 INDIRA SYIFA FAIZA The Importance of English

16 KOHAN HARDIANSYAH Smoking in the restaurant

17 LEON INDRA JOGI SITOMPUL Car Should be Banned

18 MISK FATHIN AL KHAIR Why Exercise is important

19 MOHAMAD TEGUH PRASEPTYA The Importance of English

20 MUHAMMAD ALVIN AL DRIANSYAH Smoking in the restaurant

21 MUHAMMAD SYAFIQ SHIDQI Car Should be Banned

22 NABILAH RAMADHANI ICHLAS Why Exercise is important

23 NADA SHAFA SALSABILA The Importance of English

24 NURUL HASNA HUWAIDA Smoking in the restaurant

25 NURUL RAMADHANI Car Should be Banned

26 PUTRI SALISA MAULIDA Why Exercise is important

27 QORIN NURUL 'IFFAH The Importance of English

28 RADHITA ANANDA PUTRI Smoking in the restaurant

29 RIZKA FAUZIYAH Car Should be Banned

30 SAFIRA NUR HASANAH Why Exercise is important

31 SANDRA AYU NIZAR The Importance of English

32 SEVILA YUAN VERLIANA Smoking in the restaurant

33 SIVTYANA NUR AGIESTA Car Should be Banned

34 TENGKU SYARIFAH LUTHFIA RIKZHAN Why Exercise is important

35 TIFFANY AINUN AZIZAH The Importance of English

36 TINHAELI Smoking in the restaurant

37 VERA KOMALASARI Car Should be Banned

 

==============

CLASS XI MIPA 5

NO NAME PAPER TEST

1 AAN ANIDAH Car Should be Banned

2 ADHITIA PRATAMA Why Exercise is important

3 AHMAD BAIHAQI NASUTION The Importance of English

4 AKHMAD NAFIUDDIN Smoking in the restaurant

5 AKMAL GHIFARI AZIZ Car Should be Banned

6 ALIEF FITRI NOERDINNA Why Exercise is important

7 ALIF AKBAR SATRIA NUGRAHA The Importance of English

8 AULIA SAMIRA ASMI Smoking in the restaurant

9 BIMA SULTHAN HAFABI Car Should be Banned

10 CLAUDYA KRISTINA SIMORANGKIR Why Exercise is important

11 DICKI PANGESTU RAMADHAN The Importance of English

12 EDO WAHYU KRISMANTO Smoking in the restaurant

13 GITA ANNISA Car Should be Banned

14 HELMI ADHAM Why Exercise is important

15 ISTIANA AINI YOGASWARA PUTRI The Importance of English

16 KARINA AULIA HAKIM Smoking in the restaurant

17 KHOTIMAH Car Should be Banned

18 MAIDATUL FARQHI Why Exercise is important

19 MUHAMMAD NUR WAHID FAKHRUDIN The Importance of English

20 NABILLATUNNISA Smoking in the restaurant

21 NERIZZA AVYANA EL-HAQ Car Should be Banned

22 NURKHOLIQ FADILLAH FATHURRAHMAN Why Exercise is important

23 NURVYLLAELI AGUSTIN The Importance of English

24 OKA NURKHOLIS Smoking in the restaurant

25 OPIE GHAYATRI Car Should be Banned

26 RAFI KURNIAWAN Why Exercise is important

27 RAHAYU The Importance of English

28 RAISSA ARETHIA FAHIRA Smoking in the restaurant

29 RAUDHOTUL JANNAH Car Should be Banned

30 RIRIN TRI ERYUNANINGSIH Why Exercise is important

31 SALSABILA GABRIELLE FATRO VENEMA The Importance of English

32 SAPTATI AGUSTINA PERTIWI Smoking in the restaurant

33 TAUFIK SUPRIATNA V Car Should be Banned

34 TEGAR DWI PRIA BASTARI Why Exercise is important

35 THYA DWI RACHMI SAFITRI The Importance of English

36 TIA NADIA SUMA Smoking in the restaurant

37 YOMI KHARISMA SEPTIKA Car Should be Banned

 





 

 


 

LEARNING ENGLISH FOR SPECIFIC PURPOSES

Posted by [email protected] on April 20, 2016 at 7:20 AM Comments comments (0)

A. INTRODUCTION

The rapid growth of science and technologies in the globalization era, will be dynamic and complex in the whole life aspect; social, cultural, arts, technology, economic, etc. The communication and the information dominate and influence the development of science and technology in all sectors and these happen in English. In addition, most countries in the world, including Indonesia, have recognized that English is the international language.

As a matter of fact 1,500 languages used in different countries where radio, telephone, and advertisement in all its forms have suddenly get in touch with one another. Such a large number of languages, that is impossible for the people to use. Therefore, maybe, the world leaders have put only one language for international affairs. Finally, we have found English in this position.

The communication is going through the world by using English as the international language. The people, who are not able to use English, cannot take part in the worldwide relationship. Consequently English is widely learnt and used by many peoples wholeover the world. As the international language, english is used by everybody who has capability to use it. Furthermore, people also use it widely in their daility acivity according to their own competence of the activity.

The complexity of the utility of english requires the methods to learn English in more specific course. That is namely english for specific porpuse. English for Specific Puposes’s features is different from the teaching of General English. It learn english in more definite and narrower topic of course. The scope of English for Specific purposes concentrates in only one course, for example: medical, bussiness, tourist, and trades. Finally the term of English for specific purposes has appeared frequently in the process of learning English.

Learning English for specific purposes becomes a new topic of discussion in English courses. Considering wide utility of English in peoples’ daily activity vocabulary is very important to develop our English, vocabulary becomes important to be mastered.

Learning English is still difficult for the specific learner becauses they will find a new terms of their own field of life. There are, must be, so many terms that have to be matched with their competence. Such as: the terms of surgery for the surgeon, machines for the mechanic, and so on.

The specific learner will find difficult to understand conceptual distinctions, which do not occur in their native language. There are differences between English Language system and the native language that are often make difficulties to learn it.

 

BASIC CONCEPTS OF TEACHING AND LEARNING ENGLISH

FOR SPECIFIC PURPOSES

 A. Problem surveyed

There are two points of Particular theoretical : The particulary requirement of learners have led to the need for a different response by teachers.

Particular practical issues : material designers are discussed together with the notion behind such responses the renewed intereset in language as communication, and the movement away from structural behaviourism methodological models for example.

 B. The Aims of English Language Learning

In very general perception, english is learned for attempting the sense of “good thing” for the learner to learn foreign language as apart of abroad education.

In most specific conception, English is learned specifically to attemp the requairement of some occcupational completion, vocational training, or academic or professional study.

 C. Material and Teaching

The process of learning English for specific purposes employ certain prerequisite to do it. It is the most fundamental ideas that there are two important English language teaching characteristics which influence profoundly the methodology are:

1. Material production : what material should be taught to the learner? And where are the material taken from. It is necessary to teach English to the specific learner by correlating them into the material taken from their own field of life or their competence. This material should enggage the learner into their real life. Therefore, the learner will learn english word or sentences easily through their own concepts.

2. Classroom activity : what techniques used in the activity of teaching and learning English. It is to be somewhat blameless to practice their routine job in the class by busing English. The learner should be directed into use English as in their real life activity.

 D. The Role of English

The role of English is associated with particular uses of English to extract information, interpret data and theories, report on latest advances, etc. in particular areas of specialist knowladge. Language in science can be associated with particular scientific concepts and methods of enquiry. Thus, there is obvious common sense in seeing the role of English at the tertiary level in association with particular specialist subject are. The teaching and learning of English can, and shoul ideally, be seen as a set of integrated activities in both medium and auxiliary language situations.

 E. Translation

The number of language into which the texts would need to be translated and the number of translators that would be required not only adequately conversant with the subject specialism . the convensation of the kinds of discourse found within such subjects, but also having a near native-speaker like competence in English.

The use for English as a medium of instruction is often a political decision of some consequence, even at intermediate level, and may no be countenaned at the secondary level.

 

F. The L1 in Teaching

It is argued that it interferes with the processes of achieving fluency in English and encourages a continued dependency upon the L1 as the mediator between the mental encoding or decoding of messages and the target language. when he si required to recall or produce it, he does so in his required to be at his disposation L1 only exts. That is, although the information presented to him is in English mother tongue. Students or professional in the various branches of science and technology are already familiar with the procedures of their field and the manner in which communication in their specialism are organised. And the result, as every teacher knows, is not a re-creation of the information contained in the original text, but a mangled vesion of the surface structures. Information transfer, or re-creation of information, on the other hand does not involved a direct movement from a text in one language to a text in the other. It is a three concerned operation making use of non-verbal or partly-verbal representation of information, such as graphs, tables, diagrams, flow charts and illustrations.

 G. Identifying the nature of the learner

Considering the various background of the learner who learn English, we have to decide and to identify them in order to arrange the specific class. The identification is enable teacher to put the learner in to the same group of learners.

The responsibility of teachers involved in planning courses for given groups of learners for specific purpose, to determine accurately what these specific purpose are. There are two ways to determines the nature of the learner’s need,those are by giving “Questionare” or “ Stuctured interview “. But both of the have some advantages and also diadvantages.

The structured interview has several advantages over the questionare:

1. Since the gatherer is asking the questions, none of them will be left unanswered as frequently happens in questionaire.

2. The gatherer can clasify any misunderstanding which may crop up in the interpretation of the question.

3. Perhaps most advantageously, the gatherer can follow up any evenue of interest which arises during the question and answer session but interview.

 

CONCLUSION

 The concepts of learning English for specific purposes is concerned on two points of views, those are:

1. Material development

2. Classroom activity

In order to seek the goal of learning English for specific teacher/instructor should provide them as well as possible.

 

reference

 1. Mackey R. And A. J. Mountford. The Teaching of English for Special Purpose: Theory and Practice.

 2. Brown, R.Douglas.1994. Teaching by Principles. Prentice Hall.

 

 

Teaching English to Children by Using Picture Media

Posted by [email protected] on January 24, 2016 at 1:20 PM Comments comments (0)

English competence is functional time after time. Everybody that has need for enriching their personal improvement needs to learn English. English is used widely in all around the word. In some countries, English is used as the first language. Therefore, English is learned by everybody, since children up to adult. Thus, the English mastery becomes an important need in the modern society.

English in Indonesia is learned as foreign language, so that it is only learned and used by certain people. To prepare for the future era, Indonesian people have learned. English since in early age or children. In this case, teaching English for children becomes familiar and widely known in the recent time.

Teaching English for children is not easy. The children gained their English acquisition and learning as well as general their level of cognitive development. The teacher must consider the existence of children as the novice learner of English. The students should be put in certain condition to employ their English acquisition or learning in order to encourage them in the process.

Teaching English for children needs media or facility to provide the teaching and learning process. In this case, the writer has an opinion to attend the needs of media that is by using picture as media. We should realizes that we should help the children to learn English.

 

5 Things parent must Not to say To Children

Posted by [email protected] on May 4, 2012 at 12:05 AM Comments comments (0)

it's no secret, parents should pay attention to the way they communicate with their children. What we say - and how we say it - is an important issue. Parent communication will have an impact on parent-child relationship in the long run.

 

Simple sentence that comes out of your mouth when you're frustrated parents can have a major impact.

 

"Words can be painful and can not be pulled back, so be careful," said Debbie Pincus, a therapist, parenting coach and author of "The Calm Parent: AM & PM".

 

"We're human. Our lives are crazy and sometimes we do not give time to rest and think to yourself," said Pincus. "Just be careful and responsible, with anyone we speak."

 

Here are five things that parents should not be spoken to their child.

 

"I do not care."

Young children love to tell about everything. About their conversation with his friends, form a cloud that they taste like sea snakes, the reason they push the entire contents of toothpaste into the tub.

 

But sometimes parents do not want to listen to them. Do not ever say you do not care about their stories. That would make the children feel important and eliminate the sense of trust.

 

ADVICE: Tell your child that the problem could be addressed at a later time, when you can focus on the child's speech. But do not bad-faith. Do not forget to discuss.

 

"You're already big!"

Your daughter is 7 years old but still act should a child age 3. Never blame acted as he said "You're already big!" This will make the children feel when they could be criticized for being a problem and need help to solve them.

 

ADVICE: "When you want to react, take a minute lag time," said Pincus. Consider carefully the impact of your words, so not a spontaneous reaction of origin. Breaks to help lower the adrenaline so the brain can not think without emotion.

 

"Apologize!"

Your child grabbing his friend and made her cry. You will direct the child to apologize for his actions. You did mean noble, but forcing children to apologize for not teaching them social skills, says Bill Corbett, author and educator.

 

Small children can not immediately understand why they should apologize. When was always told, they could have been more slow to understand the reason to apologize when you've done a bad action

 

ADVICE: Apologize to a child who is made to cry by your child, so that at the same time you give him a good example of behavior to be implanted.

 

"Can not cook, too?"

You teach a child to catch the ball five times in a row, and he has not advanced as well. Or, when learning about math, he did not understand kunjug. You immediately ask "can not cook, too?" These comments are going to drop their mental.

 

For, as Jill said Laurean learning experts, the children will catch it with a different question. They will think you are asking "Why can not too? What is wrong with you that can not? "

 

ADVICE: Take a break. If you already do not know another way to teach a child about something, stop. Continue the lesson when you're ready to try again, perhaps after seeking another approach to teaching whatever your child is learning.

 

"Left ya!"

Your child refuses to leave the toy store or the park, while you are late for appointments. So you give an ultimatum to scare him: "Left ya!" For younger children, parents fear abandonment is something very real. But what happens when the threat did not work? Child quickly learns that the father or mother gives empty threats.

 

ADVICE: Do not tell the child that you will abandon them. Instead, make travel plans (from a toy store to the next) before departing from home.

Translated from : http://id.she.yahoo.com/5-hal-yang-tidak-boleh-diucapkan-orangtua-kepada-anak.html

What crazy thing they say about teacher?

Posted by [email protected] on May 3, 2012 at 11:55 PM Comments comments (0)

The Teacher Report: 7 Crazy Things People Say to Teachers (and How to Respond)

by WATstaff yesterday - last edited yesterday

If there’s one thing we know about teaching, it’s that very few people know what it’s like to work with 20 (okay, 35) students, day in and day out, in an attempt to meet a long list of individual and corporate educational goals. Simple, right? So some people call teaching glorified babysitting. Others repeat that irksome phrase “Those who can, do, and those who can’t…” (Ugh, we can’t even bring ourselves to finish that one.) That’s why, in honor of Teacher Appreciation Week (May 7–11), we’re offering seven comebacks to the craziest things people say to teachers. Next time you get hit with one of these beauties, we hope you’ll be prepared!

1. The comment: “It must be nice to have summers off.”

The comeback: “Actually, I’m not out of the classroom until late June and I have to go back in early August. During my five weeks ‘off,’ I will be mapping out curriculum for the next year, cleaning and organizing my classroom, and catching up on professional reading. Of course, some summers I also take on a temp job earn a little extra cash. So what do you say…want to trade places?”

2. The comment: “Oh! You teach kindergarten? How nice to play with finger paints and glitter all day!”

The comeback: “Yes, we finger paint in kindergarten…not to mention learn the fundamentals of reading, math, science, and social behavior that will set the stage for the next twelve years of learning. But sure, finger painting is fun!”

3. The comment: “I always thought that if my current nuclear engineering/artist/writer job didn’t work out, I could become a teacher.”

The comeback: “Yeah, cause teaching 30+ kids about nuclear engineering/art/writing is a breeze! Teaching certainly isn’t a ‘fallback’ job, but if you have the desire and commitment to put 50 plus hours a week toward a group of diverse learners, please consider it. We always need more passionate teachers.”

4. The comment: “I don’t understand why teachers object to merit pay. At every other job, you get paid what you’re worth.”

The comeback: “I’m not opposed to being paid what I’m worth. The trouble is defining the value of a good teacher by test scores. Unless, of course, you think your SAT score was the ultimate predictor of your worth.”

5. The comment: “Johnny NEVER misbehaves/has trouble paying attention/hits other kids/acts out at home. I wonder what you’re doing in the classroom to make that happen.”

The comeback: “That is strange that Johnny has such different behavior in the classroom. Let’s figure out a way to get to the bottom of this. You’re welcome to observe my teaching any time you want. When can I come to your house?”

6. The comment: “It can’t be that hard to control a classroom of 28 students. Just have clear expectations.”

The comeback: “If it were that simple, I’d have my classroom rules tattooed on every kid’s arm. The reality is, a lot goes into classroom management. But if you have any magic behavior spells, please share them! I’d love to know.”

7. The comment: “I bet it’s nice to have a cafeteria where you can get lunch right on campus.”

The comeback: “Do you like irradiated meat?” Enough said.

Question for you: What are your favorite teacher comebacks? How do you respond to irritating (if well-meaning) comments from friends, neighbors, and others who don’t know what it’s like to do your job?

This article is taaken from : weareteachers.com

http://community.weareteachers.com/t5/WeAreTeachers-Blog/The-Teacher-Report-7-Crazy-Things-People-Say-to-Teachers-and-How/ba-p/12057?wat_referer=Home

Wake Up, smell the coffe

Posted by [email protected] on April 13, 2012 at 12:15 AM Comments comments (0)

Everyone stucked in a routine since opening the eyes to closing it again. but the win blows as usual, keeping our dreams and destiniation. I don't meant to beg on knee for one's mercy but sticking in a jumble word of willingness make me loose my pursue. Anyone can help? not but me...

Trying to open my hearing to the blazing sounds of nature... mesmerizing..! the night when I fall asleep was as tranquile as before. but this morning, I smell the most relaxing black coffe made specially by my beautiful wife...

FINALLY, someone has made it quick, simple, and easy to sell the stuff you no longer need for cash (or great products)!

Get a FREE listing at:

http/www.tripleclicks.com/11634461/go

http://www.tripleclicks.com/TConnectMbr.php?sfiid=11634461/11634461

Thanks alot..

Wajar Dikdas 9 Tahun Sebagai Upaya Peningkatan Kualitas Sumberdaya Manusia

Posted by [email protected] on November 1, 2011 at 9:05 PM Comments comments (0)

Oleh Shodikin,S.Pd.

a. Filosofi Wajib Belajar Pendidikan Dasar Sembilan Tahun

Pembukaan Undang-undang Dasar 1945 secara tegas menyatakan bahwa salah satu tujuan Negara Republik Indonesia adalah mencerdaskan kehidupan bangsa. Penjabaran dari tujuan tersebut adalah mencerdaskan kehidupan bangsa. Penjabaran dari tujuan tersebut telah tercantum dalam Pasal 21 ayat (1) yang menyebutkan bahwa : " Tiap-tiap warga negara berhak mendapatkan pengajaran", dan ayat (2) yang menyebutkan bahwa : " Pemerintah mengusahakan dan menyelenggarakan system pengajaran nasional yang diatur dengan Undang-undang".

Undang-undang Nomor 2 tahun 1989 menyebutkan bahwa :" Setiap warga negara mempunyai hakyang sama untuk memperoleh pendidikan". Dan "Warga negara yang berumur 6(enam) tahun berhak mengikuti pendidikan dasar", dan selanjutnya " Bagi warga negara yang berumur 7(tujuh) tahun berkewajiban untuk mengikuti pendidikan dasar atau yang setara, sampai tantat." Yang dimaksud dengan pendidikan dasar adalah pendidikan 9 (sembilan) tahun yang terdiri atas program pendidikan 6(enam) tahun di Sekolah Dasar dan Program pendidikan 3(tiga) tahun di Sekolah Lanjutan Tingkat Pertama.

Dalam rangka mewujudkan cita-cita tersebut, pemerintah telah melaksanakan program Inpres Sekolah Dasar sejak tahun 1973/1974 sebagai realisasi atas kebijakan pemerataan pendidikan. Pada masa sepuluh tahun telah

dibangun secara besar-besaran gedung-gedung Sekolah Dasar (SD) di seluruh pelosok tanah air, sehingga sebagian besar anak usia 7-12 tahun (usia SD) telah dapat ditampung di Sekolah Dasar. Selanjutnya pada Hari Pendidikan Nasional tanggal 2 Mei 1984 pemerintah telah mencanangkan gerakan Wajib Belajar Sekolah Dasar Enam Tahun.

Sementara itu, dengan terus menerus meningkatkan wajib belajar sekolah dasar 6 tahun, pemerintah selalu berusaha mewujudkan Sistem Pendidikan Nasional dengan berpedoman kepada undang-undang yang diamanatkan dalam UUD 1945. Dalam mewujudkan amanat UUD 1945 tersebut, pemerintah bersama-sama DPR RI telah mengundangkan Undang-undang Nomor 2 tahun 1989 tentang Sistem Pendidikan Nasional.

Untuk mendukung penyelenggaraan kebijakan Manajemen Berbasis Sekolah, pemerintah mengeluarkan Keputusan Menteri Pendidikan Nasional Nomor :044/U/2002 tanggal 2 April 2002 tentang Acuan Pembentukan Dewan Pendidikan dan Komite Sekolah yang memberikan ruang yang lebih luas lagi bagi masyarakat untuk turut serta berperan aktif dalam pelaksanaan program-program pendidikan.

Hal ini sejalan dengan salah satu tujuan dari Undang-undang Nomor 22 Tahun 1999 tentang Pemerintahan Daerah yaitu untuk memberdayakan masyarakat, termasuk dalam meningkatkan sumber dana dan dalam penyelenggaraan pendidikan.

 

b. Peningkatan Kualitas Sumberdaya Manusia

Pada saat ini, perubahan-perubahan yang terus terjadi di berbagai bidang menuntut setiap organisasi, masyarakat, maupun pemerintahan untuk meningkatkan efisiensi, daya tanggap (responsiveness), dan pembelajaran (learning) secara simultan (Bartlet and Ghoshal; dalam de Wit and Meyer, 1994) agar dapat mempertahankan kelangsungan hidupnya (Sustain). Perubahan tersebut selain dipicu oleh semakin derasnya tuntutan demokratisasi, hak-hak asasi manusia dan praktek-praktek transparansi dalam penyelenggaraan pemerintahan (Osbome and Plastrik, 1997). Tuntutan sistem ekonomi dunia dengan diterapkannya sistem pasar bebas (seperti GATT/WTO, AFTA/NAFTA, dan

APEC) dibarengi dengan laju perkembangan ilmu pengetahuan dan teknologi yang sangat tinggi, menyebabkan semakin majunya teknologi informasi dan transportasi sehingga menyebabkan dunia semakin tidak berbatas (borderless) dan semakin mengglobal.

Tilaar (2000) mengemukakan 3(tiga) kualitas sumberdaya manusia yang perlu dimiliki oleh suatu bangsa agar mampu berkecimpung dalam mainstream tatanan dunia baru tersebut. Menurutnya, ketiga kualitas tersebut adalah : (a) kreativitas, (b) produktivitas, dan (c) kompetitif. Suatu system pendidikan yang mampu menghasilkan generasi baru yang memiliki keunggulan kompetitif (competitive advantage) menyangkut daya'saing dan keunggulan bangsanya (Porter, 1985).

Berkaitan dengan perkembangan teknologi informasi yang telah mengubah dunia, dalam bukunya "Digital Economy" tahun 1998, Don Tapscott mengemukakan generasi baru dunia abad ke-21 memiliki lO(sepuluh) budaya, yaitu:

a. Kecenderungan untuk berfikir bebas;

b. Keterbukaan emosional dan intelektual;

c. Budaya inklusivisme;

d. Kebebasan untuk menyatakan sesuatu;

e. Budaya inovasi;

f. Budaya kematangan;

g. Budaya untuk menyeiidik;

h. Kekinian;

i. Kepekaan terhadap pengaruh kepentingan, dan;

j. Kebudayaan otentik.

Kualitas sumberdaya manusia menggambarkan suatu kondisi fisik maupun psikis, sumberdaya manusia yang memiliki kemampuan untuk dapat menghidupi dirinya. Adapun indicator kualitas sumberdaya manusia adalah:

a.Tingkat melek huruf dan angka ; disertai dengan kemampuan peserta didik untuk membaca, menulis, dan berhitung;b. Penguasaan pengetahuan dan kemampuan dasar; tercermin dari kemampuan dasar yang menjadi bekal kehidupannya; c. Kemampuan mengembangkan pengetahuan dan kemampuan dasarnya yang telah dimilikinya; kemampuan menambah dan memperluas kemampuan sesuai kepentingan/kebutuhan hidupnya; d. Kemampuan menerapkan pengetahuan dan kemampuan dasarnya untuk kepentingan diri, masyarakat dan bangsanya, tercermin dari pemanfaatan hasil-hasil pendidikan untuk kehidupannya; kemampuan mengembangkan dirinya.

 

 

Salam Pendidikan

 


Puisi Akrostik: Apakah itu?

Posted by [email protected] on November 1, 2011 at 12:55 AM Comments comments (10)

oleh : Shodikin,S.Pd.

Pernah dengar Puisi Akrostik? Puisi jenis ini agak berbeda dengan puisi lainnya, dimana awal kata pada setiap lariknya menggunakan huruf yang diambil dari judul puisi tersebut. kata "Akrostik" sendiri diambil dari bahasa yunani "Akhrostics" yang berhubungan dengan "acronym" yang berarti singkatan/kependekan. Hal tersebut bisa kita lihat dari kata-kata pada tiap lariknya yang merupakan representasi dari huruf pada judul puisi tersebut.

Dikutip dari Anneahira.com,:"..puisi akrostik biasanya membicarakan apa yang menjadi susunan huruf yang membentuksebuah kalimat diawal baris." ulas nya.


berikut contoh lain puisi akrostik

IBUKU SAYANG

Indah nian jiwa mu

Berbalut peluh berkawan keringat

untuk mengantar putra-putrimu mengangkat derajat

Keluh kesah tiada kudengar

ujur usia hanya sebagai kelakar


Semangat juang terpatri dalam mimpi

Anak pinak bermasa-masa kau jalani..

Yang terbersit hanya ikhlas di hati

Angan-angan menegak derajat putra dan putri

Nan jauh di masa depan menanti...

Geliat senyum bahagia di esok hari...


   (puisi diatas menggambarkan kekaguman seseorang terhadap sosok seorang ibu yang berjuang mendidik anak-anaknya hingga "menjadi orang")

Penulisan puisi seperti ini nampaknya tidak begitu memperhatikan konsep-konsep kesusasteraan, hanya yang menjadi perhatian utama adalam bagaimana meramu pola-pola awalan kata yang direpresentasikan dari huruf pada judul puisi tersebut. seolah-olah isi puisi merupakan kepandangan dari judul puisinya. dengan kata lain judul puisi merupakan akronim dari pada isi pesan yang disampaikan dalam puisi tersebut.



Referensi :

www.anneahira.com/puisi-akrostik.htm










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