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KONSEP DASAR PENDIDIKAN ISLAM

2011-10-31T10:48:00.001+07:00

Concepts are mental images we use as summary devices for bringing together observations and experiences that seem to have something in common. (konsep adalah citra mental yang kita gunakan sebagai alat untuk memadukan pengamatan dan pengalaman yang memiliki kesamaan).

Konsep dasar pendidikan yang ideal dapat dibagi kedalam enam macam:
1.Dasar Historis
Dasar yang memberikan persiapan kepada pendidik dengan hasil-hasil pengalaman masa lalu, berupa undang-undang dan peraturan-peraturannya maupun berupa tradisi dan ketetapannya.
2.Dasar Sosiologis
Dasar berupa kerangka budaya dimana pendidikannya itu bertolak dan bergerak, seperti memindahkan budaya, memilih dan mengembangkannya
3.Dasar Ekonomis
Dasar yang member perspektif tentang potensi-potensi manusia, keuangan, materi, persiapan yang mengatur sumber keuangan dan bertanggung jawab terhadap anggaran pembelanjaan.
4.Dasar Politik dan Administrasi
Dasar yang memberi bingkai ideologi (akidah) dasar yang digunakan sebagai tempat bertolak untuk mencapai tujuan yang dicita-citakan dan rencana yang telah dibuat
5.Dasar Psikologis
Dasar yang member informasi tentang watak peserta didik, pendidik, metode yang terbaik dalam praktek, pengukuran dan penilaian bimbingan dan penyuluhan
6.Dasar Filsafat
Dasar yang member kemampuan memilih yang terbaik, member arah suatu system yang mengontrol dan member arah kepada semua dasar-dasar yang lain.

Pendidikan Islam haruslah menggunakan Al-Qur’an sebagai sumber utama dalam merumuskan berbagai konsep dasar tentang pendidikan islam.

Sunnah merupakan pedoman hidup umat islam setelah Al-Qur’an. Semua amalan yang dikerjakan oleh Rasulullah SAW, baik itu perkataan maupun perbuatan beliau, dapat dijadikan sumber untuk pendidikan islam, karena Allah SWT telah menjadikan beliau sebagai teladan bagi umatnya.

Karena pandangan hidup (teologi) seorang muslim berdasarkan pada al-qur’an dan al-sunnah, maka yang menjadi dasar pendidikan islam adalah al-qur’an dan al-sunnah tersebut.

Jelaslah bagi kita semua bahwa Al-Qur’an dan Sunnah tidak bisa dinafikan sebagai dasar pendidikan islam, yang berfungsi untuk mendesain teori-teori tentang ilmu pendidikan islam.

1.PENGERTIAN PENDIDIKAN ISLAM
Pendidikan adalah usaha sadar dan terencana untuk mewujudkan suasana belajar dan proses pembelajaran agar peserta didik secara aktif mengembangkan potensi dirinya untuk memiliki kekuatan spiritual keagamaan, pengendalian diri, kepribadian, kecerdasan, akhlak mulia, serta keterampilan yang diperlukan dirinya, masyarakat, bangsa dan negara.

Ilmu pendidikan islam dapat diartikan sebagai studi tentang proses kependidikan yang didasarkan pada nilai-nilai ajaran islam berdasarkan Al-Qur’an dan Sunnah Nabi. Dengan redaksi yang agak singkat Ilmu Pendidikan Islam adalah ilmu pendidikan yang berdasarkan islam.

1.1. Pengertian Secara Etimologi
Etimologi adalah ilmu yang menyelidiki asal usul kata serta perubahannya dalam bentuk dan makna.

Pendidikan dalam bahasa indonesia berasal dari kata “didik” dengan memberinya awalan “pe” dan akhiran “kan” mengandung arti “perbuatan”. Istilah pendidikan semula berasal dari kata Yunani yaitu “paedogogie”, yang berarti bimbingan yang diberikan kepada anak. istilah ini diterjemahkan ke dalam bahasa inggris dengan “education” yang berarti pengembangan atau bimbingan.

Dalam al-Qur’an tidak ditemukan kata al-tarbiyat, namun terdapat istilah lain yang seakar dengannya, yaitu al-rabb , rabbayani, murabbiy, yurbiy dan rabbaniy dengan kata kerja “rabba”. Pendidikan dan pengajaran dalam bahasa Arabnya adalah “tarbiyah wa ta’lim” sedangkan “Pendidikan Islam” dalam bahasa Arabnya adalah “tarbiyah islamiyah”.

Kata tarbiyah, mencakup semua kegiatan pendidikan dan pengajaran dalam rangka menyiapkan individu (peserta didik), untuk kehidupan yang lebih sempurna dalam berbagai hal.

1.2. Pengertian Secara Terminologi
Terminologi adalah ilmu mengenai batasan atau defenisi istilah.
1.Tarbiyah
Musthafa al-Maraghiy, membagi aktifitas al-tarbiyah dalam dua macam:
a.Tarbiyah Khalqiyah
Pendidikan yang terkait dengan pertumbuhan jasmani manusia yang dapat dijadikan sebagai sarana dalam pengembangan rohaninya.
b.Tarbiyah diniyah tah-zibiyyah
Pendidikan yang terkait dengan pembinaan,pengembangan akhlak dan agama manusia, untuk kelestarian diri sesama, alam lingkungan dan relasinya dengan Tuhan.

Berdasarkan pembagian diatas, maka dapat kita simpulkan bahwa ruang lingkup tarbiyah sangatlah luas. Ia mencakup semua kebutuhan manusia baik itu kebutuhan jasmani, rohani, duniawi, akhirat, kebutuhan antar sesama manusia serta terhadap lingkungan dimana mereka berada yang harus dipertanggung jawabkan nantinya dihadapan Allah SWT.

2.Ta’lim
Menurut Muhammad Rasyid Ridha, ta’lim adalah proses transmisi sebagai ilmu pengetahuan pada jiwa individu tanpa adanya batasan dan ketentuan tertentu.
Kemudian menurut al-Maraghi pengajaran dilaksanakan bertahap, sebagaimana tahapan Adam As. Mempelajari, menyaksikan dan menganalisa asma-asma yang diajarkan oleh Allah kepadanya.
Artinya ta’lim hany
alah sebuah penyampaian atau pengiriman ilmu pada jiwa manusia dan belum mencakup aspek lain.

3.Ta’dib
Menurut al-Naquib al-Attas, ta’dib ialah pengenalan dan pengakuan tempat-tempat yang tepat dari segala sesuatu yang didalam tatanan penciptaan sedemikian rupa, sehingga membimbing kearah pengenalan dan pengakuan kekuasaan dan keagungan tuhan didalam tatanan wujud dan keberadaan-Nya.

Pengertian ta’dib disini lebih kearah ketauhidan manusia terhadap pencipta-Nya.

4.Al-Riadhah
Al-ghazali berpendapat al-Riyadhah ialah pelatihan individu pada masa kanak-kanak. Beliau mengkhususkan penggunaan al-riyadhah untuk fase anak-anak.

2.BATASAN DEFINISI PENDIDIKAN ISLAM
Jika kita mempersoalkan batas-batas pendidikan, maka secara tidak langsung kita membahas tentang batasan nyata dari proses pendidikan dalam jangka waktu tertentu. Apa sajakah batasan pendidikan itu? Berikut akan dibahas secara mendalam.

2.1. Batasan Luas
Pendidikan dalam arti luas adalah segala pengalaman belajar yang dilalui peserta didik dengan segala lingkungan dan sepanjang hayat. Hakikatnya kehidupan mengandung unsur pendidikan karena adanya interaksi dengan lingkungan, sebagaimana peribahasa minangkabau “alam takambang jadi guru” (alam terkembang jadi guru).
Pendidikan dalam arti luas tidak memiliki batasan-batasan khusus, bisa diperoleh dimana saja seperti pengalaman hidup masing-masing individu.

2.2. Batasan Sempit
Pendidikan dalam arti sempit adalah proses pembelajaran yang dilaksanakan di lembaga pendidikan formal. Karakteristiknya adalah masa pendidikan terbatas, lingkungan pendidikan berlangsung disekolah/madrasah, bentuk kegiatannya sudah terprogram.

Pendidikan dalam arti sempit merupakan pendidikan yang dilakukan di sekolah, madrasah, pesantren maupun perguruan tinggi. Karna tujuan dari pendidikannya ditentukan oleh lembaga, bukan individu yang bersangkutan.

2.3. Luas dan Terbatas
Pendidikan dalam arti luas terbatas adalah segala usaha sadar yang dil;akukan oleh keluarga, sekolah, masyarakat, dan pemerintah melalui kegiatan bimbingan pengajaran dan latihan yang diselenggerakan di lembaga pendidikan non-formal dan in-formal dan dilaksanakan sepanjang hayat, dalam rangka mempersiapkan peserta didik agar berperan dalam berbagai kehidupan.

Pendidikan non-formal adalah jalur pendidikan di luar pendidikan formal yang dapat dilaksanakan secara terstruktur dan berjenjang.

Pendidikan in-formal adalah jalur pendidikan keluarga dan lingkungan. Lingkungan disini adalah lingkungan dimana individu tumbuh.

Pendidikan dalam arti luas terbatas adalah gabungan dari pendidikan dalam batasan luasa dan batasan sempit, pendidikan disini tidak terikat secara ketat.

C.PENUTUP
I. Kesimpulan
Ajaran islam tidak memisahkan antara iman dan amal saleh, oleh karena itu pendidikan islam juga berperan sebagai pendidikan iman dan pendidikan amal. Ajaran islam juga berisi tentang kehidupan perorangan dan bermasyarakat, maka Pendidikan Islam adalah pendidikan individu dan pendidikan masyarakat yang berdasarkan pada al-qur’an dan al-sunnah.

Daftar Pustaka
Al-Marghi, M., 2001, Tafsir al-Maraghi, Bairut: Dan Fikr.

Babbie dalam Sudjana, 2007. D., Pendidikan Nonformal. Dalam Ali, M., Ibrahim, R., Sukmadinata, N.S., Sudjana, D., dan Rasjidin, W (penyunting), Ilmu dan Aplikasi Pendidikan. Bandung: Pedagogiana Press.
Daradjat. Z., dkk, 2009, Ilmu Pendidikan Islam, Jakarta: Bumi Aksara.
Departemen Pendidikan Nasional, 2008, Kamus Bahasa Indonesia, Jakarta: Pusat Bahasa.
Langgulung, H., 2003, Asas-Asas Pendidikan Islam, Jakarta: Pustaka Al Husna Baru.

Nata, A. 2005, Pendidikan dalam Perspektif Al-Qur’an, Jakarta: UIN Jakarta Press.
Ramayulis, 2008, Ilmu Pendidikan Islam, Jakarta: Kalam Mulia.
Ramayulis, 2004, Pengantar Ilmu Pendidikan, Padang: the minangkabau foundation press.
UU No.20 Tahun 2003, 2008, Sistem Pendidikan Nasional, http://www.inherent-dikti.net/files/sisdiknas.pdf

Administrasi Kurikulum

2011-10-31T10:10:00.002+07:00

I. Pendahuluan

Indonesia, pendidikannya berjalan secara pesat pada abad ke 20. Tidak dapat dipungkiri, bahwa sepanjang sejarah perjalanan bangsa Indonesia sering kali dilakukan perubahan/penggantian kurikulum. Permasalahan pendidikan yang sering menjadi perhatian adalah masalah kurikulum dan administrasi kurikulum.
Konsep kurikulum berkembang sejalan dengan perkembangan teori dan praktik pendidikan yang bervariasi sesuai dengan aliran atau teori pendidikan yang dianutnya. Perubahan dan pengembangan kurikulum dianggap sebagai salah satu titik krusial di dalam penanganan masalah-masalah pendidikan khususnya pendidikan formal. Peraturan Pemerintah RI Nomor 19 Tahun 2005, tentang Standar Nasional Pendidikan (SNP), dinyatakan bahwa kurikulum adalah seperangkat rencana dan pengaturan mengenai tujuan, isi, dan bahan pelajaran serta cara yang digunakan sebagai pedoman penyelenggaraan kegiatan pembelajaran untuk mencapai tujuan pendidikan tertentu. Hubungan antara administrasi kurikulum dengan kurikulum itu sendiri mencakup pelaksanaan kurikulum, pembinaaan kurikulum, penyusunan silabus, persiapan harian dan sebagainya. Dalam penyelenggaraannya, administrasi kurikulum berperan penting dalam pengembangan pendidikan pada umumnya serta mekankan bagaimana mengarahkan kurikulum sehingga kurikulum dapat dilaksanakan secara tepat dalam berbagai kegiatan pendidikan. Administrasi kurikulum merupakan seluruh proses kegiatan yang direncanakan dan diusahan secara sengaja dan bersungguh-sungguh serta pembinaan secara kontinu terhadap situasi belajar mengajar secara efektif dan efisien demi tercapainya tujuan pendidikan yang telah ditetapkan.

II. Pembahasan

A. Pengertian Administrasi Kurikulum
A.1. Pengertian Administrasi
Secara harfiah administrasi berasal dari bahasa latin, yang terdiri dari kata ad dan ministrare yang berarti membantu, melayani atau mengarahkan. Dalam bahasa Inggris disebut administration (Nawawi dalam Ahmad Sabri, 2000). Dalam kamus besar bahasa Indonesia (2008:13) dijelaskan bahwa, administrasi adalah 1. Segala usaha bersama untuk mendayagunakan semua sumber secara efektif dan efisien., 2. Kegiatan-kegiatan yang berupa kerangka kerja dari kebijakan yang dikeluarkan oleh manajer; tata usaha.
Jadi kata administrasi dapat diartikan sebagai segala usaha bersama untuk membantu, melayani dan mengarahkan semua kegiatan, dalam mencapai suatu tujuan.

A.2. Pengertian Kurikulum
Kurikulum merupakan seperangkat rencana dan pengaturan mengenai isi dan bahan pelajaran serta cara yang digunakan sebagai pedoman penyelenggaraan kegiatan pembelajaran untuk mencapai tujuan pendidikan tertentu (UU No.20 th. 2003 Tentang Sistem Pendidikan Nasional). Unruh dan Unruh (1984) curriculum is defined as a plan for achieving intended learning outcomes: a plan concerned with purposes, with what is to be learned, and with the result of instruction. Dapat ditambahkan bahwa curriculum is interpreted to mean all of the organized courses, activities, and experiences which pupils have under direction of the school, whether in the classroom or not (Romine dalam Sanjaya, 2005). Mark K. Smith (2000) menganalisis empat pendekatan kurikulum yaitu; (1) Curriculum as a body of knowledge to be transmitted, (2). Curriculum as an attempt to achieve certain ends in students – product, (3) Curriculum as process, (4) Curriculum as praxis. Nasution (2008:5) menekankan bahwa kurikulum adalah suatu rencana yang disusun untuk melancarkan proses belajar-mengajar di bawah bimbingan dan tanggung jawab sekolah atau lembaga pendidikan beserta staf pengajarnya. Sudjana (2005:3) menambahkan kurikulum merupakan niat dan harapan yang dituangkan dalam bentuk rencana atau program pendidikan untuk dilaksanakan oleh guru di sekolah. Sukmadinata (2005) menegaskan bahwa Kurikulum (curriculum) merupakan suatu rencana yang memberi pedoman atau pegangan dalam proses kegiatan belajar mengajar. Dapat disimpulkan bahwa kurikulum merupakan “segala rancangan dan kegiatan pendidikan yang secara maksimal dikembangkan oleh pendidik, untuk meningkatkan potensi kemanusiaan yang ada pada diri seseorang (peserta didik) baik sebagai individu maupun sebagai anggota masyarakat”.

Dari beberapa definisi di atas dapat disimpulkan bahwa administrasi kurikulum merupakan seluruh proses kegiatan yang direncanakan dan diusahakan secara sengaja dan bersungguh-sungguh untuk membantu, melayani, dan mengarahkan serta membina secara kontinyu situasi belajar mengajar, agar berjalan efektif dan efesien demi tercapainya tujuan pendidikan yang telah ditetapkan.

B. Kegiatan Administrasi Kurikulum
Gunawan (1996:80) menjelaskan bahwa, secara operasional kegiatan administrasi kurikulum dapat di identifikasikan menjadi tiga kegiatan pokok yakni; 1. Kegiatan yang berhubungan dengan tugas guru atau pendidik, 2. Kegiatan yang berhubungan dengan peserta didik, dan 3. Kegiatan yang berhubungan dengan seluruh sivitas akademika atau warga sekolah. Disamping itu Sabri (2000) menambahkan kegiatan lain yang menyangkut administrasi kurikulum yakni; kegiatan yang menyangkut proses belajar mengajar (PBM), karena kegiatan ini erat kaitannya dengan ketiga kegiatan pokok di atas. Untuk lebih memahami apa dan bagaimana sebenarnya kegiatan administrasi itu, dapat dilihat dari uraian dibawah ini.

1. Kegiatan yang berhubungan dengan tugas guru atau pendidik
A. Pembagian tugas guru yang dijabarkan dari struktur program pengajaran, dan
ketentuan tentang beban mengajar wajib guru.
B. Tugas guru dalam mengikuti jadwal pelajaran.
Ada tiga jenis jadwal pelajaran untuk guru, yaitu:
1. Jadwal pelajaran kurikuler
Disusun secara edukatif oleh guru atau tim guru dengan memperhatikan
ketentuan-ketentuan akademik seperti:
a. Keseimbangan berat atau ringannya bobot pelajaran setiap hari.
b. Pengaturan mata pelajaran mana yang perlu didahulukan, ditengah atau
diakhir pelajaran, seperti olahraga, matematika, kesenian dan seterusnya.
c. Mana pelajaran yang bersifat pratikum, PKL, PPL dan sebagainya.

2. Jadwal pelajaran ko-kurikuler
Disusun secara strategik sesuai situasi dan kondisi individual atau
kelompok peserta didik sehingga dapat meningkatkan pemahaman, keterampilan
serta mencerna materi pelajaran secara efektif dan efisien.

3. Jadwal pelajaran ekstra-kurikuler
Disusun diluar jam pelajaran kurikuler dan progran ko-kurikuler,
biasanya bersifat pengembangan ekspresi, hobi, bakat serta kegiatan-kegiatan
lainnya yang dapat menunjang PBM.

C. Tugas guru dalam kegiatan PBM
Dalam kegiatan belajar mengajar, guru memegang peran yang sangat penting.
Guru menentukan segalanya, mau diapakan siswa, apa yang harus dikuasai siswa
dan sejauh mana keberhasilan siswa dalam memahami pelajaran, semuanya
tergantung guru. Maka Gunawan (1996:83) meminta para guru memperhatikan
hal-hal sebagai berikut:
1. Membuat desain instruksional
Desain instruksional adalah suatu perencanaan pengajaran yang
menggunakan pendekatan sistem, atau pengajaran dianggap sebagai sistem
yang terdiri dari komponen-komponen yang saling berinteraksi dan saling
berhubungan satu sama lain, untuk mencapai suatu tujuan.
2. Melaksanakan pengajaran, termasuk strategi pengelolaan kelas
Strategi merupakan pola umum rentetan kegiatan yang harus dilakukan
untuk mencapai tujuan tertentu. Sanjaya (2007:164) menjelaskan pengelolaan
kelas adalah keterampilan guru menciptakan dan memelihara kondisi belajar
yang optimal dan mengembalikannya manakala terjadi hal-hal yang dapat
mengganggu suasana belajar mengajar. Pengelolaan kelas disini menurut
Gunawan (1996) bisa berupa strategi fisikal dan nonfisikal.
a) Strategi fisikal, pengelolaan kelas yang lebih memperhatikan kesuksesan
PBM yang ditunjang dengan kondisioning lainnya.
b) Strategi nonfisikal, pengelolaan kelas yang lebih mengarah pada
kesuksesan PBM yang ditunjang dengan kondisioning jiwani atau emosional.
3. Mengevaluasi hasil belajar
Salah satu aspek pokok dalam pengelolaan kegiatan belajar mengajar
adalah mengevaluasi sejauh mana terjadinya prestasi belajar siswa melalui
latar belakang serta faktor-faktor lain yang mungkin mempengaruhinya. Wand
and Brown dalam Wayan Nurkancana (1986:1) mengatakan evaluation refer to
the act or process to determining the value of something. Evaluasi adalah
suatu tindakan atau suatu proses untuk menentukan nilai sesuatu.

2. Kegiatan yang berhubungan dengan tugas peserta didik atau siswa
Demi suksesnya proses belajar mengajar, seorang siswa atau peserta
didik harus kreatif dalam menyusun jadwal, kapan waktu belajar dan kapan
waktu untuk bermain atau bersosialisasi dengan lingkungan sekitar.

3. Kegiatan yang berhubungan dengan seluruh sivitas akademis
Merupakan kegiatan untuk mensinkronisasi segala kegiatan sekolah, yang
kurikuler, ekstra- kurikuler, akademik atau non-akademik, hari libur dan
sebagainya.

4. Kegiatan yang menyangkut proses belajar mengajar (PBM)
a. Penyusunan rencana kerja tahunan, semesteran, bulanan dan mingguan.
b. Penyusunan jadwal pelajaran.
c. Penyusunan jadwal ulangan dan ujian.
d. Penyusunan daftar buku dan alat pelajaran yang akan digunakan dalam
berbagai kegiatan belajar.
e. Penyusunan norma penilaian.
f. Pencatatan dan pelaporan hasil-hasil kegiatan dan prestasi belajar siswa.
g. Penyusunan rencana dan kegiatan “belajar di dalam sekolah” dan “belajar di
luar sekolah”.

C. PELAKSANAAN KURIKULUM
Sebagus apapun desain atau rancangan kurikulum yang dimiliki,
keberhasilannya sangat tergantung pada guru. Kurikulum yang sederhanapun
apabila gurunya memiliki kemampuan, semangat dan dedikasi yang tinggi,
hasilnya akan lebih baik dari desain kurikulum yang hebat tetapi kemampuan,
semangat dan dedikasi gurunya rendah. Sukmadinata (2007:119) menegaskan
beberapa hal yang harus dimiliki oleh setiap guru dalam pelaksanaan
kurikulum, antara lain :
1. Pemahaman esensi dari tujuan-tujuan yang ingin dicapai dalam kurikulum,
2. Kemampuan untuk menjabarkan tujuan-tujuan kurikulum tersebut menjadi
tujuan-tujuan yang lebih spesifik, dan
3. Kemampuan untuk menerjemahkan tujuan-tujuan khusus kepada kegiatan
pembelajaran.

Disamping itu, menurut Asnawir (2004:224) seorang guru juga harus
memiliki sepuluh kompetensi dalam mengajar, yaitu :
1. Menguasai bahan,
2. Mengelola program belajar – mengajar,
3. Mengelola kelas,
4. Menggunakan media atau sumber belajar,
5. Menguasai landasan kependidikan,
6. Mengelola interaksi belajar – mengajar,
7. Menilai prestasi belajar – mengajar,
8. Mengenal fungsi dan layanan bimbingan dan konseling,
9. Mengenal dan menyelenggarakan administrasi sekolah, dan
10. Memahami dan menafsirkan hasil penelitian guna keperluan pengajaran.

Dengan demikian para guru harus mampu menguasai materi pelajaran,
pengetahuan cara mengajar dan pengetahuan tentang tingkah laku individu.
Selain itu guru juga harus mampu menghargai profesinya serta harus terampil
dalam berperilaku.

Mengutip pernyataan Asnawir (2004:227) bahwa, dalam pelaksanaan
kurikulum ada tiga tahap kegiatan yang harus dilakukan, yaitu; 1. Persiapan,
2. Pelaksanaan pengajaran, dan 3. Penutupan. Ketiga kegiatan tersebut adalah
sebagai uraian berikut :

1. Persiapan
Tahap ini dilakukan oleh guru sebelum kegiatan mengajar dimulai yakni
pada saat membuka pelajaran. Sanjaya (2007:162) berpendapat bahwa membuka
pelajaran atau set induction adalah usaha yang dilakukan oleh guru dalam
kegiatan pengajaran untuk menciptakan prakondisi bagi siswa, agar mental
maupun perhatian terpusat pada pengalaman yang disajikan sehingga materi
dan bahan pelajaran mudah dikuasai. Hal tersebut bisa berupa pengucapan
salam, membangun suasana akrab sehingga siswa merasa dekat, melakukan
interaksi yang menyenangkan, dan lain sebagainya.

2. Pelaksanaan
Keberhasilan suatu kurikulum dapat diukur dari sejauh mana siswa
dapat menguasai materi pelajaran yang tertuang di dalam kurikulum. Untuk
itu, Asnawir (2004:228) mengelompokkan kegiatan pelaksanaan pengajaran
kepada tiga bagian, yaitu :
a. Pendahuluan, dimana guru berusaha untuk mengarahkan perhatian siswa
untuk masuk ke pokok bahasan,
b. Pelajaran inti, merupakan interaksi belajar mengajar yang terjadi
antara guru dengan siswa dalam membahas pokok bahasan, dan
c. Evaluasi, kegiatan ini dilakukan oleh guru setelah selesai pelajaran
inti. Seperti mengajukan pertanyaan atau meminta siswa untuk membuat
ringkasan tentang pokok bahasan yang telah di pelajari.

3. Penutup
Menutup pelajaran perlu dilakukan agar pengalaman belajar serta
materi pelajaran yang telah diterima akan menjadi bagian dari keseluruhan
pengalaman siswa. Sanjaya (2007:163) mengartikannya sebagai kegiatan yang
dilakukan guru untuk mengakhiri pelajaran dengan maksud untuk memberikan
gambaran yang menyeluruh tentang apa yang telah dipelajari siswa serta
keterkaitannya dengan pengalaman sebelumnya. Hal ini dapat dilakukan
dengan berbagai cara, salah satunya adalah mengucapkan salam serta
memberikan saran-saran untuk memperluas wawasan siswa yang berhubungan
dengan materi pelajaran yang telah dibahas.

III. Penutup

A. KESIMPULAN
Jika merujuk pada pengertian administrasi secara sederhana sebagai kegiatan
mengarahkan, maka istilah administrasi kurikulum menekankan pada upaya bagaimana
mengarahkan kurikulum sehingga kurikulum dapat dilaksanakan secara tepat dalam
berbagai kegiatan pendidikan.
Seperti diketahui, kurikulum mengandung rencana kegiatan yang akan dilakukan
selama proses belajar mengajar. Dalam hal ini, kurikulum merupakan panduan dalam
pengajaran. Kurikulum seharusnya tidak hanya berfungsi sebagai panduan, tetapi
kurikulum juga sebagai instrumen dalam meramalkan keadaan masa datang. Dengan
demikian, kurikulum memiliki peran sentral dalam mengarahkan capaian tujuan dan
sasaran pendidikan. Ada tiga konsep yang terkait dengan kurikulum:
1. Kurikulum merupakan inti pokok dalam proses belajar mengajar di lembaga
pendidikan formal.
2. Kurikulum merupakan suatu sistem yang harus dikembangkan.
3. Kurikulum merupakan suatu kajian, yang terus dipelajari oleh para ahli agar
pendidikan di Indonesia dapat terus berkembang.

Dengan demikian, kegiatan dalam administrasi kurikulum adalah berbagai
kegiatan yang bertujuan untuk melaksanakan dan mengembangkan kurikulum sehingga
kurikulum dapat dijadikan sebagai instrumen dalam mencapai tujuan dan sasaran
pendidikan. Dengan menerapkan prinsip-prinsip administrasi, kurikulum kemudian
dikembangkan, sehingga dalam pelaksanaannya kurikulum dapat mencapai sasaran
pendidikan yang diharapkan. Setidaknya, kegiatan administrasi kurikulum
menghendaki agar rumusan kurikulum benar-benar terencana dengan baik, sehingga
dalam pelaksanaannya dapat berjalan dengan baik pula.

daftar pustaka
Asnawir, 2004, Administrasi Pendidikan, Padang: IAIN-IB Press.
Depdiknas, 2008, Kamus Bahasa Indonesia, Jakarta: Pusat Bahasa.
Gunawan, A.H., 1996, Administrasi Sekolah (Administrasi Pendidikan Mikro), Jakarta: Rineka Cipta.
Nasution, 2008, Kurikulum dan Pengajaran, Jakarta: Bumi Aksara.
Nurkancana, W dan Sunartana, 1986, Evaluasi Pendidikan, Surabaya: Usaha Nasional.
Sabri, A., 2000, Administrasi Pendidikan, Padang: IAIN-IB Press.
Sanjaya, W., 2005, Pembelajaran dalam Implementasi Kurikulum Berbasis Kompetensi, ______.
Sanjaya, W., 2007, Pengajaran., Dalam Ali, M., Ibrahim, R., Sukmadinata, N.S., Sudjana, D., dan Rasjidin, W (penyunting)., Ilmu dan Aplikasi Pendidikan, Bagian II, Bandung: Pedogogiana Press.
Smith, M. K., 2000, 'Curriculum theory and practice' the encyclopaedia of informal education, www.infed.org/biblio/b-curric.htm. dilihat pada: 23 Oktober 2011.
Sudjana, N., 2005, Pembinaan dan Pengembangan Kurikulum di Sekolah, Jakarta: Sinar Baru Algesindo.
Sukmadinata, N.S., 2005, Pengembangan Kurikulum Teori dan Praktek, Bandung: Remaja RosdaKarya.
Sukmadinata, N.S., 2007, Kurikulum dan Pembelajaran, Dalam Ali, M., Ibrahim, R., Sukmadinata, N.S., Sudjana, D., dan Rasjidin, W (penyunting)., Ilmu dan Aplikasi Pendidikan, Bagian II, Bandung: Pedogogiana Press.
UU No.20 Tahun 2003, 2008, Sistem Pendidikan Nasional, http://www.inherent-dikti.net/files/sisdiknas.pdf, dilihat pada: 23 September 2011.
Unruh dan Unruh, 1984, http://zanikhan.multiply.com/journal/item/1518, dilihat pada: 23 Oktober 2011.

puisi rindu

2011-07-14T15:50:00.000+07:00

disini ku berdiri
menyepi di antara keindahan sang rembulan
dan pekatnya malam.
ku sebar benih-benih rindu
di luasnya hamparan nan tak bertepi.
berharap kau menemukan secuil rasa rinduku.

aku merasa kau begitu jauh
meski kita berteduh
di langit yang sama

kekasihku HN...
jika kau percaya samudra itu biru
maka dengarkanlah
nyayian rinduku
kan ku dentingkan
di sunyinya malam
BAHWA AKU BEGITU MERINDUKANMU

US investigating Google claim of China hacking

2011-06-03T00:01:00.000+07:00

Authorities in the United States are investigating a Google claim that hackers in China stole email details of senior US government officials - an issue that illustrates the problem of attribution in cyberspace, the coordinator for cyber issues at the US State Department said Thursday.

Google disclosed Wednesday that personal Gmail accounts of several hundred people, including senior U.S. government officials, military personnel and political activists, had been breached. The company said it traced the origin of the attacks to Jinan, China, the home city of a military vocational school whose computers were linked to an assault 17 months ago on Google's systems. China has said it does not support hacking.

"The issue of attribution and knowing whether a state or non-state actors are involved is a huge problem in cybersecurity," Christopher Painter, coordinator for cyber issues for the State Department, told The Associated Press on the sidelines of a cybersecurity conference in London. He declined further comment on the Google claim.

Yuan Xu of the Internet Society of China, an industry group, defended her country's actions against phishing - the type of attack that Google says was used against its users. Phishing fools users into giving their personal details to rogue websites.

She declined to comment on the specifics of the Google case, saying she didn't know enough about it, but noted that the CNCERT - one of China's Internet watchdogs - regularly shares the addresses of suspected phishing websites with its international partners.

Yuan said that, on Internet security issues, companies in China and the United States "would like to see cooperation with each other."

Michael Chertoff, a secretary for Homeland Security under President George W. Bush, said the reported hack illustrated the need for officials in sensitive positions to steer clear of unsecured email communication.

He said senior government workers needed to police their own "cyber-hygiene."

"You'd want to have some policy of using secure - encrypted - email," he told the AP.

Hundreds of international delegates from governments and the private sector converged for the two-day conference to try to agree on the basics - how to enforce cybersecurity regulations across borders, what to do about countries that don't want to be regulated, how to protect government and company data and who will ultimately control cyberspace?

One of Thursday's topics was how to protect privacy without cloaking criminality, and whether cyberattacks could be seen as acts of war in the future.

Painter said many current cyber issues were covered under international humanitarian law that countries had signed up to.

"We don't need a new treaty," he said. "We need a discussion around the norms that are in cyberspace, what the rules of the road are and we need to build a consensus around those topics."

Hundreds of international delegates from governments and the private sector converged for the two-day conference to try to agree on the basics - how to enforce cybersecurity regulations across borders, what to do about countries that don't want to be regulated, how to protect government and company data and who will ultimately control cyberspace?

Michael Rake of BT Group PLC, one of the world's largest telecommunications companies, warned that world powers are being drawn into a high-tech arms race, with many already able to fight a war without firing a single shot.

"I don't think personally it's an exaggeration to say now that basically you can bring a state to its knees without any military action whatsoever," Rake said. He said it was "critical to try to move toward some sort of cyber technology nonproliferation treaty."

The suggestion drew a mixed response from cyberwarriors gathered in London for a conference on Internet security, although at least one academic praised it for highlighting the need to subject online interstate attacks to some kind of an international legal framework.

Cyberweapons and cyberwarfare have increasingly preoccupied policymakers as hacks and computer viruses grow in complexity.

Recent high-profile attacks against Sony Corp. and Lockheed Martin Corp. have made headlines, while experts described last year's discovery of the super-sophisticated Stuxnet virus - thought to have been aimed at sabotaging Iran's disputed nuclear program - as an illustration of the havoc that malicious programs can wreak on infrastructure and industry.

"You can close vital systems, energy systems, medical systems," Rake said. "The ability to have significant impact on a state is there."

Malang regent wants PSSI congress in his town

2011-06-02T23:55:00.000+07:00

World soccer body FIFA has allowed Indonesia a second chance to stage the Indonesian Soccer Association (PSSI) congress to vote in a new chair on June 30, with Malang Regent Rendra Krisna claiming his administration was prepared to act as the host city.

Rendra, also a member of the PSSI Normalization Committee, told news portal kompas.com he would issue a proposal to committee chairman Agum Gumelar to allow Malang to host the congress.

He gave assurances the congress would not end in chaos, as occurred at the last congress. Rendra added that his regency had previously hosted the National Soccer Congress.

He said Aremania, the fan base of local soccer club Arema Malang, would support the congress as well.

Satan School

2011-06-02T23:48:00.000+07:00

SD Negeri SETAN, itulah tulisan yang tertera di papan plang putih yang mulai berlumut di sebuah kecamatan di kabupaten Magelang. Entah dari mana ide tentang pemberian nama "setan" tersebut muncul.

Sebuah nama sekolah yang sangat menggelitik, ditambah lagi lokasi sekolah yang sarat dengan aura mistis. Mungkin bagi penduduk sekitar adalah hal yang wajar, namun tidakkah mereka berfikir tentang para pendatang ataupun orang-orang yang melintas didaerah tersebut?

tidak terfikirkah oleh mereka untuk mengganti nama sekolah tersebut? karena menurut hemat penulis, nama itu sungguh tidaklah wajar jika dipakai dilingkungan pendidikan yang nota bene mengajarkan kita akan kebenaran dan kebaikan.

Setan adalah makhluk yang di laknat oleh Allah SWT

How To Teach Students To Behave In Your Classes

2011-05-21T23:22:00.001+07:00

Teaching students can be somewhat daunting when you don't know what you're doing. The problem with not knowing what you're all about at first is that students see right through it. If they sense your lack of confidence or uncertainty in any situation (and they will test you), they will give you hell for it by using that one little bit of slack against you for the rest of the term.

It goes without saying that you must be extra vigilant. So how do you do it?

The first thing you must make them aware of is that you are the boss and even if you say something that's dead wrong, you're still the boss, you don't care, and they must listen to you. This is especially important in high school where your students are practically adults with loud booming voices.

The second thing you must realize is that if you are not strict about talking in class, the noise levels will rise like a tidal wave over you. You should be able to whisper and hear your own voice. Students are not allowed to talk when you are talking. This is just common respect.

You can also remind them that if they're going to talk when you're talking you're going to stop teaching by doing just that. When noise levels rise, my Korean co-teachers always raise their voices trying to compete playing a game of "I'm the boss with the loudest voice." Wrong!

Instead of trying to compete just stop talking, close your mouth, stop talking and just stand there. Soon enough the smart of the students will start "shhhhh'ing" the noisier ones and hitting them asking them to stop talking. Now look at that, you just used your best students to appeal to the noisiest ones without even asking them. Don't you think a student would want to help you if they realized it on their own more than if you told them to? You bet.

Create rules at the beginning of the year and make examples of students who don't follow them. One of my favorite rules is: "If you bring anything but your textbook and something to write with to class, I will put it in the garbage." Seems harsh? You bet it is. I'll tell you something though, if you don't tell them who is boss YOUR classroom they will bring their mirrors, teddy bears, candies, chips and combs to class and while you're talking do their makeup.

In your classroom, you must be the ruthless king with a loving smile on his face. This method will earn you respect among the student body in your school.

Why Become A Teacher?

2011-05-21T22:49:00.000+07:00

Do you have the desire to teach? Do you love education and do you want to influence the next generation of employers, and professionals? Do you want to make a real difference in our world? Teaching is one of the noblest professions around the world. People have come to appreciate the importance of teachers to the advancement of knowledge. Teachers are therefore highly respected in society and this is a good reason why many people desire to become one.

People who love academics also find teaching jobs very attractive. This is because such people thrive in school environments and the fulfillment they generate from such environments influences them to become teachers upon completion of their studies, so they can remain in such environments for the rest of their lives. If you love to be in the middle of the pursuit of knowledge, then becoming a teacher will be a great choice.

Many people also choose to become teachers due to their love for specific subjects such as math, history, music, Spanish, etc. Their love for such subjects compels them to strive to be in a position where they can impart their knowledge and passion onto other people. Some subjects also come with minimal job opportunities and the only way you can continue to enjoy that subject is through a teaching career, e.g. philosophy.

However you should know that teaching is one of the most challenging jobs you may ever come across. You will experience many difficulties in your bid to educate children and teenagers and without dedication and steadfastness; you may be tempted to give up along the way.

Why become a teacher? One advantage is that it is one of the most secured jobs in the world, provided you have the right qualifications and skills. The recent economic meltdown led to many job losses among some of the most qualified and talented employees in other fields such as industries, stock market, banking, automobiles, etc. Many teachers however held onto their jobs without any such risks and therefore avoided the brisk job searching and financial troubles experienced by many professionals in other industries. If you can continue to demonstrate the academic success of your students then your teaching job will always be safe.

On the other hand teaching is very fulfilling and the knowledge that you are educating children and teenagers to become better people in the future gives many students unimaginable satisfaction.

American Stars and Sex Symbols

2011-05-16T23:26:00.000+07:00

Stars and sex symbols are a crucial part of popular culture and the pleasure the audience takes in watching film and television, but they are also crucial to the economics of the entertainment industry as well. The tradition of the star precedes twentieth-century mass media (nineteenth-century theater and opera promoters advanced the careers of certain performers in order to boost sales of tickets). Yet, postwar American entertainment worlds have increasingly fixated upon the body of the sex symbol in order to encourage public consumption.

Perhaps because of the importance of the Hollywood studio system, sex symbols in the 1940s and 1950s emerged from film. In the 1950s, women who moved from this realm onto the pages of magazines, newspapers and posters, and into the popular imaginations of men, seemed to reflect the growing economy of the country. These women, such as Marilyn Monroe and Jayne Mansfield, were buxom, breathy, blonde and, at first glance, seemed to exist for the sexual and visual pleasure of men. Sex symbols stood in contradistinction to the more appropriate standards of domesticated femininity that were being portrayed in television in the 1950s. These women stood outside traditional marriage and were more interested in seeking out fun than in keeping a good, clean home.

Similarly the male sex symbols that emerged out of the crumbling studio system, James Dean, Marlon Brando, Paul Newman and Montgomery Clift, unlike the efficient corporate model of masculinity, were intense brooders who refused to fit into suburbanized America.

Richard Dyer, who writes on the meanings of celebrity and film in Stars (1979) and elsewhere, argues that for famous actors, films are a vehicle for the display of the star’s persona. The performance of this persona requires repetition of key elements of narrative, visual style and iconography. Thus when Marilyn Monroe became a star, her roles, the way she looked and the ways in which she became styled and shot in film and publicity outlets became similar, solidifying a persona. Although a sex symbol is unattainable and an object of fantasy, he or she must also seem knowable and familiar to the masses. After the Hollywood studio lost power, agents and public relations have taken over the management of stars. Along with this change, stars have tended to emerge from different sectors of the entertainment industry. For example, one of the most popular sex symbols of the 1980s and 1990s, Madonna, started out as a pop singer. Her career benefited from MTV, where her videos featured her dancing and knowing sexual comeons. Although she has never successfully maintained a film career, she has always managed her persona well—with the help of agents, publicists, magazine editors and gossip columnists eager for copy. The contemporary sex symbol is also a corporate entity who, like Madonna, has moved into book publishing, as well as the music and film industry. Much of what Madonna’s work has centered upon is her experience of her own body and her popular philosophizing on the importance of sex.

The body of the sex symbol in the 1990s changed dramatically. Whereas in the 1950s the female body featured an hour-glass figure and the male body was wiry, the 1990s sexsymbol body for both was lean, muscular and sculpted, reflecting the importance of working out and also marking the entrance of the fashion model as a massmarketed sex symbol. White models Cindy Crawford, Kate Moss and Christy Turlington have moved from the runway into superstardom with forays into television, video and film. Black models such as Naomi Campbell and Tyra Banks have become the first minority stars that have been marketed as sex symbols to both black and white audiences. A black male model, Tyson, sporting the clothing of WASP-aspiring Ralph Lauren, has established himself as a sex symbol, as have black actors Denzel Washington and Wesley Snipes. In 1999 Latino singer Ricky Martin broke into the mainstream of sex symbolism, recognized as much for his gyrating hips just as Elvis punctuated the meanings of his songs with his pelvic thrusts.

Even as America’s sex symbols diversify, one rule remains in place: when the star sings and speaks of love, his or her body must make the audience think of sex. As a result the movement and posture of the star, as well as the publicity machinery that supports him or her, is always crucial for keeping sales up.

Science as Ideology

2011-05-16T23:15:00.001+07:00

Ideology is a very difficult concept. Whereas it initially meant the systematic study of ideas in terms of their origin or context, it has come to refer to sets of ideas themselves. This kind of reference is often employed pejoratively, indicating a more limited validity for a set of ideas than their holders would like. This limitation, furthermore, often entails the ascription or imputation of a rationale or motivation for holding a set of beliefs or giving expression to a particular constellation of ideas. While those expressing ideas would prefer to see the ideas expressed as having a rather universal validity or correspondence to reality, those claiming the ideological status of those ideas are thereby imputing a self-serving motive or interested position to those claiming universality on behalf of their beliefs.

The concept of ideology begins its life in eighteenth-century France. The ideologues of that century set themselves the task of uncovering the origin of sensory experience in material conditions and, in turn, of the bases of thought in sensory experience. They hoped thereby to wrest knowledge from a ruling class and to make it the property of a scientific elite. What they wanted to accomplish was a remaking of the social environment to change ideas: a scientific reconstruction of France. It is, thus, ideology in the sense of an account of the interested, social sources of human error and truth, and an ideology in the sense of a spirited promotion of the status of a particular group. The claim to repair knowledge after a period of corruption and the recommendation that purer knowledge resided in a particular group were advanced by a number of thinkers of the Scientific Revolution.

According to Thomas Sprat (1635–1713), official historian of the Royal Society, it is to the philosophy of the East (Assyrians, Chaldeans, and Egyptians) that we owe both the origin and the corruption of true and useful knowledge. “It was the custom of their Wise men, to wrap up their Observations on Nature, and the Manners of Men, in the dark shadows of Hieroglyphicks; and to conceal them, as sacred Mysteries, from the apprehensions of the vulgar. This was a sure way to beget a Reverence in the Peoples Hearts towards themselves; but not to advance the true Philosophy of Nature.” Sprat’s own promotion of the experimental philosophy of the Royal Society excluded the participation of both the “vulgar” and the “faithless.” After presenting his view of the deficiencies of other philosophies and of the nations and faiths that have housed them, he proceeded to outline the virtues of the Royal Society and of the philosophy and status of its members. Under the subtitle “They admit men of all Religions,” Sprat goes on to claim that the reason promoted by the Church of England is closest to the “general Reason of Mankind.” Even though the society admits men “Of all Professions,” it “consists chiefly of Gentlemen,” and Sprat claims that this latter condition may prevent the corruption of learning. He recommends the practice of experimental philosophy to gentry and nobility but emphasizes its importance in improving commerce and ensuring obedience to civil government.

Sprat was neither the first nor the last in the earlymodern period to employ the device of claiming the universality and particular advantage for the promotion of particular interests and natural-philosophical viewpoints. The sixteenth-century French mathematician François Viète (1540–1603) claimed that the art (algebra) that he was advancing, although invented by the ancients, was “so spoiled and defiled by the barbarians” that he had to clear up its formulation “lest is should retain its filth and continue to stink in the old way.” Similarly, according to René Descartes (1596–1650), the ancient world, principally in the figures of Pappus and Diophantus, had traces of the science of algebra but they suppressed it by a “low cunning deplorable indeed.” The work of Francis Bacon (1561–1626) is ideological in the complete sense noted above. The path to knowledge that he recommended was designed to restore the human condition to its pre-Fall status. This recommendation included a treatment of what he terms “the idols of the mind,” which are responsible for error and corruption. Although the idols are not completely eliminable, this method is supposed to reduce their effects as much as possible. The idols are those of the Tribe, the Cave, the Market Place, and the Theater, and these refer to the clouding influence of the nature of the human understanding (fallible senses), of the idiosyncracies of individual biography, of imprecise language, and of received false philosophies, respectively. Because of this formulation of the means of removing sources of error, many modern commentators regard Bacon as the first sociologist of knowledge.

In Bacon’s view, religion and science can be mutually repairing. The innocence and dominion over nature that humans lost in the Fall from grace can be restored through work and the study of works, both human and natural. In this scheme, divine providence grants a “legal plea” to the sciences to interrogate nature; this was part of Bacon’s plea to government for financial support for the “spies of nature.” The plan originates in the legal practices of interrogating Spanish prisoners, and the “schedule of interrogatories” drawn up for that purpose finds its way into Bacon’s natural philosophy. Amidst all of this are many gendered references to the practices of conquest and vexation of nature. The theme of religious motivation and justification of natural philosophy also resonates in the work of Robert Boyle (1627–1691). The sort of moral philosophy customary for someone of Boyle’s station would have been to suggest that fortune allows one the wealth and leisure necessary to cultivate virtue. In Boyle’s case, however, the civil wars in England and Ireland caused a reduction in his family’s estates. Lacking the wealth necessary to pursue the customary aristocratic path to virtue, he argued that defying fortune by a rather puritan devotion to work, especially the study of God’s Works evident in nature, will lead to virtue, which providence will then reward. This rational pursuit of self-interest, according to Boyle, is in harmony with religious peace and the public good. With changes in regime, however, Boyle changed affiliations but retained the same form of moral philosophy. The proper study of nature, he argued, will reveal the true religion, politics, and morals.

The ideological character of his experimental philosophy is best illustrated through his dispute with Thomas Hobbes (1588–1679). Whereas Hobbes preferred to establish first principles on a parallel with geometry and develop ratiocination as the way of producing valid claims about nature, Boyle preferred to establish knowledge on the basis of matters of fact, experimentally produced and witnessed by credible persons. Dispute about interpretations would be allowed but would be limited to the group of experimental philosophers. Boyle claimed that he kept experimental philosophy separate from politics, but also that it represented the best form of politics and the best way of informing public life. Whereas Hobbes vehemently maintained a value position and argued for its preferability, Boyle claimed both that his experimental philosophy was politically and metaphysically neutral and, at the same time, that it represented the best form of politics. Just as Boyle’s moral philosophy could recommend itself to any regime, so could Boyle separate matters of fact from metaphysical interpretation and, thus, “market” his natural philosophy to various interests in Restoration England. Each of the positions above represents a claim to purify knowledge from an earlier, corrupted state and an argument that the purified form is universally valid, although it is also recommended that a particular group should have preference in purveying such knowledge.

Toisutta-Panigoro supporters to square up against FIFA in Switzerland sports court

2011-05-16T01:30:00.000+07:00

Supporters of George Toisutta and Arifin Panigoro, two candidates rejected for the Indonesia Soccer Association (PSSI) chairman post, will have their quarrel with soccer world governing body, FIFA, settled in the Court of Arbitration for Sport (CAS) in Switzerland next week.

Toisutta and Panigoro supporters have pressed charges against FIFA for various decisions they feel have harmed the present interests of Indonesian soccer, including the rejection of the two names from PSSI chair candidacy.

Indonesian Ambassador for Switzerland Djoko Susilo said that CAS will put FIFA on trial at CAS headquarters in Chateu de Bethusy, which is located on Avenue de Beaumont 2, Lausanne, Switzerland.

According to Djoko, CAS is the only court in the world that specifically handles sport cases.

Djoko hopes that the trial would not lead to a sanction handed to Indonesia by FIFA

“I hope everyone involved will keep a cool head and follow legal procedures in Lausanne. From various sources, I have reason to believe that Indonesia will not receive sanctions,” Djoko said as quoted by tribunnews.com.

During the trial, Toisutto-Panigoro supporters will be represented by lawyer Patrick Mbaya, while FIFA will delegate a legal team headed by FIFA Legal Affairs director Marco Villiger.

Principles of Language Teaching and Learning

2011-05-14T23:55:00.000+07:00

1. Consider the whole person: You should take into consideration who the student is. Know different aspects of the individual.(Student’s psychology, social background, etc.) Consult with the guiding and class teachers (Check with the other teachers his progress). Don’t grade only by looking at his learning English.

2. Language learning is both forming habit and also utilizing the the student’s innate capacity for language as a rule governed creative activity.(By Noam Chomsky) Cognitive school of psychology: using the student’s innate capacity for the language. The student uses his creative mental power.

3. Keep the students involved. Try to have a student centered class as far as possible. Keep the appropriate ratio of teacher talk and student talk. The minimal requirement: Teacher talking time 50%, student talking time 50%. (Traditional class is a teacher centered class, modern class is a student centered class.)

4. Language learners learn to do by doing. Items of language should be practiced. Practice is extremely important in foreign language learning. Practice, especially drilling, helps with habit formation.

5. Teach all 4 language skills: Listening, Speaking, Reading, Writing. Listening and reading are receptive, speaking and writing are productive skills. All four language skills should go hand-in-hand. They should be integrated. All people understand far more than they can produce. The child has the more following order in acquiring the four skills. Listening-Speaking-Reading-Writing.

6. Grade the learning tasks. Items should be presented according to the order of ease. It shouldn’t be too rigid grading. There should be Structural and Vocabulary grading Functional-Notional Approach. (A matter of presenting syllabus. They introduce all of them at the same time. Language material should be presented in the order of function and notion.
Formal: Informal:
Open the door please. Can/could you open the door?
Will you open the door please? Would you mind opening the door please?
Would you oopen the door please? Would you be so kind enough to open the door?

7. All learning should be functional and have meaning for the students in terms of their needs and life values. Start with their experiences.

8. Go from the known to the unknown. Build on what the students know either in their native language or in English. Compare and Contrast where possible.Similar points in L1 and L2 are easy to learn. As a principle, try to have as meaningul language material as possible. Present Perfect is difficult to teach, because there is no equivalent, no counter part in Turkish.

9. Go from the concrete to the more abstract.

10. Teach only one thing at a time. Don’t teach vocabulary and structure at the same time. Teach a new grammatical pattern with the known vocabulary items. While teaching new vocabulary items, use known grammatical patterns in your illustrated sentences.

11. It is easier to learn a thing correctly the first time than to have to relearn it. Here it is important to emphasize that the teacher should have a good command of the language material which he presents and practices in class. To have to relearn something that is learned incorrectly before is much more difficult than to learn it correctly the first time. Turkish should be used in rule explanation. Do not pour upon your student all your Grammar knowledge. In Grammar teaching both Inductive-Rule Teaching and Deductive-Rule Teaching approaches should be used students can also discover the rules themselves.

12. Rules are essential in language learning. But knowing the rules just as an intellectual activity is not enough. All the native speakers of a language know the language rules subconsciously. What is needed is the use of language by the students for communicative purpose both in spoken and written form of language. The degree of emphasis attached to rules in language learning will be different depending on the age of the students. Adults are more rule-oriented and they need to study them.

13. Teach first those language patterns which will be the most useful in manipulating other language items.

14. Teach beginning (elementary) students only the forms most frequently used in normal speech. Help them realize that there may be more than one way of expressing the same ideas. But in the beginning, teach then only one form. e.g. The most commonly used request pattern is: Please open the door, Open the door please.

15. Errors will naturally occur in language learning. It is not necessary to correct every error. Be selective in error correction. Be gentle in error correction. Errors are a natural, necessary, and inevitable part of learning. Never interrupt your student while he is talking or reading for a correction. Wait until he finishes his part of talking or reading. Gentle correction should be a principle. Correct only common mistakes. Mistake is the wrong use of language, although you know the correct form. Error is a wrong use but the correct form is not known. Be selective in error correction. Common errors ocur because of the difference between L1 and L2. best way to correct the errors is to give a mini-presentation. In communicative situations what they speak is important than how they speak.

16. Provide Review since language learning is spiral. Do not teach ib isolated blocks. But teach in spiral fashion. For example different functions of the present continuous form of the verb should be taught at different levels by reviewing the known functions. Review will make it possible to tight a new item to the thing already learned.
I am leaving İzmir now. (at the moment of speaking)
I am leaving İzmir tomorrow.(It is going to take place tomorrow)
(The same form but different meanings and functions).

17. Recognize individual differences. All students learn at differnt roles. In every class there will naturally be slow, average, and bright students. Give opportunity to all the students to participate in class activities. Do not let the bright students monopolize. You can give bright students difficult tasks to keep their interest alive. To form mixed ability groups we should do anything possible not to foster the feeling of impriority.

18. Items that are similar to language items in the student’s own language will be easy to learn in the case of differences between the native language and the target language learning will be more difficult. Consequently more time and practice will be needed. There is a transfer theory (Audio Lingual Approach). Foreign students transfer. He uses his L1 habits in learning and using L2. ıf two points are similar in L1 and L2 they are easy to learn. If two points are different such things are difficult to learn. They constitute problems. Two kinds of mother tongue interference:
• positive interference
• negative interference.
Before the teacher present the new item he will anticipate the problems by the contrastive analysis. Audio-Linguistics beleive that great majority of problems occur because of the differences between Turkish and English.

19. Keep the pace alive. Provide a variety of activities. Class activities should not go at a monotonous rate. There will be boredom and little or no learning. The activities should go dynamically not monotonously. If the students are not interested with the activity, stop that activity. Any game which fixed into your present project can be used.

20. Teach with examples. Examples speak louder than language explanation. Examples can help the students learn much better than complicated explanations.

21. Make legitimate use of mother tongue. Use it at the right time and in the right dose. You must avoid overuse of mother tongue clarifying abstract vocabulary items. In teaching grammatical items while giving the instructions if they are difficult we can use Turkish.

22. Relate form to meaning and contextualize. All class activities should be meaningful. Meaning should always be in the foreground. Whatever activity the students are involved in, the students should be able to understand the meaning of what they hear, say, read, or write. Teach new vocabulary items or a grammatical pattern or pronunciation in context. In teaching vocabulary give the meaning and pronunciation. Smallest context is a sentence meaning arises out of the situation. We can use dialogues, anectodes in the spoken form as context.

23. Assign tasks in class. Involve the students as much as possible. A variety of tasks can be assigned in class.

24. Give students a feeling of confidence and success and encourage them. Education should be geared on success. When the grading time comes at the first cemester, if there is a student on borderline, pass him.

25. Assign as homework what the students can do by themselves.

26. Use Audio-visual aid as much as possible.

27. Teach well before you test. Students often fail because of poor teaching, poor testing, poor evaluation of the exams.

writing

2011-05-14T23:49:00.000+07:00

Writing is the end product of language competence. Good language skills do not ensure an effective outcome in writing. In order to be a good writer one must be aware of the components and strategies that would make up the core of his writing.

Sentence and Paragraph are two important levels which should be mastered before writing a satisfactory article. Organization and content will only produce the desired result within the boundaries of a well-established structure. A good writer must be able to present his ideas in the most appropriate way that will absorb the target audience (the reader). A disorganized and carelessly presented set of ideas will be a failure no matter how precious information or views they involve.

Accuracy and fluency of your writing are two determining factors, the level of which will either enhance or lower the satisfaction of the reader.

Paragraph

A good paragraph has 3 essential parts:

A. TOPIC SENTENCE

1. TOPIC 2. CONTROLLING IDEA

B. SUPPORTING SENTENCES

1. DESCRIPTIVE
2. EXPOSITORY
3. EXAMPLIFICATION
4. DISCUSSION
5. CAUSE AND EFFECT
6. COMPARE AND CONTRAST
7. NARRATIVE

C. CONCLUDING SENTENCE

A. TOPIC SENTENCE
Every good paragraph has a topic sentence. It is the most important sentence in a paragraph and briefly indicates what the paragraph is going to be about. In other words, it focuses on the main idea of the paragraph and does not give any specific details.

A topic sentence has two essential parts:
The Topic names the subject or main idea of the paragraph.
The Controlling Idea makes a specific comment about the topic, which indicates what the rest of the paragraph says about the topic. That is, it limits or controls the topic to a specific aspect of the issue to be discussed in the space of a single paragraph.

B. SUPPORTING SENTENCES
They develop the Topic Sentence. That is, they explain the topic sentence by giving reasons, examples, facts, statistics, and quotations.

Educational Games

2011-05-14T23:46:00.000+07:00

A pedagogical tool used in elementary, secondary and higher education, with significantly different meanings for each. In higher education games, students often assume specific “real-world” roles and play either in competition with or in cooperation with other students. Most games are extremely complex, mathematics-based procedures set up with predetermined rules, decision-making procedures and techniques for meeting player goals. Such games are often used in military, business and economics education.

At the elementary and secondary school levels, games with the more traditional childhood meaning are generally used to excite student interest and enthusiasm in various courses, particularly math. In 1992, 40% of almost 250,000 students in the fourth, eighth and twelfth grades failed to meet basic math standards, according to the U.S. Department of Education’s National Assessment of Educational Progress. One result was the massive introduction by elementary school teachers of games designed to eliminate the fear of math that many children harbor and to make math more fun. In some classes, students spent 50% of their mathematics study time engaged in games, and some teachers claimed a 10% increase in student scores. Among the most popular games was “24,” in which student players compete to see who can first analyze how to add, subtract, multiply and/or divide four given numbers and arrive at a result of 24. Critics of games fear their excessive use and question the long-term academic benefits and emotional effects of associating “fun” with every academic exercise.

GRAMMAR OF THE ENGLISH TONGUE-1

2011-05-12T10:45:00.000+07:00

Grammar, which is the art of using words properly, comprises four parts: Orthography, Etymology, Syntax, and Prosody.

In this division and order of the parts of grammar I follow the common grammarians, without inquiring whether a fitter distribution might not be found. Experience has long shown this method to be so distinct as to obviate confusion, and so comprehensive as to prevent any inconvenient omissions. I likewise use the terms already received, and already understood, though perhaps others more proper might sometimes be invented. Sylburgius, and other innovators, whose new terms have sunk their learning into neglect, have left sufficient warning against the trifling ambition of teaching arts in a new language.

Orthography is the art of combining letters into syllables, and syllables into words. It therefore teaches previously the form and sound of letters.

The letters of the English language are:

Roman. Italick.Name.
A a A a a
B b B b be
C c C c see
D d D d dee
E e E e e
F f F f eff
G g G g jee
H h H h aitch
I i I i i (or ja)
J j J j j conson.
K k K k ka
L l L l el
M m M m em
N n N n en
O o O o o
P P P p pee
Q q Q q cue
R r R r ar
S s S s ess
T t T t tee
U u U u u (or va)
V v V v v conson.
W w W w double u
X x X x ex
Y y Y y wy
Z z Z z zed

To these may be added certain combinations of letters universally used in printing; as, fl, ff, fi, ffi, ffl, and &, or and per se, and.
Our letters are commonly reckoned twenty-four, because anciently i and j as well as u and v were expressed by the same character; but as those letters, which had always different powers, have now different forms, our alphabet may be properly said to consist of twenty-six letters

Vowels are five, a, e, i, o, u.
Such is the number generally received; but for i it is the practice to write y in the end of words, as thy, holy; before i, as from die, dying; from beautify, beautifying; in the words says, days, eyes; and in words derived from the Greek, and written originally with υ, as sympathy, συμπαθεια, system, συστημα.
For u we often write w after a vowel, to make a diphthong; as, raw, grew, view, vow, flowing; lowness.

The sounds of all the letters are various.

In treating on the letters, I shall not, like some other grammarians, inquire into the original of their form, as an antiquarian; nor into their formation and prolation by the organs of speech, as a mechanick, anatomist, or physiologist; nor into the properties and gradation of sounds, or the elegance or harshness of particular combinations, as a writer of universal and transcendental grammar. I consider the English alphabet only as it is English; and even in this narrow disquisition I follow the example of former grammarians, perhaps with more reverence than judgment, because by writing in English I suppose my reader already acquainted with the English language, and consequently able to pronounce the letters of which I teach the pronunciation; and because of sounds in general it may be observed, that words are unable to describe them. An account, therefore, of the primitive and simple letters, is useless, almost alike to those who know their sound, and those who know it not.

OF VOWELS

A.
A has three sounds, the slender, open, and broad.
A slender is found in most words, as face, mane, and in words ending in ation, as creation, salvation, generation.
The a slender is the proper English a, called very justly by Erpenius, in his Arabick Grammar, a Anglicum cum e mistum, as having a middle sound between the open a and the e. The French have a similar sound in the word pais, and in their e masculine.
A open is the a of the Italian, or nearly resembles it; as father, rather, congratulate, fancy, glass.
A broad resembles the a of the German; as all, wall, call.
Many words pronounced with a broad were anciently written with au; as sault, mault; and we still say, fault, vault. This was probably the Saxon sound, for it is yet retained in the northern dialects, and in the rustick pronunciation; as maun for man, haund for hand.
The short a approaches to the a open, as grass.
The long a, if prolonged by e at the end of the word, is always slender, as graze, fame.
A forms a diphthong only with i or y, and u or w. Ai or ay, as in plain, wain, gay, clay, has only the sound of the long and slender a, and differs not in the pronunciation from plane, wane.
Au or aw has the sound of the German a, as raw, naughty.
Ae is sometimes found in Latin words not completely naturalized or assimilated, but is no English diphthong; and is more properly expressed by single e, as Cesar, Eneas.

E.
E is the letter which occurs most frequently in the English language.
E is long, as in scēne; or short, as in cĕllar, sĕparate, cĕlebrate, mĕn, thĕn.
It is always short before a double consonant, or two consonants, as in vĕx, pĕrplexity, relĕnt, mĕdlar, rĕptile, sĕrpent, cĕllar, cĕssation, blĕssing, fĕll, fĕlling, dĕbt.
E is always mute at the end of a word, except in monosyllables that have no other vowel, as the; or proper names, as Penelope, Phebe, Derbe; being used to modify the foregoing consonants, as since, once, hedge, oblige; or to lengthen the preceding vowel, as băn, bāne; căn, cāne; pĭn, pīne; tŭn, tūne; rŭb, rūbe; pŏp, pōpe; fĭr, fīre; cŭr, cūre; tŭb, tūbe.
Almost all words which now terminate in consonants ended anciently in e, as year, yeare; wildness, wildnesse; which e probably had the force of the French e feminine, and constituted a syllable with its associate consonant; for in old editions words are sometimes divided thus, clea-re, fel-le, knowled-ge. This e was perhaps for a time vocal or silent in poetry as convenience required; but it has been long wholly mute. Camden in his Remains calls it the silent e.
It does not always lengthen the foregoing vowel, as glŏve, lĭve, gĭve.
It has sometimes in the end of words a sound obscure, and scarcely perceptible, as open, shapen, shotten, thistle, participle, metre, lucre.
This faintness of sound is found when e separates a mute from a liquid, as in rotten, or follows a mute and liquid, as in cattle.
E forms a diphthong with a, as near; with i, as deign, receive; and with u or w, as new, stew.
Ea sounds like e long, as mean; or like ee, as dear, clear, near.
Ei is sounded like e long, as seize, perceiving.
Eu sounds as u long and soft.
E, a, u, are combined in beauty and its derivatives, but have only the sound of u.
E may be said to form a diphthong by reduplication, as agree, sleeping.
Eo is found in yeoman, where it is sounded as o short; and in people, where it is pronounced like ee.

I.
I has a sound long, as fīne; and short as fĭn.
That is eminently observable in i, which may be likewise remarkable in other letters, that the short sound is not the long sound contracted, but a sound wholly different.
The long sound in monosyllables is always marked by the e final, as thĭn, thīne.
I is often sounded before r, as a short u; as flirt, first, shirt.
It forms a diphthong only with e, as field, shield, which is sounded as the double ee; except friend, which is sounded as frĕnd.
I is joined with eu in lieu, and ew in view; which triphthongs are sounded as the open u.

O.
O is long, as bōne, ōbedient, corrōding; or short, as blŏck, knŏck, ŏblique, lŏll.
Women is pronounced wimen.
The short o has sometimes the sound of close u, as son, come.
O coalesces into a diphthong with a, as moan, groan, approach: oa has the sound of o long.
O is united to e in some words derived from Greek, as œconomy; but as being not an English diphthong, they are better written as they are sounded, with only e, economy.
With i, as oil, soil, moil, noisome.
This coalition of letters seems to unite the sounds of the two letters, as far as two sounds can be united without being destroyed, and therefore approaches more nearly than any combination in our tongue to the notion of a diphthong.
With o, as boot, hoot, cooler; oo has the sound of the Italian u.
With u or w, as our, power, flower; but in some words has only the sound of o long, as in soul, bowl, sow, grow. These different sounds are used to distinguish different significations: as bow an instrument for shooting; bow, a depression of the head; sow, the she of a boar; sow, to scatter seed; bowl, an orbicular body; bowl, a wooden vessel.
Ou is sometimes pronounced like o soft, as court; sometimes like o short, as cough; sometimes like u close, as could; or u open, as rough, tough, which use only can teach.
Ou is frequently used in the last syllable of words which in Latin end in or and are made English, as honour, labour, favour, from honor, labor, favor.
Some late innovators have ejected the u, without considering that the last syllable gives the sound neither of or nor ur, but a sound between them, if not compounded of both; besides that they are probably derived to us from the French nouns in eur, as honeur, faveur.

U.
U is long in ūse, confūsion; or short, as ŭs, concŭssion.
It coalesces with a, e, i, o; but has rather in these combinations the force of the w consonant, as quaff, quest, quit, quite, languish; sometimes in ui the i loses its sound, as in juice. It is sometimes mute before a, e, i, y, as guard, guest, guise, buy.
U is followed by e in virtue, but the e has no sound.
Ue is sometimes mute at the end of a word, in imitation of the French, as prorogue, synagogue, plague, vague, harangue.

Y.
Y is a vowel, which, as Quintilian observes of one of the Roman letters, we might want without inconvenience, but that we have it. It supplies the place of i at the end of words, as thy, before an i, as dying; and is commonly retained in derivative words where it was part of a diphthong, in the primitive; as, destroy, destroyer; betray, betrayed, betrayer; pray, prayer; say, sayer; day, days.
Y being the Saxon vowel y, which was commonly used where i is now put, occurs very frequently in all old books.

GENERAL RULES.
A vowel in the beginning or middle syllable, before two consonants, is commonly short, as ŏppŏrtunity.
In monosyllables a single vowel before a single consonant is short; as stag, frog.
Many is pronounced as if it were written manny.

________________________________________
OF CONSONANTS.

B.
B has one unvaried sound, such as it obtains in other languages.
It is mute in debt, debtor, subtle, doubt, lamb, limb, dumb, thumb, climb, comb, womb.
It is used before l and r, as black, brown.

C.
C has before e and i the sound of s; as sincerely, centrick, century, circular, cistern, city, siccity: before a, o, and u, it sounds like k, as calm, concavity, copper, incorporate, curiosity, concupiscence.
C might be omitted in the language without loss, since one of its sounds might be supplied by, s, and the other by k, but that it preserves to the eye the etymology of words, as face from facies, captive from captivus.
Ch has a sound which is analyzed into tsh, as church, chin, crutch. It is the same sound which the Italians give to the c simple before i and e, as citta, cerro.
Ch is sounded like k in words derived from the Greek, as chymist, scheme, choler. Arch is commonly sounded ark before a vowel, as archangel, and with the English sound of ch before a consonant, as archbishop.
Ch, in some French words not yet assimilated, sounds like sh, as machine, chaise.
C, according to English orthography, never ends a word; therefore we write stick, block, which were originally, sticke, blocke. In such words c is now mute.
It is used before l and r, as clock, cross.

D.
Is uniform in its sound, as death, diligent.
It is used before r, as draw, dross; and w as dwell.

F.
F, though having a name beginning with a vowel, is numbered by the grammarians among the semivowels, yet has this quality of a mute, that it is commodiously sounded before a liquid, as flask, fry, freckle. It has an unvariable sound, except that of is sometimes spoken nearly as ov.

G.
G has two sounds; one hard, as in gay, go, gun; the other soft, as in gem, giant.
At the end of a word it is always hard, as ring, snug, song, frog.
Before e and i the sound is uncertain.
G before e is soft, as gem, generation, except in gear, geld, geese, get, gewgaw, and derivatives from words ending in g, as singing, stronger, and generally before er at the ends of words, as finger.
G is mute before n, as gnash, sign, foreign.
G before i is hard, as give, except in giant, gigantick, gibbet, gibe, giblets, Giles, gill, gilliflower, gin, ginger, gingle, to which may be added Egypt and gypsy.
Gh in the beginning of a word has the sound of the hard g, as ghostly; in the middle, and sometimes at the end, it is quite silent, as though, right, sought, spoken tho', rite, soute.
It has often at the end the sound of f, as laugh; whence laughter retains the same sound in the middle; cough, trough, sough, tough, enough, slough.
It is not to be doubted, but that in the original pronunciation gh has the force of a consonant deeply guttural, which is still continued among the Scotch.
G is used before h, l, and r.

H.
H is a note of aspiration, and shows that the following vowel must be pronounced [20] with a strong emission of breath, as hat, horse.
It seldom begins any but the first syllable, in which it is always sounded with a full breath, except in heir, herb, hostler, honour, humble, honest, humour and their derivatives.
It sometimes begins middle or final syllables in words compounded, as blockhead; or derived from the Latin, as comprehend.

J.
J consonant sounds uniformly like the soft g, and is therefore a letter useless, except in etymology, as ejaculation, jester, jocund, juice.

K.
K has the sound of hard c, and is used before e and i, where, according to English analogy, c would be soft, as kept, king, skirt, skeptick, for so it should be written, not sceptick, because sc is sounded like s, as in scene.
It is used before n, as knell, knot, but totally loses its sound in modern pronunciation.
K is never doubled; but c is used before it to shorten the vowel by a double consonant, as cockle, pickle.

L.
L has in English the same liquid sound as in other languages.
The custom is to double the l at the end of monosyllables, as kill, will, full. These words were originally written kille, wille, fulle; and when the e first grew silent, and was afterward omitted, the ll was retained, to give force, according to the analogy of our language, to the foregoing vowel.
L, is sometimes mute, as in calf, half, halves, calves, could, would, should, psalm, talk, salmon, falcon.
The Saxons, who delighted in guttural sounds, sometimes aspirated the l at the beginning of words, as hlaf, a loaf, or bread; hlaford, a lord; but this pronunciation is now disused.
Le at the end of words is pronounced like a weak el, in which the e is almost mute, as table, shuttle.

M.
M has always the same sound, as murmur, monumental.

N.
N has always, the same sound, as noble, manners.
N is sometimes mute after m, as damn, condemn, hymn.

P.
P has always the same sound which the Welsh and Germans confound with b.
P is sometimes mute, as in psalm, and between m and t, as tempt.
Ph is used for f in words derived from the Greek, as philosopher, philanthropy, Philip.

Q.
Q, as in other languages, is always followed by u, and has a sound which our Saxon ancestors well expressed by cw, as quadrant, queen, equestrian, quilt, inquiry, quire, quotidian. Qu is never followed by u.
Qu is sometimes sounded, in words derived from the French, like k, as conquer, liquor, risque, chequer.

R.
R has the same rough snarling sound as in the other tongues.
The Saxons used often to put h before it, as before l at the beginning of words.
Rh is used in words derived from the Greek, as myrrh, myrrhine, catarrhous, rheum, rheumatick, rhyme.
Re, at the end of some words derived from the Latin or French, is pronounced like a weak er, as theatre, sepulchre.

S.
S has a hissing sound, as sibilation, sister.
A single s seldom ends any word, except in the third person of verbs, as loves, grows; and the plurals of nouns, as trees, bushes, distresses; the pronouns this, his, ours, yours, us; the adverb thus; and words derived from Latin, as rebus, surplus; the close being always either in se, as house, horse, or in ss, as grass, dress, bliss, less, anciently grasse, dresse.
S, single at the end of words, has a grosser sound, like that of z, as trees, eyes, except this, thus, us, rebus, surplus.
It sounds like z before ion, if a vowel goes before it, as intrusion; and like s, if it follows a consonant, as conversion.
It sounds like z before e mute, as refuse, and before y final, as rosy; and in those words, bosom, desire, wisdom, prison, prisoner, present, present, damsel, casement.
It is the peculiar quality of s, that it may be sounded before all consonants, except x and z, in which s is comprised, x being only ks, and z a hard or gross s. This s is therefore termed by grammarians suæ potestatis litera; the reason of which the learned Dr. Clarke erroneously supposed to be, that in some words it might be doubled at pleasure. Thus we find in several languages.
Σβεννυμι, scatter, sdegno, sdrucciolo, sfavellare, σφιγξ, sgombrare, sgranare, shake, slumber, smell, snipe, space, splendour, spring, squeeze, shrew, step, strength, stramen, stripe, sventura, swell.
S is mute in isle, island, demesne, viscount.

T.
T has its customary sound; as take, temptation.
Ti before a vowel has the sound of si as salvation, except an s goes before, as question; excepting likewise derivatives from words ending in ty, as mighty, mightier.
Th has two sounds; the one soft, as thus, whether; the other hard, as thing, think. The sound is soft in these words, then, thence, and there, with their derivatives and compounds, and in that, these, thou, thee, thy, thine, their, they, this, those, them, though, thus; and in all words between two vowels, as, father, whether; and between r and a vowel, as burthen.
In other words it is hard, as thick, thunder, faith, faithful. Where it is softened at the end of a word, an e silent must be added, as breath, breathe; cloth, clothe.

V.
V has a sound of near affinity to that of f, as vain, vanity.
From f in the Islandick alphabet, v is only distinguished by a diacritical point.

W.
Of w, which in diphthongs is often an undoubted vowel, some grammarians have doubted whether it ever be a consonant; and not rather as it is called a double u, or ou, as water may be resolved into ouater; but letters of the same sound are always reckoned consonants in other alphabets: and it may be observed, that w follows a vowel without any hiatus or difficulty of utterance, as frosty winter.
Wh has a sound accounted peculiar to the English, which the Saxons better expressed by hw, as, what, whence, whiting; in whore only, and sometimes in wholesome, wh is sounded like a simple h.

X.
X begins no English word: it has the sound of ks, as axle, extraneous.

Y.
Y, when it follows a consonant, is a vowel; when it precedes either a vowel or a diphthong, is a consonant, as ye, young. It is thought by some to be in all cases a vowel. But it may be observed of y as of w, that it follows a vowel without any hiatus, as rosy youth.
The chief argument by which w and y appear to be always vowels is, that the sounds which they are supposed to have as consonants, cannot be uttered after a vowel, like that of all other consonants; thus we say tu, ut; do, odd; but in wed, dew; the two sounds of w have no resemblance to each other.

Z.
Z begins no word originally English; it has the sound, as its name izzard or s hard expresses, of an s uttered with a closer compression of the palate by the tongue, as freeze, froze.

In orthography I have supposed orthoepy, or just utterance of words, to be included; orthography being only the art of expressing certain sounds by proper characters. I have therefore observed in what words any of the letters are mute.
Most of the writers of English grammar have given long tables of words pronounced otherwise than they are written, and seem not sufficiently to have considered, that of English, as of all living tongues, there is a double pronunciation, one cursory and colloquial, the other regular and solemn. The cursory pronunciation is always vague and uncertain, being made different in different mouths by negligence, unskilfulness, or affectation. The solemn pronunciation, though by no means immutable and permanent, is yet always less remote from the orthography, and less liable to capricious innovation. They have however generally formed their tables according to the cursory speech of those with whom they happened to converse; and concluding that the whole nation combines to vitiate language in one manner, have often established the jargon of the lowest of the people as the model of speech.
For pronunciation the best general rule is, to consider those as the most elegant speakers who deviate least from the written words.
There have been many schemes offered for the emendation and settlement of our orthography, which, like that of other nations, being formed by chance, or according to the fancy of the earliest writers in rude ages, was at first very various and uncertain, and is yet sufficiently irregular. Of these reformers some have endeavoured to accommodate orthography better to the pronunciation, without considering that this is to measure by a shadow, to take that for a model or standard which is changing while they apply it. Others, less absurdly indeed, but with equal unlikelihood of success, have endeavoured to proportion the number of letters to that of sounds, that every sound may have its own character, and every character a single sound. Such would be the orthography of a new language, to be formed by a synod of grammarians upon principles of science. But who can hope to prevail on nations to change their practice, and make all their old books useless? or what advantage would a new orthography procure equivalent to the confusion and perplexity of such an alteration?
Some ingenious men, indeed, have endeavoured to deserve well of their country, by writing honor and labor for honour and labour, red for read in the preter-tense, sais for says, repete tor repeat, explane for explain, or declame for declaim. Of these it may be said, that as they have done no good they have done little harm; both because they have innovated little, and because few have followed them.
The English language has properly no dialects; the style of writers has no professed diversity in the use of words, or of their flexions and terminations, nor differs but by different degrees of skill or care. The oral diction is uniform in no spacious country, but has less variation in England than in most other nations of equal extent. The language of the northern counties retains many words now out of use, but which are commonly of the genuine Teutonick race, and is uttered with a pronunciation which now seems harsh and rough, but was probably used by our ancestors. The northern speech is therefore not barbarous, but obsolete. The speech in the western provinces seems to differ from the general diction rather by a depraved pronunciation, than by any real difference which letters would express.

ANALISIS JALUR

2011-05-12T10:30:00.000+07:00

DEFINISI ANALISIS JALUR
Analisis jalur adalah suatu teknik pengembangan dari regresi linier ganda.Teknik ini digunakan untuk menguji besarnya sumbangan (kontribusi) yang ditunjukkan oleh koefisien jalur pada setiap diagram jalur dari hubungan kausal antar variabel X1 X2 dan X3 terhadap Y serta dampaknya terhadap Z. “Analisis jalur ialah suatu teknik untuk menganalisis hubungan sebab akibat yang tejadi pada regresi berganda jika variabel bebasnya mempengaruhi variabel tergantung tidak hanya secara langsung tetapi juga secara tidak langsung”. (Robert D. Retherford 1993).
Sedangkan definisi lain mengatakan: “Analisis jalur merupakan pengembangan langsung bentuk regresi berganda dengan tujuan untuk memberikan estimasi tingkat kepentingan (magnitude) dan signifikansi (significance) hubungan sebab akibat hipotetikal dalam seperangkat variabel.” (Paul Webley 1997).

David Garson dari North Carolina State University mendefinisikan analisis jalur sebagai “Model perluasan regresi yang digunakan untuk menguji keselarasan matriks korelasi dengan dua atau lebih model hubungan sebab akibat yang dibandingkan oleh peneliti. Modelnya digambarkan dalam bentuk gambar lingkaran dan panah dimana anak panah tunggal menunjukkan sebagai penyebab. Regresi dikenakan pada masing-masing variabel dalam suatu model sebagai variabel tergantung (pemberi respon) sedang yang lain sebagai penyebab. Pembobotan regresi diprediksikan dalam suatu model yang dibandingkan dengan matriks korelasi yang diobservasi untuk semua variabel dan dilakukan juga penghitungan uji keselarasan statistik. (David Garson, 2003).

B. KARAKTERISTIK ANALISIS JALUR
Merujuk pendapat yang dikemukakan oleh Land, Ching, Heise, Maruyama, Schumaker dan Lomax, Joreskog (dalam Kusnendi, 2008:147-148), karakteristik analisis jalur adalah metode analisis data multivariat dependensi yang digunakan untuk menguji hipotesis hubungan asimetris yang dibangun atas dasar kajian teori tertentu, dengan tujuan untuk mengetahui pengaruh langsung dan tidak langsung seperangkat variabel penyebab terhadap variabel akibat.
Menguji hipotesis hubungan asimetris yang dibangun atas kajian teori tertentu artinya yang diuji adalah model yang menjelaskan hubungan kausal antarvariabel yang dibangun atas kajian teori teori tertentu. Hubungan kausal tersebut secara eksplisit dirumuskan dalam bentuk hipotesis direksional, baik positif maupun negative.

C. Beberapa istilah yang lazim digunakan dalam analisis jalur antara lain :
1. Model jalur
Model jalur ialah suatu diagram yang menghubungkan antara variabel bebas, perantara dan tergantung. Pola hubungan ditunjukkan dengan menggunakan anak panah. Anak panah-anak panah tunggal menunjukkan hubungan sebab–akibat antara variabel-variabel exogenous atau perantara dengan satu variabel tergantung atau lebih. Anak panah juga menghubungkan kesalahan (variabel residue) dengan semua variabel endogenous masing-masing. Anak panah ganda menunjukkan korelasi antara pasangan variabel-variabel exogenous.
2. Jalur penyebab
untuk suatu variabel yang diberikan meliputi pertama jalur-jalur arah dari anak-anak panah menuju ke variabel tersebut dan kedua jalur-jalur korelasi dari semua variabel endogenous yang dikorelasikan dengan variabel-variabel yang lain yang mempunyai anak panah-anak panah menuju ke variabel yang sudah ada tersebut.
3. Variabel exogenous
Variabel – variabel exogenous dalam suatu model jalur ialah semua variabel yang tidak ada penyebab-penyebab eskplisitnya atau dalam diagram tidak ada anak-anak panah yang menuju kearahnya, selain pada bagian kesalahan pengukuran. Jika antara variabel exogenous dikorelasikan maka korelasi tersebut ditunjukkan dengan anak panah dengan kepala dua yang menghubungkan variabel-variabel tersebut. Dalam istilah lain, dapat disebut pula sebagai independen variabel.
4. Variabel endogenous
Variabel endogenous ialah variabel yang mempunyai anak-anak panah menuju kearah variabel tersebut. Variabel yang termasuk didalamnya ialah mencakup semua variabel perantara dan tergantung. Variabel perantara endogenous mempunyai anak panah yang menuju kearahnya dan dari arah variabel tersebut dalam sutau model diagram jalur. Sedang variabel tergantung hanya mempunyai anak panah yang menuju kearahnya. Atau dapat disebut juga sebagai variabel dependen.
5. Koefesien jalur / pembobotan jalur
Koefesien jalur adalah koefesien regresi standar atau disebut ‘beta’ yang menunjukkan pengaruh langsung dari suatu variabel bebas terhadap variabel tergantung dalam suatu model jalur tertentu. Oleh karena itu, jika suatu model mempunyai dua atau lebih variabel-variabel penyebab, maka koefesien-koefesien jalurnya merupakan koefesien-koefesien regresi parsial yang mengukur besarnya pengaruh satu variabel terhadap variabel lain dalam suatu model jalur tertentu yang mengontrol dua variabel lain sebelumnya dengan menggunakan data yang sudah distandarkan atau matriks korelasi sebagai masukan.
6. Variabel Laten
dapat didefinisikan sebagai variabel penyebab yang tidak dapat diobservasi secara langsung (unobservable). Pengamatan variabel tersebut diamati melalui variabel manifesnya. Variabel manifest adalah variabel indicator terukur yang dapat diobservasi secara langsung untuk mengukur variabel laten. Contoh : variabel laten motivasi. Tidak bisa diobservasi secara langsung, namun melalui variabel manifesnya (indicator) seperti kerja keras, pantang penyerah, tekun, teliti, dll.
7. Variabel Mediator / Intervening dan Moderator
Variabel mediator/intervening dapat didefinisikan oleh Tucman (1988) “An intervening is that factor that theorically effect the observed phenomenin but cannot be seen, measure, or manipulate” atau variabel yang secara teoritis mempengaruhi hubungan antar variabel independent dengan variabel dependen menjadi hubungan yang tidak langsung dan tidak dapat diamati dan di ukur”.

Open Your Eyes Lyrics (Maher Zain)

2011-05-08T14:45:00.000+07:00

Look around yourselves
Can’t you see this wonder
Spreaded infront of you
The clouds floating by
The skies are clear and blue
Planets in the orbits
The moon and the sun
Such perfect harmony

Let’s start question in ourselves
Isn’t this proof enough for us

Or are we so blind
To push it all aside..
No..

We just have to
Open our eyes, our hearts, and minds

If we just look bright to see the signs
We can’t keep hiding from the truth
Let it take us by surprise
Take us in the best way
(Allah..)
Guide us every single day..
(Allah..)
Keep us close to You
Until the end of time..

Look inside yourselves
Such a perfect order
Hiding in yourselves
Running in your veins
What about anger love and pain
And all the things you’re feeling
Can you touch them with your hand?
So are they really there?

Lets start question in ourselves
Isn’t this proof enough for us?
Or are we so blind
To push it all aside..?
No..

We just have to
Open our eyes, our hearts, and minds
If we just look bright to see the signs
We can’t keep hiding from the truth
Let it take us by surprise
Take us in the best way
(Allah..)
Guide us every single day..
(Allah..)
Keep us close to You
Until the end of time..

When a baby’s born
So helpless and weak
And you’re watching him growing..
So why deny
Whats in front of your eyes
The biggest miracle of life..

We just have to
Open our eyes, our hearts, and minds
If we just look quiet we’ll see the signs
We can’t keep hiding from the truth
Let it take us by surprise
Take us in the best way
(Allah..)
Guide us every single day..
(Allah..)
Keep us close to You
Until the end of time..

Open your eyes and hearts and minds
If you just look bright to see the signs
We can’t keep hiding from the truth
Let it take us by surprise
Take us in the best way
(Allah..)
Guide us every single day..
(Allah..)
Keep us close to You
Until the end of time..

Allah..
You created everything
We belong to You
Ya Robb we raise our hands
Forever we thank You..
Alhamdulillah..

Senjata di Point Blank (PB)

2011-05-08T14:34:00.000+07:00

Point blank Indonesia memberikan banyak sekali pilihan senjata yang bisa digunakan tropers untuk bermain. Dari mulai dual kriss yang sangat mengerikan sampai dengan knife. Untuk menentukan mana yang merupakan senjata pb yang bagus atau tidak, sebenarnya bisa dilihat melalui harga, semakin tinggi harga baik Point atau Cash, semakin berbahaya.
Tapi sebagai seorang gamers sejati jangan pernah sekalipun menggunakan cheat pb terbaru, karena hanya pengecut yang menggunakan cheat untuk menang.
Harga senjata di PB itu setara dengan kualitas. Mau lu percaya nggak percaya memang kenyataan begitu. Walaupun gratis untuk dimainkan nih game point blank, tetapi bukan berarti GemScool nggak mau cari untung bukan. Maka daripada itu GemScool pastinya menciptakan senjata pb yang sesuai dengan harga yang harus dibayarkan. Bahkan jika harus membuat kesal user seperti perdebatan dual kriss.

Satu-satunya cara mengalahkan senjata yang dikatakan dewa adalah dengan penguasaan map dan teknik yang benar. Atau anda harus membeli senjata yang lebih/sama bagus tapi ditambah dengan item seperti hollow dsb. Atau terakhir yaitu menggunakan senjata seorang pengecut yaitu cheat point blank.

Dalam PB dikenal senjata utama yang akan digunakan terus mengerus selama pertarungan normal :

* Assault Riffle : k1, sopmop dsb
* Sub Machine gun : k2, dual kriss dsb
* shotgun
* Sniper

Berikut deskribsinya
* Assault Riffle = bisa dibilang senjata balance karena bagus untuk combat baik dari jarak jauh ataupun dket…Cma kelemahany dk firing speed meleny klo diadu sma smg dari jarak yg dkt bisa kalah…Cocok bwt map2 kya d squad eastern road yg bnyk celah bwt nyuri poin…
* Sub Machine gun = snjata yang pas bwt tmn2 yang suka ngepush musuh selain unggul dlm firing speed juga pluruny bnyk meskipun ga sbnyk MG..kelemahanya mungkin kalo lawan shotgun yang damagny gila n damage ny yg relatif kecil..c ocok bwt map kya redrok ato mstation yang relatif sempit…pengecualian bwt smg yg pny red scope/akurasi tinggi wajib diperhitungkan..
* shotgun = senjata yg damageny gede…sangat berbahaya dalam combat dkat..tapi pemakai sg hrus pny keberanian tinggi n skill by1 yg jago cos pemakai senjata ini mw ga mau hampir psti kna tmbak lawan..ga ad ext ny lg…harus teliti kalo maen jauh…portakaba mstation ma redrok ato crakdown cocok bwt snjata ini…
* sniper = ada yg auto jga..bwt yg males maju2 pasti jadi pilihan utama…cuman gw saranin kalo pk sniper tmn2 hrus pny tmen yang maju n pinter make secndary..soalny pb bkan game dmn lw bs ngumpet n ngemper lama2…kyany library burhal redrok ama mstat cocok…

Jika anda mau main di PB dan menjadi dewa, jangan terlalu berharap banyak jika nggak punya skill yang lumayan. Karena senjata di point blank ditentukan dengan harga. Anda nggak mungkin menang melawan dual kriss sementara anda hanya berbekal k1, jika lawan yang dihadapi seimbang. Kecuali tentunya anda menggunakan cara pengecut seperti melakukan cheat dsb.

Membeli senjata utama dengan harga mahal juga sebenarnya belum cukup. Pembelian senjata pb kedua juga tak kalah pentingnya, apalagi jika anda sering bermain di sniper. Jika ingin menambahkan skill dalam waktu cepat, anda dapat membeli item-item di point blank yang dapat meningkatkan akurasi atau danger.

Tapi yang pasti semua senjata point blank diatas tidak ada artinya jika kamu harus melawan cheat he he he. Intinya dalam permainan tipe FPS, penguasaan senjata, reflek dan map adalah hal mutlak untuk menang. Selain itu kamu juga harus memiliki senjata di luar point blank, yah senjata itu adalah dari hardware kamu, seperti mouse dan keyboard. Tanyain deh sama gamers professional sekalipun, apakah mereka menang dengan hanya menggunakan mouse berharga murah!!!!

Mahal dan Rendahnya Mutu Pendidikan di Indonesia

2011-05-08T11:35:00.000+07:00

Indonesia telah lelah dijajah, bosan hidup dalam kungkungan dan ingin bangkit dari keterpurukan. Hingga akhirnya pendidikan menjadi salah satu solusi untuk mengentaskan penjajahan itu. Namun, pada masa penjajahan, hal-hal yang berkaitan dengan pendidikan merupakan catatan sejarah yang kelam. Pendidikan dibuat untuk alat penguasa, penduduk Indonesia banyak yang dijadikan target empuk, dan diberi pengetahuan untuk dijadikan tenaga kerja yang murah. Sekolah juga dibuat dengan biaya yang murah, agar tidak membebani kas pemerintah.

Kondisi pendidikan yang memprihatinkan ini tidak hanya dibiarkan begitu saja oleh kaum cendikiawan Indonesia. Salah satu cendikiawan Indonesia yang memiliki keseriusan mencurahkan perhatian dalam dunia pendidikan adalah Ki Hadjar Dewantara. Beliau telah berjasa besar untuk Negara ini di bidang pendidikan, sehingga melalui Kepres No. 916 tanggal 16 Desember 1959, tanggal 2 Mei ditetapkan sebagai hari pendidikan nasional. Ajaran beliau yang terkenal adalah tut wurihandayani (di belakang memberi dorongan), ing madya mangunkarsa (di tengah menciptakan peluang untuk berprakarsa), dan ingngarsa sungtulada (di depan memberi teladan), melandasi berdirinya Taman Siswa yang didirikan di Yogyakarta.

Saat ini, kemerdekaan itu telah ditangan kita, bahkan pendidikan pun sudah menjadi kebutuhan masyarakat Indonesia. Namun, mutu pendidikan di Indonesia masih rendah. Ada banyak penyabab mengapa mutu pendidikan di Indonesia, baik pendidikan formal maupun informal, dinilai rendah. Penyebab rendahnya mutu pendidikan adalah efektifitas, efisiensi dan standardisasi pengajaran.

1. Efektifitas Pendidikan di Indonesia

Pendidikan yang efektif adalah suatu pendidikan yang memungkinkan peserta didik untuk dapat belajar dengan mudah, menyenangkan dan dapat tercapai tujuan sesuai dengan yang diharapkan. Dengan demikian, pendidik (dosen, guru, instruktur, dan trainer) dituntut untuk dapat meningkatkan keefektifan pembelajaran agar pembelajaran tersebut dapat berguna.

Efektifitas pendidikan di Indonesia sangat rendah. Setelah praktisi pendidikan melakukan penelitian dan survey kelapangan, salah satu penyebabnya adalah tidak adanya tujuan pendidikan yang jelas sebelum kegiatan pembelajaran dilaksanakan. Hal ini menyebabkan peserta didik dan pendidik tidak tahu “goal” apa yang akan dihasilkan sehingga tidak mempunyai gambaran yang jelas dalam proses pendidikan.

Selama ini, banyak pendapat beranggapan bahwa pendidikan formal dinilai hanya menjadi formalitas saja untuk membentuk sumber daya manusia Indonesia. Tidak perduli bagaimana hasil pembelajaran formal tersebut, yang terpenting adalah telah melaksanakan pendidikan di jenjang yang tinggi dan dapat dinaggap hebat oleh masyarakat. Anggapan seperti itu jugalah yang menyebabkan efektifitas pengajaran di Indonesia sangat rendah.

Seharusnya, setiap orang mempunyai kelebihan di bidangnya masing-masing dan diharapkan dapat mengambil pendidikaan sesuai bakat dan minatnya bukan hanya untuk dianggap hebat oleh orang lain.

2. Efsiensi Pengajaran di Indonesia

Efisien adalah bagaimana menghasilkan efektifitas dari suatu tujuan dengan proses yang lebih ‘murah’. Beberapa masalah efisiensi pengajaran di indonesia adalah mahalnya biaya pendidikan, lamanya waktu yang digunakan dalam proses pendidikan, mutu pegajar dan banyak hal lain yang menyebabkan kurang efisiennya proses pendidikan di Indonesia. Yang juga berpengaruh dalam peningkatan sumberdaya manusia Indonesia yang lebih baik.

Jika kita berbicara tentang biaya pendidikan, kita tidak hanya berbicara tentang biaya sekolah, training, kursus atau lembaga pendidikan formal atau informal lain yang dipilih, namun kita juga berbicara tentang property pendukung seperti buku, dan berbicara tentang biaya transportasi yang ditempuh untuk dapat sampai ke lembaga pengajaran yang kita pilih.

Di sekolah dasar negeri, memang benar jika sudah diberlakukan pembebasan biaya pengajaran, namun peserta didik tidak hanya itu saja, kebutuhan lainnya adalah buku teks pengajaran, alat tulis, seragam, dan lain sebagainya.Hal itu bahkan diwajibkan oleh pendidik yang bersangkutan, bukankah ini sebagai komersialisme pendidikan?

Selain masalah mahalnya biaya pendidikan di Indonesia, masalah lainnya adalah waktu pengajaran. Pendidikan tatap muka di Indonesia relative lebih lama jika dibandingkan Negara lain. Optimal belajar itu akan didapat selama 30 menit saja sebenarnya, jika terlalu dituntut lebih, dapat menyebabkan kejenuhan, sehingga ilmu yang disampaikan tidak diserap maksilmal. Selain itu, kurangnya mutu pengajar juga yang menyebabkan peserta didik kurang mencapai hasil yang diharapkan dan akhirnya mengambil pendidikan tambahan yang juga membutuhkan uang lebih.

Kurangnya mutu pengajar disebabkan oleh pengajar yang mengajar tidak pada kompetensinya. Misalnya saja, pengajar A mempunyai dasar pendidikan di bidang bahasa, namun dia mengajarkan keterampilan, yang sebenarnya bukan kompetensinya. Hal-tersebut benar-benar terjadi jika kita melihat kondisi pendidikan yang ada di lapangan. Hal lain adalah pendidik tidak dapat mengomunikasikan bahan pengajaran dengan baik, sehingga tidak mudah dimengerti dan membuat tertarik peserta didik.

Dalam beberapa tahun belakangan ini, Indonesia menggunakan sistem pendidikan kurikulum 1994, kurikulum 2004, kurikulum berbasis kompetensi yang pengubah proses pengajaran menjadi proses pendidikan aktif, hingga kurikulum baru lainnya. Ketika mengganti kurikulum, berarti juga mengganti cara pendidikan pengajar, dan pengajar harus diberi pelatihan terlebih dahulu yang juga menambah cost biaya pendidikan. Sehingga amat disayangkan jika terlalu sering mengganti kurikulum yang dianggap kurang efektif lalu langsung menggantinya dengan kurikulum yang dinilai lebih efektif.

3. Standarisasi Pendidikan di Indonesia

Dunia pendidikan terus berubah. Kompetensi yang dibutuhkan oleh masyarakat terus-menerus berubah apalagi di dalam dunia terbuka yaitu di dalam dunia modern dalam era globalisasi. Kompetensi-kompetensi yang harus dimiliki oleh seseorang dalam lembaga pendidikan harus lah memenuhi standar.

Seperti yang kita lihat sekarang ini, standar dan kompetensi dalam pendidikan formal maupun informal terlihat hanya keranjingan terhadap standar dan kompetensi. Kualitas pendidikan di ukur oleh standard dan kompetensi di dalam berbagai versi sehingga dibentuk badan-badan baru untuk melaksanakan standardisasi dan kompetensi tersebut seperti Badan Standardisasi Nasional Pendidikan (BSNP)

Tinjauan terhadap sandardisasi dan kompetensi untuk meningkatkan mutu pendidikan akhirnya muncullah bahaya yang tersembunyi yaitu kemungkinan adanya pendidikan yang terkekan oleh standar kompetensi saja sehingga kehilangan makna dan tujuan pendidikan tersebut. Peserta didik Indonesia terkadang hanya memikirkan bagaimana agar mencapai standar pendidikan, bukan bagaimana agar pendidikan yang diambil efektif dan dapat digunakan. Tidak perduli bagaimana acara agar memperoleh hasil atau lebih spesifiknya nilai yang diperoleh, yang terpenting adalah memenuhi nilai di atas standar.

Selain itu, akan lebih baik jika dipertanyakan kembali apakah standar pendidikan di Indonesia sudah sesuai atau belum. Dalam kasus UAN yang hampir selalu menjadi kontrofersi misalnya. Adanya sistem evaluasi seperti UAN sudah cukup baik, namun yang disayangkan adalah evaluasi pendidikan seperti itu yang menentukan lulus tidaknya peserta didik mengikuti pendidikan, hanya dilaksanakan sekali saja tanpa melihat proses yang dilalui peserta didik yang telah menempuh proses pendidikan selama beberapa tahun. Selain hanya berlangsung sekali, evaluasi seperti itu hanya mengevaluasi beberapa bidang studi saja tanpa mengevaluasi bidang studi lain yang telah didiikuti oleh peserta didik.

7 Kejanggalan Kematian Osama Bin Laden

2011-05-07T20:09:00.000+07:00

Inilah 7 Kejanggalan Kematian Osama Bin Laden.- Dunia terutama AS begitu heboh dengan pemberitaan tentang Osama Bin Laden Tewas dalam serangan yang dilakukan oleh Navy Seal AS di Pakistan. Warga AS begitu menyambut dengan perayaan kematian Osama Bin Laden, tokoh yang menjadi incaran dan yang dituduh oleh pihak AS sebagai dalang penghancuran gedung WTC beberapa tahun lalu.

Banyak kejanggalan berita kematian Osama Bin Laden ini, seperti hal nya kejanggalan runtuhnya gedung WTC di Amerika yang jika dengan logika gedung kuat dan besar runtuh hanya ditabrak oleh 2 pesawat komersil, hancur hingga rata seperti di bom dari pondasi WTC.

Berita tewasnya Osama Bin Laden, pemimpin Al-Qaeda yang menjadi incaran utama pihak AS selama kira-kira 10 tahun dimulai dari klaim pihak militer AS yang telah menewaskan Osama dalam kontak senjata selama 40 menit di sebuah kediaman mewah bernilai jutaan dollar di Islamabad, Pakistan.

Serangan pihak AS itu juga menyebabkan banyak korban termasuk anak Osama Laden. Jika anda mengikuti perkembangan berita seputar tewasnya Osama Bin Laden seperti yang dikutip dari The New York Time mayat Osama bin Laden diterbangkan ke Afghanistan dan dikebumikan di laut.

Mengapa jenazah Osama Bin Laden yang menjadi incaran selama 10 tahun itu tidak diperlihatkan ke seluruh dunia, dan pemakamannya dilakukan sembunyi-sembunyi bahkan harus dikebumikan dilaut. Serta foto jenazah Osama yang beredar ternyata hanya hasil editan dari foto yang dirilis pada masa kepemimpinan Bush. Hal itu menjadi tanda tanya besar, selain itu juga ada 7 kejanggalan lain tentang berita kematian Osama Bin Laden ini, ingin tahu?

7 Kejanggalan Kematian Osama Bin Laden

Kejanggalan Pertama, Bisa jadi berita ini merupakan propaganda pertama yang dilakukan Petraeus yang kini menjadi direktur CIA bekerja sama dengan Leon Panetta yang menjabat Menteri Pertahanan AS, untuk melemahkan semangat Mujahidin Afghanistan dan Pakistan. Sehingga mereka membuat berita yang menyatakan bahwa mereka telah berhasil membunuh Osamah.

Kejanggalan Kedua, saat AS mengklaim berhasil menewaskan Abu Mus’ab al-Zarqawi, gambar yang memperlihatkan kematiannya dirilis, namun mengapa untuk osama tidak? Begitupun dengan Abu Umar al-Baghdadi.

Kejanggalan Ketiga, kenapa mayatnya di buang ke laut? bukankah mempertontonkannya ke publik lebih masuk akal dari pada menghilangkannya sama sekali di laut? Apakah pihak USA menghindari uji forensik atau sebenarnya mereka tak membuang siapa siapa di laut?

Kejanggalan Keempat, Koran New York Times, 11 Juli 2002 menulis, “Dengan ego setinggi gunung Everest, Osama tidak mungkin terus diam begitu lama. Dia selalu ingin memperoleh keuntungan bahkan dari hal yang tidak pernah dilakukannya. Apakah dia akan tetap bisu selama sembilan bulan dan tidak menyuarakan keberadaannya ?”

Seorang pejabat Taliban yang tidak mau disebutkan namanya menyatakan bahwa dirinya telah menghadiri pemakaman Osama di Tora Bora sepuluh hari lalu. Dia menyebutkan setidaknya 30 pejuang Taliban, kerabat dan rekan-rekan dekat Osama menghadiri upacara pemakaman. Selanjutnya ditegaskan bahwa sangat sulit melacak kembali makam Osama, karena sesuai tradisi Wahabi, makam seorang muslim tidak boleh memiliki ciri atau bangunan apa pun.

Osama Bin Laden meninggal karena komplikasi paru-paru, sebagian menyebutkan dia menderita Hepatitis C. CNN menyebutkan Osama menderita diabetes, tekanan darah rendah dan terluka di kakinya. “Dia kekurangan cairan, dan sakit ginjal.” Kabar meninggalnya Osama pun ditegaskan oleh Presiden Pervez Musharraf, diduga ia meninggal pada bulan Desember 2001.

Kejanggalan Kelima, Video-video hoax. FOX News (tahun?) : “Osama bin Laden telah meninggal dengan damai karena komplikasi paru-paru. Menurut pimpinan Taliban yang menghadiri pemakaman pimpinan Al-Qaeda tersebut : “Pasukan koalisi sangat berambisi mencarinya, tetapi mereka tidak akan pernah memenuhi misinya menangkap Osama hidup atau mati,” tegas sumber tersebut.“Jadi, Siapa yang muncul dalam video-video ancaman al-Qaedah yang mengklaim diri sebagai Osama bin Laden ?”

Osama Bin Laden semasa hidupnya sering kali mengeluarkan video video berisi ancaman. Namun sebenarnya banyak orang meragukannya. Itu hanyalah hasil teknologi software.

Video ancaman tersebut terlihat janggal, karena gerakan karakter yang kaku (time interval), suara berkualitas mono-tone. Jika mengutip pendapat Eric Haseltine Wakil Presiden senior R&D Walt Disney Imagineering di Glendale, California : “Kemampuan teknologi grafik, editing video dan efek suara yang canggih, Anda dapat menghidupkan kembali tokoh yang telah mati.”

Kejanggalan Keenam, Osama tak dibutuhkan lagi. Apakah USA sengaja menjadikan tanggal “kematiannya” bertepatan dengan kematian hitler? Proyek selanjutnya bagi USA adalah murni timur tengah. Mereka akan fokus untuk mengisolasi Iran dari kontak international. Ada strategi berikutnya yang akan dipasang USA untuk melebarkan sayap pengaruhnya secara massif di seluruh dunia.

Kejanggalan Ketujuh, bukan kali ini saja pihak AS menerbitkan kebohongan. 911 sendiri diyakini dan terbukti sebagai an inside job. Hal itu dengan mudah didapat di berbagai situs dan youtube. Termasuk pendaratan manusia pertama di bulan sangat disangsikan kebenarannya.

Ya 7 kejanggalan itulah yang sangat berhubungan dengan berita Osama Bin Laden tewas di Pakistan, jika memang berita itu benar adanya maka pihak AS telah mendapatkan keinginannya dan keinginnan Osama tewas di medan perang pun telah terlaksana.

Namun jika berita Osama Bin Laden tewas yang dirilis banyak media AS itu adalah hanya propaganda pihak AS saja, lantas kapan sebenarnya Osama meninggal? dan mayat siapa yang dikebumikan dilaut itu? Foto siapakah yang disebar luaskan dan diklaim sebagai jenazah Osama Bin Laden? Bagaimana menurut anda tentang 7 kejanggalan kematian Osama Bin Laden diatas?

Top 10 Isu Indonesia

2011-05-07T19:54:00.000+07:00

# Presiden meminta Malaysia hentikan provokasi di wilayah Ambalat. Demikian pernyataan presiden didepan Komisi I anggota DPR di Kantor Kepresidenan, Sabtu (6/60) malam. Anggota komisi I DPR membentuk tim yang akan bertolak ke Malaysia untuk bertemu dengan perlemen Malaysia terkait soal perbatasan RI-Malayasia di Ambalat.
# KPU mencatat lima hari menjelang kampanye rapat umum, baru 10 kepala daerah yang mengajukan cuti untuk kampanye. Dari KPU dan Departemen Dalam Negeri didapat inforamsi ada enam orang pejabat pusat yang telah mengajukan cuti termasuk Presiden SBY dan Wakil Presiden Jusuf Kalla.

# Untuk meningkatkan kewaspadaan terhadap bahaya rokok, pemerintah diminta membuat gambar visual bahaya rokok pada bungkus rokok. Hal tersebut disampaikan dalam dialog “Asap Yang Mematikan dan Pendidikan Kesehatan“ di Jakarta baru-baru ini.
# Pemerintah tengah mengupayakan agar jembatan nasional Suramadu (Surabaya-Madura) yang menghubungkan Surabaya dan pulau Madura juga bisa dilalui oleh kendaraan bermotor roda dua. Menurut Peraturan pemerintah (PP) No 15/2005, Suramadu hanya boleh dilalui oleh kendaraan roda empat. Rencananya pada pekan ini, jembatan terpanjang di Indonesia sejauh 5,5 kilometer ini akan resmi dioperasikan.
# Pemerintah Kabupaten Rembang, Jawa Tengah, bekerja sama dengan sejumlah pengusaha batik lasem telah memtenkan batik lasem. Usaha ini diambil agar produk tradisional lokal dilindungi oleh Undang-Undang.
# Berbagai pernyataan Manohara Odelia Pinot yang disiarkan secara luas oleh berbagai media massa dan elektronik telah diterima sebagai kebenaran sehingga meluapkan kebencian masyarakat Indonesia terhadap Malaysia. Itu sebabnya, Raja Kelantan sebaiknya selesaikan kasus Manohara. "Keadaan semacam ini tidak boleh dibiarkan karena telah mengganggu hubungan baik masyarakat kedua negara jiran ini. Tidak ada pilihan lain kecuali segera menjernihkan berbagai pernyataan Manohara dan menyelesaikannya melalui jalur hukum," ujar sosiolog Musni Umar, alumnus Universitas Kebangsaan Malaysia di Jakarta, Minggu (7/6).
# Komunitas Betawi Rempug (KBR) menyatakan dukungan kepada calon presiden dan calon wakil presiden Megawati Soekarnoputri-Prabowo Subianto pada Pilpres 2009. Sebab, pasangan tersebut dinilai mampu mengangkat seni dan budaya Betawi.
# Ketua KPU Kota Tangerang Imron Khamami (40), Kamis (4/6), mulai diadili di Pengadilan Negeri Tangerang. Jaksa Sukamto menyatakan, terdakwa Imron pada 25 April 2009 di KPU Kota Tangerang melakukan, menyuruh, dan turut serta melakukan perubahan pencatatan perolehan suara secara sengaja. Akibatnya, berita acara hasil rekapitulasi penghitungan perolehan suara dan atau sertifikat penghitungan suara berubah. Perbuatan ini mengakibatkan hilangnya suara pendukung partai politik tertentu.
# Pembangunan sekolah bulutangkis internasional Rexy Mainaky dan Ricky Subagja di Batam, menunggu pertandingan Piala Dunia Bulutangkis selesai. Pasangan peraih medali emas Olimpiade Atlanta 1996 ini memang berencana membangun sekolah bulutangkis internasional di Batam, dengan dukungan Cahaya Bulutangkis Nusantara (CBN) yang dibina Cahaya, pengusaha properti Batam.
# Saham-saham di Bursa Efek Indonesia, Senin (8/6) pagi, berada di zona hijau, melanjutkan tren penguatan pada pekan lalu.Indeks Harga Saham Gabungan sesi pertama pada pukul 09.44 naik 0,48 persen atau 10,035 poin menjadi 2.088,966.

How to Pick a Bottle of Wine

2011-05-07T00:28:00.000+07:00

Many people drink wine or cook with wine regularly but do not have any real knowledge of how to select a good wine. This article will cover the information you need to develop some expertise in wine selection.

The first consideration should be whether you are selecting the wine to cook with or consume with a given meal. If you are cooking steak, red wine is the best selection either to drink with steak or cook the steak. Generally speaking, a Merlot or Cabernet Sauvignon are excellent choices with any red meat such as steak. They will produce an excellent soft and flavoursome texture in any good cut of fillet or porterhouse steak when cooking the meat. You will also find that both red wines taste great when accompanying a good steak.

On the other hand, if you are cooking a seafood pasta or pan frying a good fillet of tuna or salmon steak, a white wine such as a good quality Riesling or Chardonnay will be excellent for cooking or as an accompaniment. Do not select an overly cheap wine to cook with or drink. Too cheap often equals poor quality. However, it is not necessary to spend $30 and above for a good quality red or white wine. A wine costing $10 to $20 will deliver an acceptable level of taste quality. Such a price tag will usually produce a wine with a vintage of at least three to four years which is good minimum level of maturity of flavour in the wine.

When selecting the wine pay attention to a few rules. For example, never buy wine in a plastic cask if you want the better quality. Whether wine is bottled with a synthetic or genuine cork or a screw top are not major issues. Many good wine producers have moved away from bottling wine with a cork and are now using screw tops because they provide easier access to the wine and are easier for re-capping of the bottle. Many good quality Australian wines produced by wineries like Penfold's and Jacob's Creek now bottle wine without using the traditional authentic cork.

Spend some time observing the bottle. A wine bottle with a bigger depression at the base of the bottle will often mean the wine is of a stronger or more imposing flavour. You should also make sure the wine level in the bottle is not too low as this is a sign of corking which will affect the taste.

Overall, Australian and Californian wines have a reputation for being of good quality and inexpensive. They are now some of the most consistently used wines in many restaurants across the western world.

Look for liquor stores or supermarkets that have a wide range of selection of wines and don't be afraid to sample wines that are discounted. They are often fine quality wines. If in doubt don't think you are displaying ignorance by asking the staff at the wine merchant for their opinion of a good wine. These people know what sells well and becomes popular for consistency of quality and value for money and their advice is worth getting.

How to make Chinese BBQ sauce - 3 recipes included

2011-05-07T00:20:00.000+07:00

In this article I will show you how to make Chinese BBQ sauce with three recipes included for you to have a try.

* Char Siu Sauce

The most common ready made Chinese BBQ sauce is Char Siu Sauce which you could easily find in supermarkets.

Char Siu Sauce has the following ingredients

Water, Sugar, Salt, Honey, Maltose (Wheat Starch, Malt, Water), Modified Corn Starch, Soybeans, Contains Less Than 2% of Wheat Flour, Spices, Sesame, Garlic, Xanthan Gum, Chilli, Acetic Sodium Benzoated Added as a Preservative.

This thick sauce works very well on any grilled or smoked foods, but like most BBQ sauces, can burn because of the sugar content. So use it only at the end of cooking.

* Key ingredients used for Chinese BBQ and home made BBQ sauces.

- Cumin Powder
Cumin is the dried seed of the herb Cuminum cyminum, a member of the parsley family. Cumin is the second most popular spice in the world after black pepper.
Ground Cumin is a key element in dishes ranging from Tex-Mex chili, curry powders, masalas, mouth-watering spice mixes as well as vegetable and meat stews. You should be able to find it from Indian or Chinese supermarkets. If not, you could buy it from internet.

- Five spices powder
Five-spice powder is a mixture of five spices. It encompasses all five flavours of sweet, sour, bitter, pungent, and salty. It is popular in Chinese cuisine, but also used in other Asian cookery. It is widely available in Chinese and Indian supermarkets.

- Chili powder
- White pepper

- Sault
- Vegetable oil or mixed vegetable oil

* Recipes on how to make BBQ sauces yourself

+++ Minced Garlic Black Pepper Sauce (DIY Chinese BBQ sauce)

Minced Garlic Black Pepper Sauce is one of the popular homemade Chinese BBQ sauces. It is to be served with meat dishes.

In following I will show you how to make Minced Garlic Black Pepper Sauce.

> Ingredients:

2 cups of beef stock, 450ml
2tbsp minced garlic,
30g butter,
1tbsp corn flour,
Â½ onion (finely diced),
lots of ground black pepper,
2 tsp salt

=> Steps for making Garlic Black Pepper Sauce:

1. Melt 20g butter in a heated frying pan over low heat. Add minced garlic and diced onion. Stir fry until fragrant. Add one cup of beef stock. Bring to boil over medium heat. Sift to remove minced garlic and diced onion. Set aside stock.

2. Heat another frying pan. Melt remaining butter over low heat. Sift flour into pan. Gently stir until even. Add another cup of beef stock. Keep stirring until corn flour has dissolved. Add ground black pepper and salt. Cook until sauce sickens.

+++ Flavoured Chilli Sauce (DIY Chinese BBQ sauce)

This is a dipping sauce for meat dishes.

> Ingredients used:

Lemon juice, 60ml
Tomato sauce, 2 tbsp
Chilli oil, 1 tsp
Chilli sauce, 1 tsp
Black pepper, 1 tsp
Oyster sauce, 1 tbsp
Chopped chilli, 1 tbsp
Wine, 1 tbsp
Brown sugar, 1 tbsp
Minced garlic, Â½ tsp

=> Steps: Mix well all the ingredients.

+++ Minced Garlic Sauce (DIY Chinese BBQ sauce)

Use this as a dipping sauce for seafood dishes.

> Ingredients:

Minced garlic, 2 tbsp
Soy sauce, 3 tbsp
Monosodium glutamate, optional
White wine, 1 tsp
White wine vinegar, 1tsp
Sugar, 1 tsp
White pepper, Â½ tsp

=> Steps: Mix well all the ingredients.

hufh,,,

2011-04-14T23:25:00.001+07:00

pusing

Trump for President in 2012? Maybe. Trump for Trump?

2011-04-04T01:45:00.000+07:00

Something predictable happens to the ratings of Donald J. Trump’s “Celebrity Apprentice” on NBC when he hints at running for president: They rise.

And when he talks about President Obama’s birth certificate, they really rise.

Proving cause and effect is impossible, of course. But the coincidence is not lost on Mr. Trump, a man who has erected a real estate and media empire on immodesty and indiscretion.

“Did you get the info I sent you?” Mr. Trump asked in a phone interview with The New York Times late last week. “I told the girls to send you the ratings.” He was referring to a 10-page packet of press releases with headlines like “Donald Trump Is Ratings Gold” and news articles from Politico and CNN that described his strength in recent polls. A day later, he re-sent the clips.

Depending on your perspective, Mr. Trump’s growing visibility on television and in political news stories over the last few weeks represents the opening phase of a political campaign or the metastasis of a media spectacle. Mr. Trump, who says he is absolutely serious about a run for president, has appeared regularly on Fox News, MSNBC, CNN, ABC and in a wide variety of political blogs. Media outlets that had expected the Republican presidential ticket to take on a fuller shape by now have found themselves with a news void, and in the absence of other news-making characters, many of them are filling it with Mr. Trump.

“Trump and the press have a symbiotic relationship, not unlike bees and flowers,” said William Grueskin, dean of academic affairs for the Columbia Journalism School. “At least in the natural world, you get honey out of it. Out of this campaign coverage, all you get are a lot of empty media moments about someone who is unlikely to run, more unlikely to be nominated, and utterly unlikely to win.”

Mr. Trump insists that he is not disingenuous about his presidential ambitions, even if others accuse him of pulling a publicity stunt. “I’m very serious,” he said. “I’m thinking very, very long and hard about it. I love what I’m doing. And I’m getting a tremendous amount of enjoyment out of running a really great company. My company is extraordinary. But the country is not extraordinary; it’s doing very poorly.”

Mr. Trump has said his announcement will come by June, which — coincidentally or not — is around the time “Celebrity Apprentice” wraps up its current season. A hint of his plans could come during the May 22 finale, he said in the interview last week. “I wouldn’t announce a decision,” he said, noting that NBC likely would not approve of politicking on its airwaves. “I may announce where the press conference will be,” he added.

Mr. Trump is walking a fine line with NBC. If he were to run, he would have to give up his “Apprentice” franchise, he said. There are no federal prohibitions on candidates being on a network payroll, although the Federal Election Commission does have rules cautioning against the use of air time to further a political campaign in some cases. Fox News, which had five potential Republican candidates on its payroll, recently suspended Newt Gingrich and Rick Santorum as they signaled they were planning to run.

NBC officials declined to comment on Mr. Trump’s political aspirations.

Mr. Trump acknowledged that if he were to run, he would be walking away from a lucrative and successful business. “It’s a great franchise, and I’ve done a great job,” he said.

Ratings for the show are up this season over the same winter season last year, despite the fact that the “Apprentice” franchise is seven years old. On March 20, a few days after Mr. Trump appeared on “Good Morning America” and questioned whether Mr. Obama was born in the United States — an issue among some conservatives who harbor suspicions about the president’s heritage and religion — the show had an average of 8.2 million viewers, up from 8.1 million for the same episode last year.

But Mr. Trump received significantly more media attention after he knocked heads with the hosts of “The View” on March 23. The March 27 episode of “Celebrity Apprentice” had an average of 8.6 million viewers, up from 8.0 million for the same episode last year.

“I want him to show his birth certificate!” Mr. Trump said on “The View,” despite the fact that the president has indeed produced a certification of live birth showing he was born in Honolulu. “There’s something on that birth certificate that he doesn’t like,” Mr. Trump added, to sneers from the hosts. “Oh, that’s a terrible thing to say,” Barbara Walters chided him.

Mr. Trump has a history of simultaneously talking up his presidential ambitions while promoting various Trump-branded goods. The first time was in September 1987 when he announced plans for a trip to New Hampshire ahead of the 1988 presidential primaries. A local activist who said he had never met Mr. Trump started a “Draft Donald Trump” movement and invited him to speak to a Rotary Club luncheon.