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Language and Nationalism

noreply@blogger.com (situsbahasa) — Fri, 2 Mar 2012 23:16:00 -0800

Language and Nationalism

If nationalism is defined as ideas related to creating and maintaining the sovereignty of a nation (in English "nation") to create a unified concept of common identity, where is the relationship between nationalism and language? Is it true that nationalism is marked by love of the language of their people? Is it true of the phrase "language indicates the" we can find the relevant significance between nationalism and language?

If a language marks the language of a nation and as people use it, between nations and languages that are mutually determining. The statement is suitable for, say, the Chinese with the Chinese, the Japanese with Japanese language, the English with English, French with French people, or the Germans with the German language.

However, the problem is, sociolinguistic facts show that not every nation has a language of unity "show people" it. There are people who use multiple languages. In the meantime, there are also some people who have one language as the national language, but language was not hers, not from the existing language in the nation. There are also people who use one language as the official communication tool, but it was the official language used by some other nation. English, for example, but used by the English themselves, used also by the United States, Australia, India, the Philippines, and some of the former British colony as a communications hub in the nation respectively.

On the other hand, there are some people who managed to lift one regional language became the national language, such as East Timor separated from Indonesia and become an independent state and a new government to make provision for the language. Chapter 13 on 'Official Language and National Language "of the Democratic Republic of East Timor which was set on March 22, 2002 mentions that the Tetum language (one of the local languages in East Timor) as its official language in addition to Portuguese.

However, there are some people who end up taking some of the language even though the language was derived from the existing areas in the nation itself. In India, although the national language Hindi language, there is also an alternative national language, namely English. Hindi language set as the official language in the state of Himachal Pradesh, Delhi, Haryana, Uttar Pradesh, Chandigarh, Bihar, Madhya Pradesh, and Rajasthan, but the Indo Aryan group, such as Bengali, Gujarati, Marathi, and Punjabi, insisted on the language of each . Dravidian groups, such as Telugu, Tamil, and Malayalam, also insisted on the language of each. In fact, most Indian Muslims loyal literary language Urdu.

Some facts about the choice of language in a nation shows that the choice of language is motivated politically diverse interests and created in various formats. Nevertheless, there is an underlying common view, namely that the decision was political choices about the language used for a particular purpose. Therefore, a "language policy" explicitly based on diversity of language backgrounds who live in a variety of government and aims to regulate the function of language usage.

Discharging the function of language problems would certainly involve the community he said. That means not only the sociolinguistic issues, but also political. Often because of the complexity of the problem in such a language choice, the government should intervene to handle it. Factors that make language into an object of the inevitable political choices as well as historical (Coulmas 2006:184; Moeliono, 1985:1; Alwasilah 1993:91).

Canada, because of its historical and political facts, it requires states establish English and French as its official language. Nearly 98% of Canadians speak either in English or French or both, although the country's nine native languages, the Chipewyan, Dogrib, Gwich'in, Inuinnaqtun, Inuktitut, Inuvialuktun, Cree, North Slavey, South Slavey and. The only indigenous languages can be fully trusted tersokong today is Cree (with 72 885 mother tongue speakers).

Swiss nation at a time using the four official languages, namely German, French, Italian, and Romans. The Swiss government took a policy position as it backed a major international tourist destination and as a "neutral country" where other nations to negotiate international issues, including a host of many international organizations, such as the Red Cross and the WTO.

Another example, until recently in Belgium uses two official languages, namely French and Dutch, as in the country's two groups of speakers of the language is strong enough to maintain their language. Of course, the Belgian government would be unwise if the only sets the Dutch language (used by tribes Flanders about 60% of the population) as the official language of the country because the country was inhabited by people who use the French language (spoken by tribes Wallonia) is a hereditary . Since the 1970s, political parties in Belgium is divided according to political interests and language. Ministers who spoke Dutch and French have equal rights and are described in the constitution.

In connection with the sociolinguistic facts, whether the nationalism of the United States, Canada, Belgium, or Switzerland is questionable because it uses language that is "not genuine" hers? The problem is, if interpreted in the strict sense of nationalism as a pride to the country, we have no right to judge anyone on it. In the use of diversity in the Indonesian language spoken, whether as a citizen of Indonesia speak Indonesian, but the American accent and accidental "Caucasian" because American father, meaning he does not love Indonesia? There is a sense of pride and love in their hearts. One language or dialect in the speech does not indicate levels of nationalism. Likewise, not a guarantee for sure if there are people who live in the territory of Indonesia, Indonesia blooded, and use the Indonesian language with native accent Indonesia hundred percent proud of Indonesia.

From the aspect of language as the identity of a nation, Indonesia may be more fortunate than Canada, Belgium, or India. Indonesia has the language of the nation's "original" that shows one's own nationalism. Thanks to the political choices of the youth in the Indonesian Youth Congress on October 28, 1928 which pledged Youth Pledge, Indonesia has a national language that unites hundreds of local languages and dialects. Indonesia national political statement "We are sons and daughters of Indonesia uphold the unity of Indonesian language" has put the Indonesian language as the national language that unifies the diversity of Indonesian society. As an illustration, Anton M. Moeliono (2000) states that in 1928 Indonesia population of people who use Malay as their mother tongue only 4.9%, whereas 47.8% Javanese, and Sundanese 14.5%.

During its development, through vernakularisasi, proved that the political choices in 1928 that has led the Indonesian language is rooted in the Malay language became the language of a new society called Indonesia. Indonesian has been able to bring together a variety of different walks of social and cultural backgrounds, languages, dialects, and ethnic diversity into a unity of Indonesia. Indonesian was then received the inaugural Indonesia as a political struggle culminated on August 17, 1945. Indonesian language set as an independent country in 1945 Constitution Article 36.

In this regard also, the political status options inaugural Indonesian and Indonesian language is a planning effort that can not be avoided. At least, the rapid development of the Indonesian language and incessant "attacks" have a foreign language requires it. Status increase or reduce the use of foreign languages to be able to develop the policy assume two things, namely the development of the Indonesian language and created a social situation, such as improving the status of the Indonesian language speakers proud. On the other hand, the official language in government and education is an attempt to unify the language development of a sense of nationalism.

However, for some people of Indonesia, nationalism is still considered a new idea because the concept is considered to be only used in the realm of government, politics, and just a shield to anticipate foreign influence-not about how to understand the unity and the unity of the nation. Until now we still can not be separated from the primordial and the difference is regarded as something unpleasant. Each group is still making its own territory.

At these levels, the construction of socio-cultural-political we should reflect on the fact the existence of the Indonesian language can be used in cross-border. Identity as a "nationalist Indonesia" a construction that should be held as a personal thing. One need not be native to Indonesia because the love life of the current global order allows us to be in another continent and "Indonesian-ness" is no longer a territorial issue because the world has become a global village. Far away from Indonesia Indonesia certainly many people who spoke with Indonesian accent inggrisan keinggris-or-belandaan kebelanda. It was only a matter of determining the line of his life that he must be away from his homeland, but nationalism is not necessarily keinggris-inggrisan or kebelanda-belandaan. Once again, the language or dialect a person speaks does not indicate the level of nationalism.

(Ganjar Harimansyah, http://pusatbahasa.kemdiknas.go.id)

Bibliography

Alwasilah, Chaedar A. 1993. Pengantar Sosiologi Bahasa. Bandung: Angkasa.

Alwi, Hasan dan Dendy Sugono (Ed.) 2003. Politik Bahasa. Jakarta: Pusat Bahasa, Depdiknas and Penerbit Progress.

Coulmas, Florian. 2006. Sociolinguistics: The Study of Speaker’s Choices. Cambridge: Cambridge University Press.

Kaplan, Robert B. dan Baldauf Jr, Richard B. 1997. Language Planning from Practice to Theory. Clevedon: Multilingual Matters Ltd.

Moeliono, Anton M. 1985. Pengembangan dan Pembinaan Bahasa, Ancangan Alternatif di dalam Perencanaan Bahasa (Seri ILDEP). Jakarta: Djambatan.

Moeliono, Anton M. 2000. “Kedudukan dan Fungsi Bahasa Indonesia dalam Era Globalisasi” dalam Bahasa Indonesia dalam Era Globalisasi (Hasan Alwi, Dendy Sugono, dan A. Rozak Zaidan (Ed.). Jakarta: Pusat Bahasa

Essay Writing

noreply@blogger.com (situsbahasa) — Tue, 28 Feb 2012 03:44:00 -0800

Essay Writing

Understanding
KBBI defined as the essays in prose that discusses an issue on the face of the author's personal point of view. Understanding of the course we can be able to know if the essay is writing that are subjective or argumentative in its delivery.
An essay is an assessment, views, or evaluation of a fact which the author happens to be concluded later. Here are the elements that must exist in an essay that is a fact or a real incident that criticized, or in other words an essay rather than a mere prose fiction or essay.
Writing an essay has a purpose to convince the reader to believe in our opinion about an event. With these objectives, the opinion in the essay should be accompanied by data or facts so that readers are sure to support our opinion. However, writing an essay should not or need not be too deep to the theories, quite mild, and does not restrict the use of language is very raw. Language in the essay should be relaxed language, the important interesting, fresh, and convincing.

The parts of the essay

1. Introduction contains background information that identifies the subject of discussion and introduction to the subject that will be judged by the authors.
2. Body of the essay that presents all the information about the subject.
3. The final section concludes by mentioning that gives back to the main idea, summary of the body of the essay, or add a few observations on the subject being assessed by the author.

The steps to create an essay

1. Determine the theme or topic
2. Outline the ideas that will be discussed
3. Our opinion as the authors write with short sentences and clear
4. Write the body of the essay; start with sorting out the important points to be discussed, and then make some subtema discussion in order to make it easier for readers to understand the purpose of our ideas as a writer, then we must develop subtema we have made previously.
5. Make the first paragraph as a preliminary nature. That is why we are going to write it must be a reason for the reason we are writing the essay.
6. Write a conclusion. This is important because in order to form an opinion of our readers have to give a conclusion the opinion of our ideas as a writer. Because it is the task of essay writers are like that. Unlike the writers of news in the media that should be (is) to be neutral.
7. Do not forget to give the finishing touches on our posts so that readers feel able to take advantage of what we write with a simple and systematic way so as to form the framework of their thinking as a whole (Wikipedia).
8. Always believe in yourself, because writing is to write an essay on the essence of our own opinions and views, so there's no one word. As long as they do not there is an element in terms of racial insults.

The following sample essay:

The rise of Public Transport Accident .................. 1

The last few weeks we are "accustomed" to the news of public transportation accidents. Why do I say "socialized"? Because it is in recent weeks in both print and electronic media so often we come across news about public transit accidents are almost always disastrous accident casualties. Very ironic indeed, public transport which should promise a convenient transportation service and more secure even later became the largest contributor in the case of an accident. .................................... 2

A result of course there is. If we observe just how little we pertransportasian world, especially its public transportation by land, certainly we can look at a very alarming fact. How not to worry, if you look at the condition of the conveyance that brought hundreds and even thousands of lives every day conditions are poor? Unfortunately, inadequate conditions is still coupled with driver behavior that is "reckless" and poor road conditions as well, so the chances of an accident even higher. 3 ....................................

Speaking about the feasibility of public transit, our attention will certainly lead to testing the feasibility of public transportation in the test will be declared if kedaraan is roadworthy or not. This test should be a vehicle for the driver and or owner to correct existing deficiencies in the transportation in order to give comfort and safety of the passengers. But how close the carcasses, the lack of clearly known even attempted in various ways known to the officer not to testers. It was very sad when a few days ago I saw a show that shows how to get around some driver testing tests the feasibility of renting a vehicle with tires and replace parts that are not worth it just to test the feasibility test only. And after that they replace the tire and auto parts that are not worth it. I hope, hope and encouragement for testing the firmness of the vehicle kelayakkan currently busy place not just "a temporary tranquilizer" for the people who started to "angry" on public transport and integrity of the existence of charge transport. ............................... 4

Many accidents occur not only due to the less like a vehicle. The human factor (human error) a lot of talk here. The driver is the main actor who is most responsible for the safety of the vehicle. Poor health, fatigue, and reckless driving has many causes disastrous. More complex current alcohol and drugs are "populist" so that it is possible and has a lot of drivers who participate consumed. This should be more concern for the government and owners of public transport to take stern action against the drivers are "bad" way. Preventive action should be taken by the government also seemed to provide counseling to the drivers to be more responsible for the safety of passengers and clear of alcohol and drugs. ......................................... 5

Apart from the above two problems, we certainly can not deny if poor road conditions also contributed significantly in the recent rise of accidents often occur. Indeed, we can not deny if the weather is like this now has a lot to be defective condition of the asphalt road. However, it does not serve as a justification and the proclamation of the many poor road conditions that result in accidents. Responsible government in this regard should be ready for public works and nimble in the face of these conditions. Do not even poor road conditions allowed to drag on until the cause of victims as of now this happens. ......................................... 6

Finally we can conclude that the general condition of the vehicle is not roadworthy, the driver of human error, and poor road conditions are a perfect combination to explain the various accidents that have recently occurred. And it is proper that all parties responsible for that work together shoulder to shoulder with the full awareness that the safety and comfort on the road both for passengers and other road users can be achieved. Tindakkan preventive tests either test kelayakkan honest public transport and education to the driver not to consume alcohol and drugs for safety must be taken seriously. Strict sanctions against parties who had already defected should be done for the sake of safety. .......................................... 7

From these examples we can see the essay portions of an essay.
A. The title essay, the title is the name. So try to give the title of an article with the words that describe the overall content of the text.
2. No. 2 shows an introductory paragraph that contains the background of the problem of writing an essay.
3. No. 3 contains the views or opinions of the authors of the problems occurred.
4. No. 4, 5, 6 is a paragraph outlining the opinions or views of the author, who was appointed to the incident essay. This section may be accompanied by supporting evidence or data to reinforce the views or opinions of our readers believe that our views are.
5. No. 7, is the conclusion. In this section the authors summarize what has been written. Inference must be in accordance with what has been written.

Types and Various Kind of Figure of Speech

noreply@blogger.com (situsbahasa) — Tue, 28 Feb 2012 03:28:00 -0800

Types and Various kind of figure of speech

Understanding

Figure of speech can be defined as a way of describing something by equating it with something else (KBBI). But in general figure of speech can also be regarded as a style or way used by writers to create certain effects on readers. Methods used are very diverse. Figure of speech in the Indonesian language is divided into four types, namely:

1. Comparative figure of speech

2. Opposition figure of speech

3. Figure of speech satire

4. Figure of speech assertion

Various kinds of figure of speech

As mentioned above, has some kind of figure of speech. Of these species there are many kinds of figure of speech.

1. Comparative figure of speech, figure of speech figure of speech which the comparison is used to express something by comparing it with something else. There are several kinds of figure of speech figure of speech which included the type of comparison, the personification, hyperbole, the Association, litotes, metaphor, metonymy, euphemism, and sinekdokhe. The definition and examples of several kinds of figure of speech is as follows:

a. Personification is a figure of speech figure of speech used to clarify the intent to make the depicted objects can behave like humans. Or in other words a way of speaking to animate inanimate objects with given properties as that of humans (personification).

Example: The sun came out of the dusk, the sky black clouds carve.

b. Hyperbole is a figure of speech figure of speech to express something extravagant.

Example: His voice splitting the sky, its power as strong as an ox.

c. Association of the figure of speech figure of speech that compares one with another state in accordance with the circumstances that he describes (a commonality of properties).

Example: Her thoughts tangled like threads torn chicken, their faces are very similar as nut halves.

d. Figure of speech metaphor, that figure of speech that describes something with membandingkanya with something else that was noticed something really good shape or nature of the listener / reader.

Example: When you meet with the sharks? ; I was amazed at the beauty of the village flower.

e. Litotes figure of speech, that figure of speech to express something to humble themselves because of something or that otherwise do not fit the real situation.

Example: Receive the goods are worthless as a keepsake; Stop to the first hut.

f. Figure of speech metonymy, that figure of speech to express something to replace a character, or name, or something that are characteristic of these objects.

Example: I went to Jakarta Garuda up.

g. Euphemism figure of speech, that figure of speech to express thoughts or feelings by using words with a good sense in order not to offend people. Euphemism can also be expressions of smoothing to replace words that felt less polite.

Example: Since her husband left, he was a little less insane; Andi ability to understand the lessons a little slow.

h. Sinekdokhe figure of speech, that figure of speech to say something to mention the parts of its parts, or vice versa. Sinekdokhe divided into two, namely tutom pro parte (stating in part to the whole) and the pars pro toto (to mention a whole but which are intended in part only).

Example: World War II ended in 1942 (totum pro parte)

I have not seen long nose (pars pro totot).

2. Conflicts figure of speech

Figure of speech figure of speech that reveals the contradiction that is anything but a statement of intent to the contrary. Figure of speech which included the type of figure of speech figure of speech contention that paradox, antithesis figure of speech, and the figure of speech interminis contradiction.

a. The paradox figure of speech, which suggests that the figure of speech that seems contradictory, but actually not as different objects are presented.

Example: In a crowded place like this, my heart feels lonely.

b. Figure of speech Antithesis, the disclosure by the words that contradict each other.

Example: Old young, small and great, rich and poor have equal responsibility before God.

c. Contradiction Interminis figure of speech, which is a style that shows something contrary to what has been said before.

Example: Andi invites all his friends, except Dono.

3. Figure of speech innuendo

the figure of speech or style of language used to insinuate someone or something. There are several kinds of figure of speech which included the satirical figure of speech, figure of speech such as irony, figure of speech cynicism, sarcasm and the figure of speech.

a. Irony figure of speech, which is a sarcastic way of saying the opposite.

Example: This drink is sweet, sugar is expensive, yes, now?

Really good writing, to the extent that I can not read.

b. Cynicism figure of speech, figure of speech which states that direct allusions

Example: shameful deeds!

c. Sarcasm figure of speech, which is a figure of speech in the form of ridicule or satire with harsh words.

Example: O ye deaf, called from was not coming, coming, too!

Basic bum, begging just work!

4. Confirmation of figure of speech

Figure of speech figure of speech or a statement of affirmation that is used to reinforce the statement stated. There are several types of this figure of speech, for example, figure of speech climax, anticlimax, redundancy, and repetition.

a. Climax figure of speech, figure of speech or manner that suggests an idea or a situation with a sort of lower level to a higher level.

Example: Instead of one person, ten people, or even 100 people will be my face without fear as long as I am right.

b. Anticlimactic figure of speech, a statement prepared in sequence from the most high, diminishing, and diminishing down to the lowest.

Example: Let a hundred thousand, ten thousand, a thousand, a hundred dollars I was not going to spend money to buy illicit goods.

c. Figure of speech redundancy, which is a way to clarify intent by using the word excess.

Example: We should and must respect each other.

d. Figure of speech repetition or repetition is a way to strengthen the meaning or intent by repeating the word or phrase that means is about to be strengthened.

Example: To achieve your ambition, the one thing you must remember is to learn, learn, and once again learn.

(saefuzaman)

Sangkuriang Folklore

noreply@blogger.com (situsbahasa) — Sun, 26 Feb 2012 07:06:00 -0800

Folklore of Sangkuriang

Long time ago in West Java, lived a beautiful girl named Dayang Sumbi. She was also smart and clever. Her beauty and intelligence made a prince from the heavenly kingdom of Kahyangan desire her as his wife. The prince asked permission from his father to marry Dayang Sumbi. People from Kahyangan could never live side by side with humans, but his father approved on one condition, when they had a child, the prince would transform into a dog. The prince accepted the condition.

They get married and lived happily in the woods until Dayang Sumbi gave birth to a baby boy. The prince then changed into a dog named Tumang. Their son is named Sangkuriang. He was very smart and handsome like his father. Everyday, he hunted animals and looked for fruits to eat. One day, when he was hunting, Sangkuriang accidentally killed Tumang. His arrow missed the deer he was targeting and hit Tumang instead. He went home and tells her mother about the dog. “What?” Dayang Sumbi was appalled. Driven by sadness and anger, she grabbed a weaving tool and hit Sangkuriang’s head with it. Dayang Sumbi was so sad; she didn’t pay any attention to Sangkuriang and started to cry.

Sangkuriang feel sad and also confused. How can his mother love a dog more than him? Sangkuriang then decided to go away from their home and went on a journey. In the morning, Dayang Sumbi finally stopped crying. She started to feel better, so she went to find Sangkuriang. But her son was no where to be found. She looked everywhere but still couldn’t find him. Finally, she went home with nothing. She was exhausted. She fell asleep, and in her dream, she meets her husband. “Dayang Sumbi, don’t be sad. Go look for my body in the woods and get the heart. Soak it with water, and use the water to bathe, and you will look young forever,” said the prince in her dream. After bathing with the water used to soak the dog’s heart, Dayang Sumbi looked more beautiful and even younger.

And time passed by. Sangkuriang on his journey stopped at a village and met and fell in love with a beautiful girl.He didn't realize that the village was his homeland and the beautiful girl was his own mother, Dayang Sumbi. Their love grew naturally and he asked the girl to marry him. One day, Sangkuriang was going on a hunt. He asked Dayang Sumbi to fix the turban on his head. Dayang Sumbi was startled when she saw a scar on his head at the same place where she, years ago, hit Sangkuriang on the head.

After the young man left, Dayang Sumbi prayed for guidance. After praying, she became convinced that the young man was indeed her missing son. She realized that she had to do something to prevent Sangkuriang from marrying her. But she did not wish to disappoint him by cancelling the wedding. So, although she agreed to marry Sangkuriang, she would do so only on the condition that he provides her with a lake and built a beautiful boat, all in one night.

Sangkuriang accepted this condition without a doubt. He had spent his youth studying magical arts. After the sun went down, Sangkuriang went to the hill. Then he called a group of genie to build a dam around Citarum River. Then, he commands the genies to cut down trees and build a boat. A few moments before dawn, Sangkuriang and his genie servants almost finished the boat.

Dayang Sumbi, who had been spying on him, realised that Sangkuriang would fulfill the condition she had set. Dayang Sumbi immediately woke all the women in the village and asked them to wave a long red scarf. All the women in the village were waving red scarf, making it look as if dawn was breaking. Deceived by false dawn, the cock crowed and farmers rose for the new day.

Sangkuriang’s genie servants immediately dropped their work and ran for cover from the sun, which they feared. Sangkuriang grew furious. With all his anger, he kicked the unfinished boat. The boat flew and landed on a valley. The boat then became a mountain, called Mount Tangkuban Perahu (Tangkuban means upturned or upside down, and Perahu means boat). With his power, he destroyed the dam. The water drained from the lake becoming a wide plain and nowadays became a city called Bandung (from the word Bendung, which means Dam).

***

Jaka Tarub & Nawang Wulan Folklore

noreply@blogger.com (situsbahasa) — Sun, 26 Feb 2012 07:05:00 -0800

Jaka Tarub and Nawang Wulan

Jaka Tarub was a handsome and diligent young man. He lived in a village near a lake. One day, when Jaka Tarub passed the lake, he heard some giggles and laughs of some girls who were bathing in the lake. He was curious, so he peeped through the bushes. There were seven beautiful girls in the lake. They’re fairies from the heavenly kingdom of kahyangan. Jaka Tarub saw a scarf near the bushes. It belonged to one of the fairies. Jaka Tarub then took it and hid it.

Crack!!! Accidentally, Jaka Tarub stepped on a twig. “There’s someone!” said one of the fairies. “Let’s get back. Hurry!” she said. They pulled over and wear their scarf. “Where is my scarf?” one of the fairies couldn’t find her scarf. She was the youngest fairy called Nawang Wulan. They tried to search for it, but it was no where to be found. “We’re sorry, Wulan. We have to go back to kahyangan,” said the eldest fairy. “You’ll have to find it by yourself. We’ll wait for you in kahyangan,” she said in empathy. The other fairies then flew to the sky leaving Nawang Wulan behind. Nawang Wulan saw them leaving in tears. She was so sad.

“Excuse me …,” said Jaka Tarub, startling Nawang Wulan. “Are you okay?” he asked. Nawang Wulan moved backward, “Who are you?” she asked. “My name is Jaka Tarub. I was passing by and I heard you crying, so I came to see what happen,” Jaka Tarub lied. Nawang Wulan then told him about her problem. “I can’t fly without my scarf,” she said. Jaka Tarub then asked Nawang Wulan to come home with him. At first, Nawang Wulan refused the offer. But since she didn’t have anywhere else to go, Nawang Wulan then decided to follow Jaka Tarub.

Nawang Wulan stayed with Jaka Tarub in the village. A month passed, and they decided to get married. Nawang Wulan was willing to marry a human because she fell in love with Jaka Tarub. After a year, they had a beautiful daughter. They named her Kumalasari. They lived happily.

Jaka Tarub was also happy to live with Nawang Wulan and Kumalasari. Especially because he always got a lot of harvest since he married Nawang Wulan. He couldn’t even keep all of his harvest in the barn because it was always full. “It’s so weird. Nawang Wulan cooked everyday, but why is my barn always full,” Jaka Tarub mumbled to himself. He was so curious. One day, Jaka Tarub stayed at home. “I want to stay home today. I’d like to play with Kumalasari,” he said to his wife. “Well, I’ll go to the river to wash the clothes. Please keep an eye on Kumalasari,” asked Nawang Wulan. “I’m cooking rice now. Please do not open the pan cover before it’s done,” she said just before she left. “Could this be the secret?” Jaka Tarub thought. After Nawang Wulan left, he curiously opened the pan cover. He found only one single paddy. “How come?” he wondered.

Before lunch, Nawang Wulan came home. She headed to the kitchen to see the rice she had cooked. She found that the rice turned into only a few grains. “Did you open the pan cover?” she asked her husband. “I… I’m sorry. I was curious,” Jaka Tarub said as he realized his fault.

Ever since, Nawang Wulan had lost her power. She couldn’t cook rice with only a single paddy. Their paddy supply was slowly lessened. Their barn was almost empty. One day, Nawang Wulan went to the barn to get some paddy. When she took one of them, she found a scarf. “What’s this? This is my scarf,” said Nawang Wulan startled.

That night, Nawang Wulan asked her husband about the scarf. Jaka Tarub’s eyes widened, “You found it?” he asked. Jaka Tarub looked down and asked for her forgiveness. “Because I’ve found my scarf, it’s time for me to go back to where I belong,” Nawang Wulan said. Jaka Tarub tried to stop her, but Nawang Wulan had made up her mind. “Please take good care of Kumalasari,” she said. “If she wanted to see me, take seven grains of candlenut and put it into a basket. Shake it as you play the bamboo flute. I’ll come to see her,” she explained.

Jaka Tarub promised to take good care of their daughter. He once again asked for forgiveness for all of his mistakes. “I’ve forgiven you, so you don’t have to feel guilty. I must go now. Take care,” said Nawang Wulan as she flew to the bright full moon.

***

Folklore Cindelaras

noreply@blogger.com (situsbahasa) — Sun, 26 Feb 2012 07:04:00 -0800

Cerita Cindelaras Folklore

Raden Putra was the king of Jenggala kingdom. He had a beautiful queen and concubine. Unlike the queen, the concubine had bad personalities. She was envious and jealous with the queen, so she planned to make the queen leave the palace. The concubine then asked the royal healer to help her in her plan. One day, the concubine pretended to be ill. Raden Putra called the royal healer to give the concubine treatments. “What is her disease?” Raden Putra asked the royal healer. “I’m very sorry, My Majesty. She is sick because the queen put poison in her meal,” the royal healer lied.

Raden Putra was shock and angry to hear the explanation. He called the queen and asked her if the story was true. Of course the queen denied, but Raden Putra won’t listen. “Please Your Majesty, have mercy. I really didn’t do anything,” cried the queen in her tears. Raden Putra’s anger ended in a decision. The queen should be banished to the woods and terminated. He did not know that the queen was already pregnant. Raden Putra commanded one of his general to do the punishment. The queen was banished to the woods, but the wise general didn’t have the heart to kill her. He built a simple house in the woods for her. On his way back to the palace, he smeared his sword with rabbit blood, so Raden Putra would believe that he had killed the queen.

After the general left, the queen lived by herself in the woods. Several months later, she gave birth to a healthy baby boy. The baby was named Cindelaras. He grew up as a nice, healthy, and handsome boy. One day, while Cindelaras helped her mother to collect some fire woods, an eagle dropped an egg. Cindelaras brought the egg to be brooded by a chicken behind their house. The egg hatched into a chick and then it slowly became a strong rooster. The rooster is no ordinary rooster. The rooster could sing. Every morning, the rooster woke Cindelaras up with its beautiful song, “My master is Cindelaras. His house is in the woods. He’s the son of Raden Putra.” The rooster often sang that song.

Cindelaras always woke up early in the morning and listen happily to his rooster’s song. He didn’t realize the meaning of the song until one day, he started to think. “Who is Raden Putra?” he asked his mother. The queen then told him the whole story. She also told him why they were banned from the kingdom and lived in the woods. Cindelaras was very surprised. He decided to go to the palace to meet the king, his father. Cindelaras asked her mother’s permission to go to the kingdom and to tell the king what really happened. He also brought his rooster that grew bigger and stronger each day.

On his way, Cindelaras stopped at a village. There, he met some people who were involved in cockfighting. They challenge him to see how strong his rooster was. “If your rooster wins, you’ll get a reward,” said the man who challenged him. Cindelaras accepted the challenge. In a few minutes, his rooster defeated the opponent’s rooster. He was challenged again by other man, and one more time, his rooster won. He won again and again.

The news about Cindelaras’ rooster quickly spread to the whole Jenggala kingdom and made Raden Putra curious. So, he invited Cindelaras to the palace. “What is your name, boy?” Raden Putra asked as Cindelaras arrived in the palace. “My name is Cindelaras, Your Majesty,” Cindelaras answered. He felt both thrilled and happy to see Raden Putra.

Raden Putra challenged Cindelaras with one condition. If Raden Putra’s rooster won, Cindelaras’ head would be cut off. But if Cindelaras’ rooster won, Raden Putra would share half of his wealth. Cindelaras accepted the condition. The competition was held in the front yard of the palace. The two roosters fought bravely. But in just a few minutes, Cindelaras’ rooster won the fight! Raden Putra shook his head and stared at Cindelaras from his seat, “That rooster is no ordinary rooster, and the boy is not an ordinaty boy either. Who is he exactly?” he thought. Raden Putra was about to asked when suddenly Cindelaras’ rooster sang the song, “My master is Cindelaras. His house is in the woods. He’s the son of Raden Putra.”

Raden Putra was surprised. “Is it true?” he asked. “Yes, My Majesty. My name is Cindelaras and my mother was the queen,” said Cindelaras. Raden putra called the general who had banished the queen. The general then confessed that he never killed the queen. Later, the royal healer also admitted his mistake. Raden Putra was so shocked. He immediately went to the woods to pick up the queen. Ever since, Cindelaras and his parents lived happily together. As for the concubine, she was sent to the jail as punishment.

***

Folklore Loro Jonggrang

noreply@blogger.com (situsbahasa) — Sun, 26 Feb 2012 07:02:00 -0800

Folklore Loro Jonggrang

Long time ago, there was a kingdom named Prambanan. All the people of Prambanan lived peacefully. But then, Prambanan kingdom was attacked and occupied by the Pengging kingdom. Prambanan then was ruled by Bandung Bondowoso of Pengging kingdom. He was a mean king. He also had great supernatural power. His soldiers were not only humans, but also genies.

The king of Prambanan had a beautiful daughter named Loro Jonggrang. Bandung Bondowoso fell in love with her and wanted to marry her. “You’re very beautiful. Would you be my queen?” asked Bandung Bondowoso. Loro Jonggrang was shocked. She didn’t like Bandung Bondowoso because he was a mean person. She wanted to refuse, but she afraid that Bandung Bondowoso would be angry and endangered the people of Prambanan. Then, she came up with a plan. “If you want to marry me, you have to build a thousand temples for me in just one night," said Loro Jonggrang. “What? That’s impossible!” said Bandung Bondowoso. But he did not give up. He consulted with his advisor. “Your Majesty can asked the genies to help built the temples,” said the advisor.

So, Bandung Bondowoso summoned his entire genies soldier and commanded them to help him built a thousand temples. The genies worked in unbelievable speed. Meanwhile, Loro Jonggrang heard from her servant that the building of a thousand temples was almost finished. She was so worried. But again, she came up with a great idea. She asked all of her servants to help her. "Please prepare a lot of straw and mortar. Please hurry up!" said Loro Jonggrang. “Burn the straw and make some noise pounding the mortar, quickly.” All those servants did what Loro Jonggrang ordered them; burning straw and pounding the mortar, making the genies think that the sun is going to rise.

“It’s already dawn. We have to go,” said the leader of the genies to Bandung Bondowoso. All the genies immediately stopped their work and ran for cover from the sun, which they afraid of. They didn’t know that the light was from the fire that burning the straw, not from the sun.

Bandung Bondowoso can’t stop the genies from leaving. He was angry. He knew Loro Jonggrang had just tricked him. "You cannot fool me, Loro Jonggrang. I already have 999 temples. I just need one more temple. Now, I will make you the one-thousandth temple." He pointed his finger to Loro Jonggrang and said some mantras. Magically, Loro Jonggrang’s body turned into stone. Until now, the temple is still standing in Prambanan area, Central Java. And the temple is called Loro Jonggrang temple.

***

Folklore Malin Kundang Godless

noreply@blogger.com (situsbahasa) — Sun, 26 Feb 2012 07:00:00 -0800

Folklore Malin Kundang Godless

Once upon a time, on the north coast of Sumatra lived a poor woman and his son. The boy was called Malin Kundang. They didn’t earn much as fishing was their only source of income. Malin Kundang grew up as a skillful young boy. He always helps his mother to earn some money. However, as they were only fisherman’s helper, they still lived in poverty. “Mother, what if I sail overseas?” asked Malin Kundang one day to his mother. Her mother didn’t agree but Malin Kundang had made up his mind. “Mother, if I stay here, I’ll always be a poor man. I want to be a successful person,” urged Malin kundang. His mother wiped her tears, “If you really want to go, I can’t stop you. I could only pray to God for you to gain success in life,” said his mother wisely. “But, promise me, you’ll come home.”

In the next morning, Malin Kundang was ready to go. Three days ago, he met one of the successful ship’s crew. Malin was offered to join him. “Take a good care of yourself, son,” said Malin Kundang’s mother as she gave him some food supplies. “Yes, Mother,” Malin Kundang said. “You too have to take a good care of yourself. I’ll keep in touch with you,” he continued before kissing his mother’s hand. Before Malin stepped onto the ship, Malin’s mother hugged him tight as if she didn’t want to let him go.

It had been three months since Malin Kundang left his mother. As his mother had predicted before, he hadn’t contacted her yet. Every morning, she stood on the pier. She wished to see the ship that brought Malin kundang home. Every day and night, she prayed to the God for her son’s safety. There was so much prayer that had been said due to her deep love for Malin Kundang. Even though it’s been a year she had not heard any news from Malin Kundang, she kept waiting and praying for him.

Recognized him. The man was Malin Kundang, her son.Malin Kundang’s mother quickly went to see her beloved son. “Malin, you’re back, son!” said Malin Kundang’s mother and without hesitation, she came running to hug Malin Kundang, “I miss you so much.” But, Malin Kundang didn’t show any respond. He was ashamed to admit his own mother in front of his beautiful wife. “You’re not my Mother. I don’t know you. My mother would never wear such ragged and ugly clothes,” said Malin Kundang as he release his mother embrace.

After several years waiting without any news, Malin Kundang’s mother was suddenly surprised by the arrival of a big ship in the pier where she usually stood to wait for her son. When the ship finally pulled over, Malin Kundang’s mother saw a man who looked wealthy stepping down a ladder along with a beautiful woman. She could not be wrong. Her blurry eyes still easily

Malin Kundang’s mother take a step back, “Malin…You don’t recognize me? I’m your mother!” she said sadly. Malin Kundang’s face was as cold as ice. “Guard, take this old women out of here,” Malin Kundang ordered his bodyguard. “Give her some money so she won’t disturb me again!” Malin Kundang’s mother cried as she was dragged by the bodyguard, ”Malin... my son. Why do you treat your own mother like this?”

Malin Kundang ignored his mother and ordered the ship crews to set sail. Malin Kundang’s mother sat alone in the pier. Her heart was so hurt, she cried and cried. “Dear God, if he isn’t my son, please let him have a save journey. But if he is, I cursed him to become a stone,” she prayed to the God.

In the quiet sea, suddenly the wind blew so hard and a thunderstorm came. Malin Kundang’s huge ship was wrecked. He was thrown by the wave out of his ship, and fell on a small island. Suddenly, his whole body turned into stone. He was punished for not admitting his own mother.

***

Ref : http://ceritarakyat.50webs.com

DISTINGUISHING AND EXECUTIVE SUMMARY

noreply@blogger.com (situsbahasa) — Thu, 22 Dec 2011 12:10:00 -0800

DISTINGUISHING AND EXECUTIVE SUMMARY
            Start writing a simple essay towards a more complex! This advice might need to be kept in mind for novice writers. Before you try to write an essay, editorial, articles, reviews, news, research reports and so on, you need to start with practice writing summaries and overviews. By writing a summary and overview, but you are trained to write, also can add your insight about something as stock a writer. This is because you should first read an article that will you have outlined or Summarize.
            This section described the various problems associated with the summary and overview, ranging from understanding to other forms of summaries and overviews. Indeed, not a few readers who equate the notion summary and overview.In Big Indonesian Dictionary (KBBI), summaries and overviews are not differentiated. Will tertapi, actually between the summary with an overview there is little difference. To find the difference between the two, the following will be described one by one.Summary Definition and Overview
            Summary summarizes the result of activity. Summaries can be interpreted as a result encapsulate or summarize an article or a conversation into a shorter description with proportional comparisons between parts, which are summarized by the summary (Djuharni, 2001). Summaries can also be interpreted as a result of stringing or unify the points of speech or writings that are dispersed in the form of the subjects only.
            Summaries are often called summary, the form of a description or summary of the talks, while the summary is also called the essence of a breakdown or a conversation. In the paper type summary, the sequence content section by section, and point of view (opinion) authors remain unnoticed and maintained. This is different from the overview. Brief overview is also a form of a description or discussion, but in its manufacture does not need to maintain the order of the contents of an essay in proportion. Writing a summary can be directly fixed to the point.How to Create a Summary and Overview
            Encapsulate or summarize a passage aimed at testing the ability of novice writers in discovering the issues a post, then recast in a more concise writing. In making a summary, the authors can directly express the content of a breakdown or a conversation without having to use a sentence connective. What is meant by the sentence connector it is using a statement with the words:"In a book titled Skilled Summarizing, the authors begin with an explanation of the problem of writing a summary for novice writers as follows."Or"The author of books titled Come Write descriptions begin by stating the following matters."
            Connective in a sentence like the example above summary is not required.The author can directly conduct search on the issues paper to be summarized according to the papers have been read and understood. The issues in a post can be taken from the main sentences in each paragraph. The main sentences are then linked using the conjunction or by adding a sentence to make it appear coherent interface (solid). Kekurangkoherenan sentences in the summary that you can disrupt stacking the readers understanding.
            Summarizes the activities actually not only be done by combining each of the main sentence in each paragraph. Summarizes the activities can also be done by finding the main idea in any or several paragraphs. These ideasfurther linked by adding conjunctions or other connecting lines.
            It should be noted in the summary is to make use of the language used in the summary. Language summary should be different from the language of the original author of the book are summarized. However, language summaries created departed from the author's main idea contained in each paragraph or passage.Thus, if the author will summarize the description of a paragraph, the authors first need to find the main idea contained in these paragraphs, and then revealed again by using different language and brief. In order to summarize the results did not deviate from its original description, the main ideas of each paragraph should not be ignored.
            How to write a summary? Is a concise overview article that contains the subject matter in a passage. In making a summary, the authors can directly reveal the problems of a reading material or conversations that will be summarized. The author can make a note or give a specific mark on the important parts that will be summarized in the passage when reading.
            In making a summary, the sequence contents are undisputed and compiled language with a style that is easy to be understood by readers. In making the summary can also be done by adjusting the language to the reader an overview or summary of those who will understand. The author may also give the interpretation of these works in accordance with the study of science that didalaminya, but still maintain the disclosed subject matter.Writing Steps Summary and Overview
            To be able to produce a good summary, a novice writer needs to consider four main things, namely: (1) able to read with good reading which will be summarized, (2) be able to fully understand the contents of the readings that will be summarized, (3) being able to find main ideas or topic sentences in the passage to be summarized, and (4) was able to reconstruct the ideas and topic sentences that have been found to be a complete and coherent writing.
            To achieve the above, the steps to be taken for a writer a summary is as follows.a. Perangkum should read the original description of the author to completion in order to gain an overview or general impression and the author's point of view. The reading should be done carefully and repeated until two or three times to be able to understand the content of reading in their entirety.b. Perangkum reread the passage to be summarized by making notes or mark the main thoughts the mind of every description for each section or each paragraph.c. By referring to the results of a record, perangkum began making and preparing summary sentences that departed from the records by using perangkum own language. Only, if perangkum feel there is less good, perangkum can reopen the readings that will be summarized.d. Perangkum need to re-read summary of the results and make improvements if deemed no less coherent sentence.e. Perangkum need to write back the results summary based on the results of repair and ensure that the resulting summary is shorter than the literature are summarized.
            It also should receive attention from the author summary is not to give a new interpretation of an understanding that outlined by the original author. In addition, perangkum may not enter the results into a summary of his own ideas because it would obscure the understanding of ideas expressed by the original author.
            Write a summary of the training can be done by providing a variety of questions related to the readings that will be summarized. The questions were formulated based on the sequence of paragraphs or topics in the reading order not to change the order of reading the original topic. Answers to these questions can be expressed in a single sentence, compound sentence, or a brief description based on the desire perangkum.
            How can prepare an overview of the steps? Compile an overview of the steps were like a summary of the steps up. Only, after reading the passage to be summarized, the authors can directly add to the knowledge possessed in accordance with study materials that will be summarized in the passage. Result of the merger is further rewritten in a coherent overview.

WRITE BOOK REVIEW

noreply@blogger.com (situsbahasa) — Thu, 22 Dec 2011 12:07:00 -0800

WRITE BOOK REVIEW
Definition of Book Review
            Many terms are used in a magazine or newspaper to name a reviewer. There are newspapers that mention a reviewer to review. There is also a reviewer with the scales mentioned books, review books, conversation books, or book review. These terms can be used. Only, in general terms the book is more popular than the scales with another term to replace the book review.
            Actually, what is meant by a book reviewer? The term can be interpreted as a reviewer writing about a book or insight into the consideration of good or less good quality of an article contained in a book. But the meaning of the word reviewer recently expanded and is not only an assessment of the quality of a book. Therefore, the reviewer said today interpreted as a text that provides an assessment of a work book (fiction and nonfiction), staging films, drama, or music in a way expressed in terms of strengths and weaknesses objectively.
            From the definition above can be said that the reviewer is one effort to appreciate the writings or work of others in a way to comment objectively. Inside this should be avoided as far as possible the nature of subjectivity that the reviewers of the material will diresensi or feeling happy and not happy with someone. In addition, the reviewers must have sufficient knowledge about the material to be diresensi.
            Write a review as an attempt to introduce a book to others who have not read the book so that after reading the reviews, people are moved to read other people's work. Thus, write a review purposes become widespread, such as a promotional tool of a work to audiences who do not know the work. Currently, in addition to well known book reviews film reviews, drama reviews, music reviews or tapes and so on.
            Review is intended to give readers ¬ announcing to the audience about the presence of a new book publishing in terms of time and theme. But that does not mean old books unfit for diresensi. Old books that the content or theme still or again become relevant to the current actual situation, is also very good for diresensi. For example, you can write a review novel sail, though the novel was published in the 1930s. The novel is themed woman struggles to align with the male in a career that is currently being intensively-incessant talk about the community in a global era.
            If you want to write a review old publications that are relevant to the needs of the reader is certainly not to encourage the reader to want to buy a book reviewer who diresensi because the book is not available in bookstores. The purpose of writing reviews is certainly expected to evoke the spirit of knowledge and broaden the reader reviews.
Destination Book Review
            There is no writing without having a purpose, as well as writing book reviews.Only, reviews, book reviews in particular, has several goals in terms of multiple angles of interest, such as publishers of interests, the interests of the author of the book, the interests of the reviewers, as well as from the interest of readers.
            From the interests of publishers, reviewers have the following goals.a. As a means of promotion of new books published. With the reviewer, the publisher will find it helpful as a book published has been introduced to the readers.Through reviews, readers can know the existence of a new book and might suit her needs.b. To obtain financial gain. Publishers whose books diresensi will feel happy because the books published will soon sell. Thus, the publishers will soon publish the book back on the next mold so that publishers can make profits greater.
            From the interests of authors, reviewers have the following goals.a. as input for the next book because the book written diresensinya will know the weakness of the book.b. To determine the quality of the books written.c. To increase revenue due to diresensinya books written, the author of the book will be quickly recognized by the readers.
            From the interests of the reviewers, reviewers have the following goals.a. To add insight into the reviewer because the reviewer writes, one must read the book resensator diresensi intact.b. To improve the ability to read and write a resensator.c. To enhance the ability of the reviewers in their evaluation and appreciation of the contents of a book so that the appraisal is known to the readers.d. To obtain financial gain for resensator will get a reward from the editor of a newspaper or magazine when writing published.
            From the interest of the reader reviews, book reviews have the following goals.a. To obtain information or a comprehensive understanding of what is seen and revealed in a book.b. To give consideration to the reader whether the book deserves a welcome from readers or not.c. To find out the identity of the book is worth reading, from the title, author, publisher, year published, and a thick book.d. To get guidance from the reviewers of the book that deserves reading, as well ase. Inviting readers to think, ponder, and discuss further the phenomenon or problem that appears in a book.
            From the above objectives is expected to clarify the concept reviews and can give you an idea how to write a review. Another thing to remember is the publication of the work. To be known by the reader, writing reviews that are usually published in newspapers, weekly magazines, school magazines, tabloids, newspaper, and magazine wall.
Book Review form
            Writing book reviews certainly shaped differently to the article or essay.Reviewer has parts: (1) title review, (2) identity diresensi books, (3) book covers diresensi, (4) introduction, (5) the contents of the book, (6) strengths and weaknesses of the book, and ( 7) the cover containing the directives to the reader.The parts that need to exist in a reviewer to review the most important goal, namely as a promotional tool can really be achieved.
Review Title
            Title reviewer of course different from that diresensi titles. Title of the book Language, Society and Power if diresensi, resensinya can read Language, Mass Media, and Power. Title reviewer is required as the name (sign) that indicates reviewer's own face. To that end, the title reviewer should: (1) provocative (interesting), (2) not too long (try not to form a sentence), and (3) in accordance with the content reviewer.
            The title of reviews that can attract other people to stimulate the desire to read books that diresensi. A good title reviewer can make others curious because there are some words in the title that needs an explanation. The use of the word tragedy would be more interesting than the word disaster. So also the title of Child Psychology reviewer Lindgren style may be more interesting than the title of Child Psychology. This was caused by the use of said Lindgren. The use of the word can make the reader's curiosity to the intent that title. In fact, after reading reviews, which referred to Lindgren is the author of the book.
            The title is also not to be too long, let alone in the form of complex sentences.Title reviewer quite a clause or phrase only. With a clause or phrase, the reader will be intrigued to know the content of the actual reviews. Title I Want Dissecting reviewer Concepts and Applications CSR seem too long. This title can be fixed into the CSR Application Wizard that feels shorter and more can be tickling the reader to read the reviews in their entirety.
            Although the reviewer has a provocative title and not too long, resensator also have to wonder to myself whether the title of reviewer is selected in accordance with the content of reviews. The title of reviews that do not correspond with the content of course, can make the reader feel confused and felt cheated. This needs to be avoided by a resensator.
Identity Books
            The second part in a book review is the identity of the book. The identity of the book that need to be included in a review include: title, author name, publisher, year published, publication city, the size of the book (if necessary), and the number of pages of books diresensi. These data will provide a clear picture in the reader reviews that are interested in owning and reading the book. Who do not need to be included in the identity of the book is the price of the book. That is because the price of books in every bookstore of course vary.
            How about writing the title and author of the reviewer? If the books you review a book translation, you should also write original titles. So also with the author, original author of the book translation also needs to be written. If the book is the editor or editors, it also needs to be written in the identity of the book so full of information about the book can be known by the reader reviews.
Book cover of
            The cover of the book is part of the identity of a book that needs to be conveyed to the reader reviews. The cover of the book reviews can be scanned to look more attractive and more similar to the original cover. By displaying the cover of the book is expected to facilitate prospective buyers to get the book you are looking for.
Opener Review
            Like if you want to borrow something on your friends, would be more polite and nice when you start with an opener, as well as in writing a book review. Before entering the substance of the book that diresensi, you need to provide an opening that serves to prepare the reader for what will be read in the reviews.
            Initial activities that require specialized skills in self resensator are described or presented an interesting opener reviewer. Interestingly an opening in a reviewer is expected to evoke the spirit of a person to read the reviews in their entirety. For that, a resensator should really skilled at writing a reviewer opener.
            Write an opening in a tub reviewer said the word love first time on our lovers.However, when it came out, then be going well. So also by writing a review opener.Start with what you want to express, for example, describes the author describes the book, such as: full name, origin, achievements, distinctiveness, books ever written, educational, and original author. Consider the example!
            Who is not familiar figure of Amir Hamzah. A New Poet literary force bringing forth a lot of love poems and religious. Literary figure who is deeply in love with his homeland so that the poems are often decorated with the words of his native region.The poet is very productive with many works of poetry, for example You Jua, my mother Dehulu, and Because of your love.

            Opener reviews can also be filled with a unique book that diresensi in terms of shape and size of the book, themes, luxury molding, or the type of paper used. In addition, in the opener resensator reviewer can also reveal the first impression that comes after seeing a book that will diresensi, a description of book publishers, starting with questions related to the theme of the book, featuring a dialogue with readers, or books that diresensi compare with similar books . What is clear, try to appear attractiveness in the reader reviews in the early days of reading reviews that want to linger to explore the contents of reviews in their entirety.
Book
            After successfully writing an interesting opener reviews, synopsis resensator need to disclose the contents of the book diresensi. This activity requires extra energy to yourself resensator having to read a book that diresensi through to completion. Not enough to read alone, resensator should need to understand the contents of the book.
            Part of reviews that describe the contents of this book contains the key points in outline the contents of the book so that readers can understand it quickly. In revealing the substance of the book diresensi, a resensator can do by writing the contents of the subject in a sequence according to the order of description in the book diresensi. If this is done, resensator can display pages containing the principal. Conversely, if resensator not disclose the contents of the order of the principal books diresensi, resensator not need mencantukan page. Consider the example!
Appraisal
            Assessment of the strengths and weaknesses of the book that diresensi need to exist in a reviewer. This is where the difference between the reviewer by another written form, such as appreciation. In the reviewer is always presented in an objective assessment of the language used, the smooth explanation, barring chapter, the completeness of the content, quality printing, and so on.
            Exposure of the excellence of the book should get more emphasis than the weakness of the book. That is because the main purpose of a reviewer is as a promotional tool. If a more revealing weaknesses resensator books would prejudice the publisher and the author of the book.
            A resensator can assess the benefits of the book in terms of language use and fluency explanation through comparing with similar books, both written by the same author or different authors. For example, by sentence of this book seems more acceptable to readers because it always gives concrete examples of various forms of writing. It was not found in other books of its kind.
Final Review
            Apart from being a promotional tool, the goal is to direct the reader reviews of books that need to be read. For that, at the end of a resensator reviewer should be able to demonstrate objective of this book, whether for the elderly, children, teens, to a nutritionist, for educators, or to the public. It should be disclosed explicitly.
            Resensator should also be able to explain the reasons for those goals. With good reason expected to tickle the reader of a specific community to buy books diresensi. Only, in a review, it can also resensator end the message with a call at the same time the author of the organizations / institutions that are discussed in reviews.Resensator resensinya can also terminate with a conclusion. In short, the end of a reviewer is in general contains the target reader, but can also with the other.
Write a Review Steps
            At the time of writing reviews, resensator to rigorously control and know the contents and the identity of a book that will diresensi. The book should be read repeatedly and found to be marked when specific things, such as the advantages, disadvantages, main contents, as well as on the use of language. An understanding of the content of the book can help smooth a finish resensator in his writings.
            Once you feel ready, immediately write reviews. The delay in writing the reviewer can make resensator experiencing difficulties in pouring ideas that actually have been prepared in advance. The element of forgetfulness might happen if resensator postpone writing reviews. In addition, delays can also create a book that is not actual anymore diresensi. For that, immediately write reviews when deemed ready by the following steps.• Perform an assessment of the book that will diresensi by reading the title, pay attention to the identity page book that includes publishers, year of publication, and read the contents of the book at a glance by taking into account the table of contents.• Get to know the background of writing a book that will diresensi by reading the introduction that is in it, whether the introduction of the author, publisher, or from an expert if any.• Read the entire book until complete, comprehensive, and meticulously from the foreword to the final chapter. Make little notes when you read or by giving certain signs with a highlighter on the quote you wish to serve in the reviews.• Make a synopsis or summary of the contents of a book based on notes and a special sign that you have created. Usakan synopsis or summary that you create truly represent the content of the book.• Conduct an assessment of your book reviewer by showing their advantages and disadvantages, both in terms of language, barring chapter, organizational framework, systematics, the weight of ideas, as well as other technical aspects.• Make an outline (skeleton) reviewer before writing the review as a whole so that you have completed the directions in your writing.• Immediately write reviews based on the things that you've prepared, do not you delay on other occasions.• Correct your reviewer back in terms of language and content, including pengetikannya. Perform revisions if needed.• Submit the results of your reviews in magazines / newspapers schools, Mading, or newspaper. Do not forget to include a cover letter when sending.
Advice for Beginners Resensator
            Students majoring in Indonesian language needs to equip itself with the ability to write reviews. As a reviewer beginner, you need to pay attention to some of the advice below.1. Saturate yourself with the knowledge that match your field through reading activities. Reading is the key to the success of a resensator.2. Do not limit the type of book that should be read as a resensator also requires a deep knowledge of various disciplines in a comprehensive manner.3. Increase your ability to write reviews with a lot of reading various examples of reviews that have appeared in newspapers or magazines as study materials.4. Always open-open information about new books and have a decent theme for diresensi, either through the Internet, magazines, and newspapers.5. Send the results of your reviews in magazines / newspapers schools, or Mading, or if possible you can submit to magazines or newspapers that have a vision in accordance with the books you review. The results of book reviews on politics is certainly not to be sent to the family magazine.6. Always think positive reviews if you do not deserve to be loaded. Failure is the path to success. Try again and do not quit before you succeed

MENULIS RESENSI BUKU

noreply@blogger.com (situsbahasa) — Thu, 22 Dec 2011 12:02:00 -0800

MENULIS RESENSI BUKU

Pengertian Resensi Buku

Banyak istilah yang digunakan dalam sebuah majalah maupun surat kabar untuk menyebutkan sebuah resensi. Ada surat kabar yang menyebutkan sebuah resensi dengan ulasan. Ada juga yang menyebutkan resensi buku dengan timbangan buku, tinjauan buku, pembicaraan buku, atau bedah buku. Istilah-istilah tersebut bisa dipakai. Hanya saja, pada umumnya istilah timbangan buku lebih populer dibanding dengan istilah lainnya untuk mengganti resensi buku.

Sebenarnya, apa sih yang dimaksud dengan resensi buku? Istilah resensi dapat diartikan sebagai tulisan tentang pertimbangan buku atau wawasan tentang baik atau kurang baiknya kualitas suatu tulisan yang terdapat di dalam suatu buku. Namun makna kata resensi akhir-akhir ini meluas dan tidak hanya penilaian terhadap kualitas suatu buku. Oleh sebab itu, kata resensi dewasa ini diartikan sebagai suatu tulisan yang memberikan penilaian terhadap suatu karya buku (fiksi dan nonfiksi), pementasan film, drama, atau musik dengan cara mengungkapkan segi keunggulan dan kelemahan secara objektif.

Dari pengertian di atas dapat dikatakan bahwa resensi merupakan salah satu upaya menghargai tulisan atau karya orang lain dengan cara memberikan komentar secara objektif. Di dalam hal ini harus dihindari sejauh mungkin sifat subjektivitas penulis resensi terhadap bahan yang akan diresensi atau rasa senang dan tidak senang terhadap seseorang. Selain itu, penulis resensi harus memiliki wawasan yang cukup tentang bahan yang akan diresensi.

Menulis resensi sebagai salah satu upaya memperkenalkan suatu buku kepada orang lain yang belum membaca buku tersebut sehingga setelah membaca resensi, orang tersebut tergerak hatinya untuk membaca karya orang lain. Dengan demikian, tujuan meresensi menjadi meluas, di antaranya sebagai alat promosi suatu karya kepada khalayak yang belum mengetahui karya tersebut. Saat ini, selain resensi buku dikenal juga resensi film, resensi drama, resensi musik atau kaset dan sebagainya.

Resensi memang dimaksudkan untuk memberi¬tahukan kepada khalayak pembaca tentang kehadiran sebuah buku baru dari segi waktu penerbitan maupun temanya. Namun itu tidak berarti buku lama tidak layak untuk diresensi. Buku lama yang isi atau temanya masih atau kembali menjadi relevan dengan situasi aktual saat ini, juga sangat baik untuk diresensi. Sebagai contoh, Anda dapat meresensi novel Layar Terkembang, meskipun novel itu diterbitkan tahun 1930-an. Novel tersebut bertema perjuangan wanita untuk menyejajarkan dengan laki-laki dalam berkarier yang saat ini sedang gencar-gencarnya dibicarakan masyarakat di era global.

Apabila Anda ingin meresensi buku terbitan lama yang relevan untuk kebutuhan pembaca saat ini tentunya bukan untuk mengajak para pembaca resensi agar mau membeli buku yang diresensi karena buku itu sudah tidak tersedia di toko buku. Tujuan penulisan resensi itu tentunya diharapkan dapat membangkitkan semangat dan memperluas pengetahuan pembaca resensi.

Tujuan Resensi Buku

Tidak ada sebuah tulisan yang tanpa memiliki tujuan, begitu pula dengan menulis resensi buku. Hanya saja, resensi, khususnya resensi buku, memiliki beberapa tujuan ditinjau dari beberapa sudut kepentingan, misalnya dari kepentingan penerbit, dari kepentingan penulis buku, kepentingan penulis resensi, maupun dari kepentingan pembaca.

Dari kepentingan penerbit, resensi buku memiliki tujuan sebagai berikut.

a. Sebagai alat promosi buku-buku yang baru diterbitkan. Dengan adanya resensi, penerbit akan merasa terbantu karena buku yang diterbitkan telah diperkenalkan kepada para pembaca. Melalui resensi, pembaca dapat mengetahui adanya buku baru dan mungkin sesuai dengan kebutuhan dirinya.

b. Untuk mendapatkan keuntungan finansial. Penerbit yang bukunya diresensi akan merasa senang karena buku yang diterbitkan akan segera laku. Dengan demikian, penerbit akan segera menerbitkan kembali buku tersebut pada cetakan berikutnya sehingga penerbit dapat mengeruk keuntungan lebih besar.

Dari kepentingan penulis buku, resensi buku memiliki tujuan sebagai berikut.

a. sebagai bahan masukan untuk penulisan buku selanjutnya karena dengan diresensinya buku yang ditulis akan diketahui kelemahan buku tersebut.

b. Untuk mengetahui kualitas buku yang ditulis.

c. Untuk menambah pendapatan karena dengan diresensinya buku yang ditulis, penulis buku akan cepat dikenal oleh para pembaca.

Dari kepentingan penulis resensi, resensi buku memiliki tujuan sebagai berikut.

a. Untuk menambah wawasan penulis resensi karena dengan menulis resensi, seorang resensator harus membaca buku yang diresensi secara utuh.

b. Untuk meningkatkan kemampuan membaca dan menulis seorang resensator.

c. Untuk meningkatkan kemampuan penulis resensi dalam memberi penilaian dan penghargaan terhadap isi suatu buku sehingga penilaian itu diketahui para pembaca.

d. Untuk mendapatkan keuntungan finansial karena resensator akan mendapatkan imbalan dari redaktur surat kabar atau majalah apabila tulisan dimuat.

Dari kepentingan pembaca resensi, resensi buku memiliki tujuan sebagai berikut.

a. Untuk mendapatkan informasi atau pemahaman yang komprehensif tentang apa yang tampak dan terungkap dalam sebuah buku.

b. Untuk memberi pertimbangan kepada pembaca apakah sebuah buku pantas mendapat sambutan dari pembaca atau tidak.

c. Untuk mengetahui identitas buku yang patut dibaca, mulai dari judul buku, penulis, penerbit, tahun terbit, dan tebal buku.

d. Untuk mendapat bimbingan dari penulis resensi tentang buku yang pantas dibaca, serta

e. Mengajak pembaca untuk memikirkan, merenungkan, dan mendiskusikan lebih jauh fenomena atau problema yang muncul pada sebuah buku.

Dari tujuan-tujuan di atas diharapkan dapat memperjelas pengertian resensi dan dapat memberikan gambaran bagaimana seharusnya menulis resensi. Hal lain yang perlu diingat adalah publikasi karya tersebut. Agar diketahui oleh para pembaca, tulisan resensi itu biasanya dimuat di surat kabar, majalah mingguan, majalah sekolah, tabloid, koran sekolah, dan majalah dinding.

Bentuk Resensi Buku

Tulisan berbentuk resensi buku tentunya berbeda dengan artikel ataupun esai. Resensi buku memiliki bagian-bagian: (1) judul resensi, (2) identitas buku yang diresensi, (3) sampul buku yang diresensi, (4) pengantar, (5) isi buku, (6) keunggulan dan kelemahan buku, dan (7) penutup yang berisi arahan kepada pembaca. Bagian-bagian tersebut perlu ada dalam sebuah resensi agar tujuan resensi yang paling utama, yaitu sebagai alat promosi benar-benar dapat tercapai.

Judul Resensi

Judul resensi tentunya berbeda dengan judul buku yang diresensi. Judul buku Bahasa, Masyarakat dan Kekuasaan apabila diresensi, resensinya dapat berbunyi Bahasa, Media Massa, dan Kekuasaan. Judul resensi diperlukan sebagai nama (tanda) yang menunjukkan wajah resensi itu sendiri. Untuk itu, judul resensi hendaknya: (1) provokatif (menarik), (2) tidak terlalu panjang (usahakan tidak berupa kalimat), dan (3) sesuai dengan isi resensi.

Judul resensi yang menarik dapat merangsang keinginan orang lain untuk membaca buku yang diresensi. Judul resensi yang baik dapat membuat orang lain penasaran karena ada beberapa kata dalam judul yang perlu mendapatkan penjelasan. Penggunaan kata tragedi akan lebih menarik dibanding dengan kata musibah. Begitu juga judul resensi Psikologi Anak ala Lindgren mungkin lebih menarik dibanding dengan judul Psikologi Anak. Hal itu disebabkan adanya penggunaan kata Lindgren. Penggunaan kata tersebut dapat membuat keingintahuan pembaca terhadap maksud judul tersebut. Padahal, setelah resensi dibaca, yang dimaksud Lindgren adalah penulis buku tersebut.

Judul juga jangan sampai terlalu panjang, apalagi sampai dalam bentuk kalimat kompleks. Judul resensi cukup berupa klausa ataupun frasa saja. Dengan berupa klausa ataupun frasa, pembaca akan tergelitik untuk mengetahui isi resensi yang sebenarnya. Judul resensi Saya Ingin Membedah Konsep dan Aplikasi CSR terkesan terlalu panjang. Judul ini dapat diperbaiki menjadi Penuntun Aplikasi CSR yang terasa singkat dan lebih dapat menggelitik pembaca untuk membaca resensi secara utuh.

Meskipun judul resensi telah provokatif dan tidak terlalu panjang, resensator juga perlu bertanya-tanya dalam hati apakah judul resensi yang dipilih sudah sesuai dengan isi resensi. Judul resensi yang tidak sesuai dengan isi tentunya dapat membuat pembaca merasa bingung dan merasa tertipu. Hal ini perlu dihindari oleh seorang resensator.

Identitas Buku

Bagian kedua dalam sebuah resensi buku adalah identitas buku. Identitas buku yang perlu dicantumkan dalam sebuah resensi meliputi: judul buku, nama pengarang, penerbit, tahun terbit, kota penerbitan, ukuran buku (bila perlu), dan jumlah halaman buku yang diresensi. Data ini akan memberikan gambaran yang jelas pada pembaca resensi yang tertarik untuk memiliki dan membaca buku tersebut. Yang tidak perlu dicantumkan dalam identitas buku adalah harga buku. Hal itu disebabkan harga buku pada setiap toko buku tentunya berbeda-beda.

Bagaimana dengan penulisan judul dan pengarang buku dalam resensi? Apabila buku yang Anda resensi berupa buku terjemahan, Anda perlu juga menuliskan judul aslinya. Begitu juga dengan pengarangnya, pengarang asli buku terjemahan juga perlu dituliskan. Apabila dalam buku tersebut ada editor atau penyuntingnya, hal itu juga perlu dituliskan dalam identitas buku sehingga informasi lengkap tentang buku itu dapat diketahui oleh pembaca resensi.

Sampul Buku

Sampul buku merupakan bagian dari identitas buku yang perlu disampaikan kepada pembaca resensi. Sampul buku pada resensi dapat di-scan agar tampak lebih menarik dan lebih mirip dengan sampul aslinya. Dengan menampilkan sampul buku diharapkan dapat mempermudah calon pembeli untuk mendapatkan buku yang dicari.

Pembuka Resensi

Seperti halnya apabila Anda ingin meminjam sesuatu pada teman Anda, tentunya akan lebih sopan dan indah apabila Anda mulai dengan sebuah pembuka, begitu pula dalam menulis sebuah resensi. Sebelum masuk pada substansi buku yang diresensi, Anda perlu memberikan pembuka yang berfungsi untuk mempersiapkan para pembaca terhadap apa yang akan dibaca dalam resensi.

Kegiatan awal yang membutuhkan keterampilan khusus pada diri resensator adalah menguraikan atau memaparkan sebuah pembuka resensi yang menarik. Menariknya sebuah pembuka dalam sebuah resensi diharapkan dapat membangkitkan semangat seseorang untuk membaca resensi secara utuh. Untuk itu, seorang resensator harus benar-benar terampil dalam menuliskan sebuah pembuka resensi.

Menuliskan sebuah pembuka dalam sebuah resensi bak mengucapkan kata cinta pertama kali pada kekasih kita. Akan tetapi, apabila sudah terucap, selanjutnya akan lancar-lancar saja. Begitu juga dengan menuliskan sebuah pembuka resensi. Mulailah dengan apa yang ingin Anda ungkapkan, misalnya menguraikan tentang memaparkan pengarang buku, seperti: nama lengkap, asal, prestasi, kekhasan, buku-buku yang pernah ditulis, pendidikan, dan asal pengarang. Perhatikan contoh!

Siapa yang tidak mengenal sosok Amir Hamzah. Seorang sastrawan angkatan Pujangga Baru yang banyak menelorkan puisi-puisi cinta dan religi. Sosok sastrawan yang sangat cinta dengan tanah airnya sehingga puisi-puisinya tak jarang dihiasi dengan kata-kata daerah asalnya. Penyair yang sangat produktif dengan berbagai karya puisinya, misalnya Padamu Jua, Ibuku Dehulu, dan Karena Kasihmu.

Pembuka resensi dapat pula diisi dengan keunikan buku yang diresensi dari segi bentuk dan ukuran buku, tema, kemewahan cetakan, atau jenis kertas yang digunakan. Selain itu, resensator dalam pembuka resensi dapat pula mengungkapkan kesan pertama yang muncul setelah melihat buku yang akan diresensi, uraian tentang penerbit buku, memulai dengan pertanyaan yang berhubungan dengan tema buku, menampilkan sebuah dialog dengan pembaca, atau membandingkan buku yang diresensi dengan buku yang sejenis. Yang jelas, usahakan muncul kemenarikan pada diri pembaca resensi di awal-awal membaca resensi sehingga mau berlama-lama untuk menyelami isi resensi secara utuh.

Isi Buku

Setelah berhasil menuliskan pembuka resensi yang menarik, resensator perlu mengungkapkan sinopsis isi buku yang diresensi. Kegiatan ini membutuhkan tenaga ekstra pada diri resensator karena harus membaca buku yang diresensi sampai tuntas. Tidak cukup dengan membaca saja, resensator hendaknya perlu memahami isi buku tersebut.

Bagian resensi yang memaparkan isi buku ini berisi pokok-pokok isi buku secara garis besar sehingga pembaca dapat memahami isinya dengan cepat. Dalam mengungkapkan isi pokok buku yang diresensi, seorang resensator dapat melakukan dengan cara menuliskan isi pokok secara berurutan sesuai dengan urutan uraian dalam buku yang diresensi. Apabila ini dilakukan, resensator dapat menampilkan halaman buku yang berisi pokok tersebut. Sebaliknya, apabila resensator tidak memperhatikan urutan dalam mengungkapkan isi pokok buku yang diresensi, resensator tidak perlu mencantukan halaman. Perhatikan contoh!

Penilaian

Penilaian tentang keunggulan dan kelemahan buku yang diresensi perlu ada dalam sebuah resensi. Di sinilah yang membedakan antara resensi dengan bentuk tulisan lain, misalnya apresiasi. Dalam resensi selalu dipaparkan pemberian penilaian secara objektif tentang bahasa yang digunakan, kelancaran penjelasan, pembatasan bab, kelengkapan isi, kualitas pencetakan, dan sebagainya.

Paparan tentang keunggulan buku perlu mendapatkan penekanan lebih dibanding dengan kelemahan buku. Hal itu disebabkan tujuan utama dari sebuah resensi adalah sebagai alat promosi. Apabila seorang resensator lebih banyak mengungkapkan kelemahan buku justru akan merugikan penerbit dan penulis buku tersebut.

Seorang resensator dapat menilai keunggulan buku dari segi penggunaan bahasa maupun kelancaran penjelasan melalui kegiatan membandingkan dengan buku yang sejenis, baik yang ditulis oleh pengarang yang sama atau dengan pengarang yang berbeda. Misalnya dengan kalimat Buku ini tampaknya lebih dapat diterima oleh pembaca karena selalu memberikan contoh-contoh konkret tentang berbagai bentuk tulisan. Hal itu tidak ditemukan pada buku-buku lain yang sejenis.

Akhir Resensi

Selain sebagai alat promosi, tujuan resensi adalah untuk mengarahkan pembaca terhadap buku yang perlu dibaca. Untuk itu, di akhir resensi seorang resensator hendaknya dapat menunjukkan sasaran buku ini, apakah untuk orang tua, anak-anak, para remaja, untuk ahli gizi, untuk para pendidik, atau untuk umum. Hal itu perlu diungkapkan secara eksplisit.

Resensator hendaknya juga mampu memaparkan tentang alasan sasaran tersebut. Dengan alasan yang kuat diharapkan dapat menggelitik pembaca dari kalangan tertentu untuk membeli buku yang diresensi. Hanya saja, dalam sebuah resensi, dapat pula resensator mengakhir dengan ajakan sekaligus pesan pengarang terhadap organisasi/instansi yang dibahas dalam resensi. Resensator dapat pula mengakhiri resensinya dengan sebuah kesimpulan. Pendek kata, akhir sebuah resensi memang pada umumnya berisi sasaran pembaca, tetapi dapat juga dengan yang lain.

Langkah-langkah Menulis Resensi

Pada saat menulis resensi, resensator harus betul-betul menguasai dan mengetahui isi dan identitas buku yang akan diresensi. Buku tersebut hendaknya dibaca berulang-ulang dan diberi tanda apabila ditemukan hal-hal khusus, misalnya keunggulannya, kelemahannya, isi pokoknya, maupun tentang penggunaan bahasanya. Pemahaman terhadap isi buku dapat membantu kelancaran seorang resensator dalam menyelesaikan tulisannya.

Setelah Anda merasa siap, segeralah menulis resensi. Penundaan dalam menulis resensi dapat membuat resensator mengalami kendala dalam menuangkan ide-ide yang sebenarnya telah dipersiapkan sebelumnya. Unsur kelupaan dimungkinkan terjadi apabila resensator menunda penulisan resensi. Selain itu, penundaan juga dapat membuat buku yang diresensi sudah tidak aktual lagi. Untuk itu, segeralah menulis resensi apabila dirasa siap dengan langkah-langkah sebagai berikut.

• Lakukan penjajakan terhadap buku yang akan diresensi dengan membaca judul, memperhatikan halaman identitas buku yang meliputi penerbit, tahun penerbitan, serta baca isi buku secara sekilas dengan memperhatikan daftar isi.

• Kenali latar belakang penulisan buku yang akan diresensi dengan membaca pengantar yang ada di dalamnya, baik pengantar dari penulis buku, penerbit, maupun dari seorang pakar apabila ada.

• Bacalah seluruh isi buku sampai tuntas, komprehensif, dan cermat mulai dari kata pengantar sampai pada bab akhir. Buatlah catatan-catatan kecil ketika Anda membaca atau dengan memberi tanda tertentu dengan stabilo pada kutipan yang hendak Anda sajikan dalam resensi.

• Buatlah sinopsis atau ikhtisar isi buku berdasarkan catatan dan tanda khusus yang telah Anda buat. Usakan sinopsis maupun ikhtisar yang Anda buat benar-benar mewakili isi buku.

• Lakukan penilaian terhadap buku yang Anda resensi dengan menunjukkan keunggulan dan kelemahannya, baik dari segi bahasa, pembatasan bab, kerangka penulisan, sistematika, bobot ide, maupun aspek teknis lainnya.

• Buatlah outline (kerangka) resensi sebelum menulis resensi secara utuh sehingga Anda memiliki arahan dalam menyelesaikan tulisan Anda.

• Segeralah menulis resensi dengan berpedoman pada hal-hal yang telah Anda siapkan, jangan Anda tunda di kesempatan lain.

• Koreksi kembali resensi Anda dari segi bahasa dan isi, termasuk pengetikannya. Lakukan revisi apabila diperlukan.

• Kirimkan hasil resensi Anda pada majalah/koran sekolah, Mading, atau surat kabar. Jangan lupa sertakan surat pengantar saat pengiriman.

Nasihat untuk Resensator Pemula

Mahasiswa jurusan bahasa Indonesia perlu membekali diri dengan kemampuan menulis resensi. Sebagai peresensi pemula, Anda perlu memperhatikan beberapa nasihat di bawah ini.

1. Lengkapilah diri Anda dengan ilmu yang sesuai dengan bidang Anda melalui kegiatan membaca. Membaca merupakan kunci sukses seorang resensator.

2. Janganlah membatasi jenis buku yang harus dibaca karena seorang resensator juga memerlukan pengetahuan yang mendalam terhadap berbagai disiplin ilmu secara komprehensif.

3. Tingkatkan kemampuan menulis resensi Anda dengan banyak membaca berbagai contoh resensi yang sudah dimuat dalam surat kabar atau majalah sebagai bahan pembelajaran.

4. Selalulah membuka-buka informasi tentang buku baru dan memiliki tema yang layak untuk diresensi, baik melalui internet, majalah, maupun surat kabar.

5. Kirimkan hasil resensi Anda pada majalah/koran sekolah, atau Mading, atau apabila memungkinkan Anda dapat mengirimkan ke majalah atau surat kabar yang memiliki visi sesuai dengan buku yang Anda resensi. Hasil resensi buku tentang politik tentunya tidak untuk dikirimkan pada majalah keluarga.

6. Selalulah berpikir positif apabila resensi Anda belum layak untuk dimuat. Kegagalan merupakan jalan untuk menuju kesuksesan. Coba sekali lagi dan jangan berhenti sebelum Anda berhasil

Tulisan ini saya ambil dari blog milik Bapak Imron Rosidi sebagai bahan belajar saya.

CARA MENULIS PARAGRAF YANG BAIK

noreply@blogger.com (situsbahasa) — Thu, 22 Dec 2011 10:45:00 -0800

MENYUSUN
PARAGRAF YANG BAIK

            Kemampuan menulis bukan karena bakat. Bakat hanya 10% dari pendukung kemampuan menulis seseorang, selebihnya adalah kemauan atau niat, wawasan, daya imajinasi, disiplin, kreativitas, persepsi, tangguh atau tidak mudah putus asa, penguasaan teknik menulis, dan kemampuan berbahasa.
            Selain kesulitan untuk memulai sebuah tulisan, seorang penulis pemula pada umumnya kesulitan untuk menyusun sebuah paragraf yang koheren. Seorang penulis pemula belum memiliki kemampuan yang cukup untuk mengakhiri sebuah paragraf dan untuk mengawali sebuah paragraf. Pergantian paragraf hanya dilakukan apabila ada keinginan untuk berganti atau karena sudah terlalu panjang, bukan karena adanya pergantian ide.
            Kesulitan penulis pemula di atas dapat diatasi dengan mempelajari terlebih dahulu syarat-syarat paragraf yang baik. Tidak cukup sampai di situ saja, seorang penulis perlu terus berlatih menulis sehingga ada semacam sensor otomatis yang membuat seorang penulis ingin berganti paragraf ketika menulis. Hal itu bisa terjadi karena penulis sudah terbiasa dengan keadaaan bahwa setiap pergantian ide akan diikuti dengan pergantian paragraf.
            Pergantian paragraf perlu dilakukan oleh seorang penulis untuk memberi kesempatan kepada pembaca berkonsentrasi kepada paragraf selanjutnya. Tulisan yang tanpa paragraf atau menggunakan paragraf yang kacau akan mempersulit pembaca dalam memahami setiap ide yang ada. Pembaca akan merasa tersiksa karena harus membaca berulang-ulang apa yang telah dibacanya.

Apa itu Paragraf?
            Sebuah tulisan yang utuh, misalnya artikel, esai, berita, dan resensi pasti disusun atas beberapa paragraf. Setiap paragraf tersusun atas beberapa kalimat. Kalimat-kalimat yang menyusun paragraf tentunya haruslah saling berhubungan satu dengan lainnya. Kalimat kedua tentunya menjelaskan kalimat sebelumnya, begitu juga kalimat ketiga pasti akan berhubungan dengan kalimat yang keempat. Kalau itu terjadi, paragraf tersebut dapat dikatakan koheren atau padu.
            Selanjutnya, apa yang dimaksud dengan paragraf? Beberapa ahli berpendapat bahwa paragraf adalah kelompok kalimat yang saling berhubungan untuk membentuk sebuah ide. Paragraf dapat dikatakan sebagai suatu kumpulan pernyataan penulis sebagai suatu unit atau kesatuan dalam pengembangan persoalannya. Paragraf dapat pula diartikan sebagai kesatuan pikiran yang lebih tinggi atau lebih luas daripada kalimat.
            Masih banyak lagi tentang paragraf, tergantung dari sudut pandang pendefinisiannya. Paragraf adalah unit pikiran atau perasaan yang biasanya tersusun atas beberapa unit (kalimat) dan bertindak sebagai bagian dari unit yang lebih besar, yaitu wacana. Paragraf dapat dinyatakan sebagai (1) bagian tulisan yang lebih panjang, (2) sekelompok kalimat yang berhubungan secara logis, disusun dari bagian-bagian yang menyatu dan didasarkan pada satu topik tunggal, (3) sebentuk kalimat luas, dan (4) sebuah karangan berbentuk mini.
            Dari berbagai pendapat tersebut selalu disebutkan bahwa paragraf adalah sebuah kumpulan atau kelompok kalimat. Dengan demikian, sebuah paragraf selalu dibangun atas beberapa kalimat yang saling berhubungan satu dengan lainnya. Kalimat yang satu bertindak sebagai kalimat topik, sedangkan yang lain berkedudukan sebagai kalimat penjelas.

Syarat Paragraf yang Baik
            Tidak semua kumpulan kalimat dapat dikatakan sebagai sebuah paragraf, dan tidak semua paragraf dapat dikatakan sebagai paragraf yang baik. Kumpulan kalimat yang saling berhubungan dan memenuhi persyaratan tertentu sajalah yang dapat dikatakan sebuah paragraf. Paragraf yang baik hendaklah memenuhi persyaratan: kesatuan, kepaduan, kelengkapan, dan urutan.
            Paragraf hendaknya hanya memuat satu kalimat topik dan setiap paragraf hendaknya memiliki unsur kelengkapan, yaitu memiliki beberapa kalimat penjelas yang bisa berupa fakta-fakta atau contoh-contoh. Selain itu, kalimat-kalimat yang membangun paragraf tersebut hendaknya benar-benar saling berhubungan. Secara lengkap, syarat paragraf yang baik adalah sebagai berikut.

1) Kesatuan (Unity)
            Anda tentunya pernah mengalami kesulitan tentang cara mengakhiri atau berganti paragraf ketika mendapat tugas mengarang dari guru Anda. Kesulitan itu terjadi karena Anda kurang memahami bahwa tulisan Anda telah berganti kalimat topik. Perubahan topik itu merupakan tanda pergantian paragraf.
            Paragraf yang mengandung banyak kalimat topik dapat mengaburkan maksud sehingga dapat membingungkan para pembaca. Apabila ada sebuah paragraf yang memiliki dua kalimat topik, paragraf tersebut dapat dikatakan tidak memiliki unsur kesatuan. Paragraf harus memperlihatkan suatu maksud dengan jelas, yang biasanya didukung oleh sebuah kalimat topik atau kalimat utama, seperti tampak pada contoh paragraf di bawah ini!

            Di masa kecil, Bung Hatta berkembang seperti anak-anak biasa, tetapi ia kurang memiliki sahabat ber¬main. Hal itu disebabkan tetangga-tetangga Bung Hatta tidak mempunyai anak seusianya dan di keluarganya sendiri Hatta me¬ru¬pakan satu-satunya anak lelaki. Kadang-kadang Bung Hatta bermain sendiri dengan cara membuat miniatur lapangan bola, sedangkan pemain-pemainnya dibuat dari gabus yang dibebani dengan timah. Bola dibuatnya dari manik bundar. Hatta mema¬in¬kan sendiri permainan sepak bola itu dengan asyiknya.
            Bung Hatta termasuk orang hemat. Setiap kali diberi uang belanja orang tuanya, yang pada waktu itu sebenggol, ia selalu menabungnya. Caranya, uang logam itu disusunnya sepuluh-sepuluh dan disimpan di atas mejanya. Jadi, setiap orang yang mengambil atau mengusiknya, Hatta selalu tahu. Namun, kalau orang me¬min¬ta dengan baik dan Hatta menganggap perlu diberi, tak segan-segan ia akan memberikan apa yang dimilikinya.
(cetak miring: kalimat topik)
2) Kepaduan (coherence)
Paragraf yang baik harus memperlihatkan hubungan antarkalimat yang erat. Paragraf yang dibangun dari kalimat-kalimat yang loncat-loncat berarti paragraf tersebut tidak koheren atau tidak padu. Apabila tidak ada kepaduan (koherensi), loncatan-loncatan pikiran, urutan waktu dan fakta yang tidak teratur akan terjadi sehingga menyimpang dari kalimat topik.
            Selanjutnya, bagaimana cara menciptakan kepaduan antarkalimat dalam sebuah paragraf? Sebelum menjawab pertanyaan tersebut, masih ingatkan Anda ketika Anda masih kecil menyanyikan lagu Bangun Tidur? Secara lengkap, apabila ditulis dalam sebuah paragraf akan berbunyi sebagai berikut.
            Bangun tidur kuterus mandi (1). Tidak lupa menggosok gigi (2). Habis mandi kutolong ibu (3). Membersihkan tempat tidurku (4).

            Paragraf di atas dibangun atas empat kalimat. Kalimat pertama sampai keempat saling berhubungan karena adanya urut-urutan waktu dan tempat. Waktu menggosok gigi dilakukan sebelum mandi, dan setelah mandi membantu ibu di kamar tidur untuk membersihkan tempat tidur.
            Uraian di atas merupakan salah satu cara agar kalimat yang disusun dalam sebuah paragraf padu. Cara yang dapat Anda lakukan agar kalimat-kalimat dalam paragraf yang Anda susun padu adalah dengan (1) mengulang kata atau kelompok kata yang sebelumnya sudah disebutkan dengan kata atau kelompok kata yang sama atau dengan sinonimnya, dan (2) menggunakan kata penunjuk itu, ini, tersebut, atau dengan kata di atas, dan (3) membangun urut-urutan ide. Perhatikan contoh berikut!
            Saya merasa stres ketika mendapat tugas mengarang. Saya bingung untuk memulainya. Selain itu, saya sering berhenti ketika mengarang karena kehabisan ide. Kehabisan ide tersebut terjadi karena saya kurang memiliki wawasan yang cukup tentang apa yang saya tulis.
3) Kelengkapan (completeness)
            Paragraf dikatakan lengkap apabila dibangun atas beberapa kalimat penjelas yang cukup untuk menunjang kejelasan kalimat topik. Paragraf dikatakan tidak lengkap apabila hanya dikembangkan dan diperluas dengan pengulangan-pengulangan, atau kurang memiliki kalimat penjelas yang memadai. Dengan demikian, paragraf yang mengandung unsur kelengkapan selalu dibangun atas beberapa kalimat, bukan satu atau dua kalimat. Paragraf yang hanya memiliki satu atau dua kalimat dapat membuat pembaca merasa kesulitan memahami makna detil dalam paragraf.

4) Urutan (orderly)
Urutan ini berhubungan dengan kalimat-kalimat yang membangun paragraf hendaknya memiliki urut-urutan ide secara logis. Syarat ini mirip dengan kepaduan. Hanya saja, untuk urutan, kalimat yang membangun paragraf hendaknya memiliki keruntunan.

Komponen Paragraf
Komponen paragraf adalah unsur-unsur yang membentuk sebuah paragraf. Komponen yang pertama berupa ide pokok yang dinyatakan dalam kalimat topik dan komponen yang kedua berupa ide penjelas yang dinyatakan dalam kalimat penjelas. Kalimat topik merupakan kalimat yang mengungkapkan ide pokok. Semua penjelasan harus mengacu kepada kalimat topik. Apabila kalimat topik masih bersifat umum perlu dikembangkan dalam pernyataan-pernyataan yang lebih khusus.
Kalimat penjelas merupakan kalimat yang berisi ide penjelas yang berfungsi untuk menjelaskan kalimat topik sehingga terdapat kesatuan dan kepaduan paragraf. Kalimat penjelas dapat berupa rangkaian detil, contoh-contoh, atau fakta-fakta yang dapat digunakan untuk memperjelas kalimat topik. Kalimat-kalimat penjelas tersebut hendaknya disusun dengan urut-urutan logis.

Letak Kalimat Topik
Ka1imat topik dapat terletak pada awal paragraf, akhir paragraf, awal dan dipertegas di akhir paragraf, dan menyebar di seluruh paragraf. Perhatikan contoh-contoh berikut!

1) Ka1imat topik/utama pada awal paragraf
            Bagi penulis pemula, penyusunan paragraf yang dimulai dengan kalimat utama merupakan jenis paragraf yang sering dilakukan. Dengan menuliskan kalimat topik terlebih dahulu, penulis dapat lebih mudah mengembangkannnya dengan kalimat-kalimat penjelas yang bisa berupa contoh-contoh, pengembangan dengan sebab-akibat, akibat-sebab, analogi, ataupun dengan generalisasi. Paragraf yang dimulai dengan kalimat topik disebut dengan paragraf induktif. Perhatikan contoh paragraf di bawah ini yang dimulai dengan kalimat topik dan dikembangkan dengan akibat-sebab-akibat.
            Perangai Ani sekarang sudah berubah. Pada awalnya Ani memaksakan diri kontrak bersama anak-anak yang kaya. Lalu, ia terbiasa meminta makan makanan anak-anak orang kaya. Ia meminta dibelikan baju seperti milik anak-anak orang kaya. Ia meminta dikirimi uang sebesar kiriman anak-anak orang kaya. Sekarang ia telah bergaya hidup seperti anak orang kaya sehingga orang tuanya tak mampu lagi membiayai sekolahnya.

            Paragraf di atas dimulai dengan kalimat topik Perangai Ani sekarang sudah berubah. Perubahan perangai Ani selanjutnya dijelaskan dengan empat kalimat penjelas. Kalimat topik berupa akibat dari kalimat penjelas pertama, sedangkan kalimat penjelas kedua, ketiga, dan keempat merupakan akibat dari kalimat penjelas pertama.

2) Kalimat topik di akhir paragraf
Adakalanya seorang penulis memulai paragrafnya dengan kalimat-kalimat penjelas. Kalimat-kalimat penjelas tersebut bisa berupa fakta-fakta yang akan diakhiri dengan kalimat topik yang berupa kesimpulan. Paragraf seperti ini disebut dengan paragraf deduktif, seperti yang tampak pada contoh berikut.
            Pihak yang berkepentingan dan paling utama dalam mengatasi masalah itu adalah orang tua. Selain itu, sekolah juga ikut berperan dalam mengurangi kenakalan remaja, khususnya melalui program BP. Begitu juga masyarakat di lingkungan remaja itu tinggal. Lingkungan yang kurang baik dapat menyeret remaja ke dalam perbuatan yang kurang baik pula, misalnya penyalahgunaan narkoba, tawuran, dan minum-minuman keras. Untuk itu, kenakalan remaja merupakan masalah yang harus menjadi tangung jawab semua pihak.

kalimat topik

3) Kalimat topik di awal dan akhir paragraf
            Bukanlah paragraf yang baik apabila di dalamnya terdapat dua kalimat topik. Akan tetapi, tentunya Anda pernah membaca sebuah paragraf yang diawali dengan kalimat topik dan diakhiri dengan kalimat topik pula. Paragraf seperti itu dapat dikatakan baik apabila kalimat topik di akhir paragraf tersebut bukanlah kalimat topik baru, tetapi hanya mengulang atau menegaskan kembali kalimat topik yang ada di awal paragraf. Contoh paragraf seperti itu tampak di bawah ini.
            Jakarta sebagai ibukota RI tidak aman karena diduduki tentara Inggris dan tentara NICA yang memancing insiden. Insiden tersebut mengakibatkan ribuan orang menjadi korban. Bahkan, presiden dan wakil presiden beserta keluarganya pindah ke Yogyakarta yang untuk sementara waktu dijadikan ibukota RI. Sultan Hamengku Buwono IX mendukung sepenuhnya pemindahan itu, baik dengan dukungan politik maupun dukungan materi yang tidak terhitung jumlahnya. Memang, tentara Inggris dan NICA-lah yang membuat ibukota RI tidak aman.

4) Kalimat topik menyebar di seluruh paragraf
            Ketika Anda membaca sebuah karangan deskripsi (lukisan), Anda tentunya sering merasa kesulitan untuk menemukan kalimat topiknya. Paragraf tersebut bukan berarti tidak memiliki kalimat topik. Paragraf tersebut memang hanya mengandung kalimat-kalimat penjelas. Untuk menemukan kalimat topik pada paragraf tersebut, Anda perlu menyimpulkan isi keseluruhan paragraf tersebut. Dengan demikian, kalimat topik pada paragraf tersebut tersembunyi di antara kalimat-kalimat penjelas yang ada.

            Pulau itu memiliki danau yang airnya begitu jernih. Berbagai jenis ikan hidup di dalamnya. Selain itu, di pulau tersebut juga terbentang hamparan sawah yang begitu subur dan hijau. Laut yang jernih dengan gelombang kecil menambah keanggunan pulau tersebut. Belum lagi, air terjun dengan hawa sejuk dapat ditemui di pulau tersebut.

            Paragraf di atas merupakan paragraf yang melukiskan keindahan sebuah pulau yang memiliki danau, sawah, laut, dan air terjun yang begitu indah. Paragraf tersebut dikembangkan dengan kalimat-kalimat penjelas. Dengan demikian, apabila Anda mencari kalimat topiknya, Anda dapat menyimpulkan kalimat-kalimat penjelas tersebut, yaitu Keindahah sebuah pulau.

Imron Rosidi

MBELING POETRY: HISTORY, VIEWS, AND COLLECTION OF POETRY MBELING

noreply@blogger.com (situsbahasa) — Thu, 24 Nov 2011 06:40:00 -0800

MBELING POETRY: HISTORY, VIEWS, AND COLLECTION OF POETRY MBELING
Mbeling poetry, interpreted as forms of poetry that do not follow the rules. What is meant here is a poem rule provisions generally applicable in the creation of a poem (Suharianto 2005: 49-54).

 Early Poems Mbeling Occurrences
Mbeling original poetry is a poetry room name in a magazine in 1972 that XAktuil magazine. The name of this poetry section applies only in 1972-1973. In 1973 the space in the magazine Poetry Mbeling XAktuil this turned into a poem Lugu and in 1975 changed again to Poetry Laity. In further developments a name poem Mbeling who later became famous and became a popular name of poetry Indonesia today.

The birth of poetry mbeling initially driven by an imbalance of passion and creativity of young people in writing a poem with a number of literary magazines available. Literary magazine at that time there were only three of course has limitations in accommodating the literary works of young people at that time. On the other hand, many poems that young children can not enter due to lack of requirements in writing the poem itself plus they have to compete with the poets who already have big names, of course, the famous poet who already have a much greater chance to display his works. Feeling a "oppression" and the injustice is what drives the emergence of these popular poems.

 Basic view of emergence of Poetry Mbeling
Young poets take poetry and kepenyairan at that time is not healthy. Morbidity occurred as a result of panempatan poetry in a place so high.
The young poets believe that poetry is not something that is very noble. Even Sylado Remy (1974) assume that poetry should be placed on the soles of the feet. One need not be too serious in the matter of poetry. Write a poem does not need to be seen as a difficult job. Good bad poetry produced is a relative.

Poet mbeling assume that all things can disajakkan. Not necessarily something grandiose. Not necessarily convoluted. In poetry there is no taboo. The sacred. And upheld. What can be quipped. Ridiculed. Mocked. The most important thing in the rhyming is honesty, candor, and kesertamertaan. Making poetry does not need stealth, shy, or reluctant mennyatakan opinion. Attitudes too polite even considered a hypocrisy.

With views of the poets who used this mbeling then do not be surprised if their poetry (poetry mbeling) contains jokes, banter, teasing, playful, and criticism. Another view of this is the most important poet of the work they are able to please the reader, at least can make the reader laugh even though their work may be quickly forgotten, not durable, and not eternal.

 Poetry Mbeling

HORAS I TO, ISE DO MARGAMU
beta patirajasinga
rajasingan singaraja
rajaraja segala raja
jesus kristus raja diraja
raja garong raja koruptor
raja pop singer raja segala
rajagukguk nama marga batak!

WAKTU DOA ULANG TAHUN FRYA IMAM BONJOL
terima kasih Tuhan atas hidangan ini
berhubung botty tiba-tiba kentut
terpaksa
amin kami ganti dengan
jancuk

INDONESIA I
Dari Solo Balapan
Lokomotip berbunyi
Preeeeeeee
Bus bus bus
Orang Jawa
makan tempe
gembus.
INDONESIA II
Kondom bukan moncong
Odol bukan pete
Orang Sunda makan oncom
Orang Madura jual sate.

INDONESIA III
Katak bukan bedak
Jalang tukang borong
Batak banyak gertak
Batang banyak omong
(Aktuil, No.110. Des. 72)

BURUNG KONDOR DAN MASTODON
selamat malam tuan rendra
oh, tuan laki-laki bukan?
burung
tuan
kondor, kedodor.
(Aktuil, No. 136, 1974)

SAMBIL KEDAP KEDIP MAKAN GUDEG YOGYA
Haiya !
seorang Enghiong belajar bikin puisi
menggelandang di Malioboro biar dibilang
seniman
badannya jadi ceking sebab kelaparan
tapi ia masih bisa tepuk dada
biarpun berantam sudah tak bisa
makannya cuma mimpi biar dibilang pilosop
serius
bikin puisi dari tai kucing sambil mengeong
ampas Sartre, Heidegger dan Bergson
disangka gudeg
dimakan lahap sambil kedap kedip.
eeeeeeeeeeeeeeeeeeeeeeeeeek!
Hatsyiiiiiiiiiiiii!
(Aktuil, No. 146, Juni 74)

BELAJAR MENGHARGAI HAK AZAZI KAWAN
Jika
laki mahasiswa
ya perempuan mahasiswi

jika
laki saudara
ya perempuan saudari

jika
laki putra
ya perempuan putri

jika
laki kawan
ya perempuan kawin

jika
kawan kawin
ya jangan diintip
(Aktuil,?)

MENCAKAR DADA MEREMAS BUKIT
sambil cengar cengir Bu Pun Su mengajar silat
pada Ang Niocu murid perempuannya
lamanya sekian bulan
sesudah mahir Ang Niocu ujian
ia menggeletak kena pukulan ciamik suhunya
dadanya jadi bengkak perutnya jadi kembung
itulah ajaran Lonciapwe budiman.
(Aktuil, No. 146, Juni 74)

KESETIAKAWANAN ASIA-AFRIKA
Mei Hwa perawan 16 tahun
Farouk perjaka 16 tahun
Mei Hwa masuk kamar jam 24.00
Farouk masuk kamar jam 24.00
Mei Hwa buka blouse
Farouk buka hemd
Mei Hwa buka rok
Farouk buka celana
Mei Hwa buka BH
Farouk buka singlet
Mei Hwa buka celana dalam
Farouk buka celana dalam
Mei Hwa telanjang bulat
Farouk telanjang bulat
Mei Hwa pakai daster
Farouk pakai daster
Mei Hwa naik ranjang
Farouk naik ranjang
Lantas mereka tidurlah
Mei Hwa di Taipeh
Farouk di Kairo
(Aktuil, No. 107, 1972)

SEMINAR TENTANG GIZI
Profesor Selabintana mengajukan question
di depan mahasiswa-mahasiswinya.

“Apakah beda tahu dan tempe?”
seorang mahasiswi dari Banyumas sekonyong-konyong
mengangkat ibu jari dan ngomong:
“profesor, kalau tahu dibalik tidak gosong, tapi kalau
tempe dibalik yang nampak bokong!”
seminar tentang gizi berubah menjadi adegan
sex.
(Top, No. 42, 1976)

SAKIT TAPI RINDU
Bukan hanya sekedar melepas gaunku ohh
sayang ………………
Bukan hanya sekedar memeluk diriku ini
sayang ………………
Sakit badanku kau buat begitu …………
Kau datang dan pergi sesuka hatimu ohh
nafsunya engkau, ganasnya engkau, padaku
kau datang dan pergi sesuka hatimu ohh
perihnya anu, sakitnya anu, karnamu
perihnya anu ini tapi aku mauuuu………
sakitnya anu ini namun aku rinduuuu…………..
(Stop, No. 470, 24 Nopember 78)

Of the several examples of poetry mbeling contained in several magazines in the years 70s we can see how the poems of this type are written freely without any restriction, both in terms of writing and content. In terms of content criticism, satire, mockery, and ridicule was done very openly.
Pranks and jokes in poetry mbeling many problems regarding sex or sex oriented. That's because it's in the daily life of our society, the problem most widely used sex as a prank or joke material. In writing poetry with sexual themes, the poets of this mbeling kevulgaranya was sometimes outrageous.

Indonesian History

noreply@blogger.com (situsbahasa) — Wed, 16 Nov 2011 08:18:00 -0800

Indonesian History

Talking about the history of the first thought is the origin or origins of something. If it relates to language terpeikir is where it came from and how development of language it really is. For the Indonesian language, experts argue that Indonesian taken from the Malay language. This means that language is the Malay language became the basis of Indonesian nyang today. Indonesian is now megalami significant changes when compared with the Malay language at that time. This is because the existence of language development after the use in the long term.

The term itself has beberpa Malay version of history. According to some experts Malay is defined as follows:
1. Malay name probably comes from the Malay word Idu Na, which is the name of a kingdom in the Peninsula (Vogel)
2. Malay word taken from the speech Wong Malay (Javanese language = people running) is the word Java language spoken by java when troops attacked the Srivijaya Srivijaya takala look out ran (Van der Tuuk).
3. Kern believes the name may be derived from malay malay temple, which is an area on the peninsula of Malacca is significantly above the city of wind.
4. Krom argued that the Malay name (Mo-lo-YEU) is the name of a kingdom in the 7th century located in Edinburgh now, etc..

Beradasarkan some opinions on the above can take the conclusion that the Indonesian language is the language used nyang Malay language originated from areas in the region itself is in the territory of Indonesia's Sumatra island that has been used since the first centuries.
Malay language as the language of Indonesian origin itself is probably also an outgrowth of another language or languages that have influences from other languages. It was seen from several posts in the inscriptions such as (1) inscriptions Kedukan Hill (Palembang year caka/683 605 M), (2) Gutters Tuo (Palembang Caka dates to 606), (3) Inscription City Limestone (Bangka dates to 608 Caka ), and (4) Inscription Rock at Edinburgh passion that dates to 614 Caka). In the inscriptions were written Malay language reads that contain lots of Sanskrit words.

After learning Indonesian origin that is derived from the Malay language, now the question is why the Malay language which is taken as the basic language of Indonesian? Though already the region since the ages of Indonesia consists of many tribes who have their own language as well. In addition Javanese language which is the largest speakers in parts of Indonesia why not be an option as the basic language of Indonesian?
To answer some there are some reasons we need to know is:
1. Malay language is a language of inter-island transportation (lingua franca)
2. Malay language system is very simple, easy to learn because in Malay language knows no language level as in the familiar language of the Java language and Java ngoko karma or in the Sunda Sunda coarse language and lemes.
3. Malay language has the ability to use the language of culture in its broadest sense
4. Ethnic Javanese, Sundanese and other tribes can receive

Inauguration of Indonesian Names
Talking about Indonesian history we certainly will not be separated from the events of 28 October 1988 The oath youth. On that date swore a determination that the Youth Congress was one among the three vows mentions the national language is Indonesian. Keajadian is regarded as the inauguration of the Malay language that has been used since the seventh century into Indonesian.

CLASS ACTION RESEARCH: MODEL OF LEARNING TUTOR PEER IMPROVING THE ABILITY TO READ AL QURAN

noreply@blogger.com (situsbahasa) — Wed, 16 Nov 2011 08:11:00 -0800

CLASS ACTION RESEARCH

MODEL OF LEARNING TUTOR PEER
IMPROVING THE ABILITY TO READ AL QURAN

Amad Sofan, A. Ma.

CHAPTER I
INTRODUCTION

A. Background Issues
Islamic Religious Education (PAI) in primary school education is very important as a foundation stone aklak and student morale. Understanding of the basic science of religion is given as a basis for future student life provision. Indeed, not only in school religious education provided, madrassas or Islamic boarding schools, community, and parents also equip children with a variety of religious knowledge. But the school as a place of formal learning students also have a large tanggug responsibility to equip students with the science of religion as a handle student life. Given the importance of Islamic religious education for students Directorate General of Islamic Education issued a general policy that is specifically about improving the quality of Islamic religious education in schools, improving quality itself is related to how the quality of learning outcomes in the Islamic religious education of students who attend a school.
Hujair (in Raharjo 2010: 6) suggests that the PAI should be able to deliver the students to the mastery of basic competencies of the religion of Islam which is integrated in the cognitive, affective, and psychomotor. With the mastery of these learners will have the understanding, knowledge, and skills of the religion of Islam so as to analyze and solve problems faced life in order to establish harmony.
Islamic religious education is a very complex subject which has the ultimate goal is that students can understand the science of religion and good morals. It is inevitable that learning Islamic religious education in primary schools is still less than the maximum. There are several constraints that affect less the maximum learning that one of them is the lack of allocation of time given to these subjects. You can imagine how the time is only 2 hours of lessons, Islamic religious education teachers must be able to teach the science of religion, reading the Koran, moral, and moral cultivation in students. Certainly not all students have the same provision in the basics of the religion of Islam, there is already good because living environment that supports, those that are less good or even less because it is not at all support the existence of it in lingkunganya. Therefore various strategies, approaches, and models of learning should always be developed by teachers.
Learning to read short letters like letter of Al-Al Quran-Fatiha and al-souled is one of the basic competencies that are taught in class IV. After following this study students are expected to read the letter the letter correctly. Given the importance of these short letters such as reading prayers to be done every day student, the student can read correctly but also must be mengahafal letter correctly. However, this basic competence in learning often occurs kekurangmaksimalan results of student difficulties in correctly reading and memorizing more. Indeed, not all students have difficulty, students are already familiar with religious life, or study the Koran at home will have no trouble with these basic competencies. but for students who in the family environment or less or never in the Al-Quran learning basic competencies will be difficult to achieve.
To be able to achieve basic competence learning should be done better and quality in order to target all students are able to read and memorize short letters can be achieved. One way to improve the quality of learning for basic competence is achieved by applying a model of learning is more effective and not boring. One model of learning that can be used is a model of peer tutors. With peer tutors model students are invited to become a tutor or a learning resource and a place to ask for his friends.

B. THEOLOGICAL PROBLEM

a. How development and learning measures peer tutors in order to improve the ability of Elementary School fourth graders in reading and Pesuningan two short letters to memorize the Quran?
b. Is the use of peer tutors learning can enhance students' abilities in reading and memorizing short letters of Al-Quran?

C. RESEARCH OBJECTIVES
The purpose of this study are:
a. To determine the effectiveness of the use of peer tutors learning model in improving students' abilities in reading and memorizing short letters of Al-Quran.
b. To identify the steps that need to be done in the application of peer tutors on the learning model of learning to read and memorize a short letter of the Al Quran.

D. BENEFITS OF RESEARCH
This research is expected to provide the following benefits:
a. for teachers
Teachers can learn and implement the variety of learning models and model effective as peer tutors to improve and enhance the system and the quality of learning.
b. for students
The results of this study is very useful for students who have difficulty in learning to read and memorize the Koran in particular short letters. This study is also useful to train students to learn independently with his friends.
c. For schools
The results of this study will be helpful for improving the quality of learning that goes on in school.

CHAPTER II
STUDY REFERENCES

A. MODEL LEARNING TUTOR peer
Learning can be defined as activities designed to help someone learn a new ability and value (Sagala 2008). To achieve good learning requires a learning strategy, planning, media, resources, and varied learning model and in accordance with the teaching material.
Learning model is a pattern that is used as a guide in planning for learning in class or tutorial. Tutor model known as peer learning among peers or students, it can happen when students are better able to complete the work themselves and then help other learners who are less capable. Peer tutoring is one of learning strategies to help meet the needs of learners. This is a cooperative rather than competitive approaches. Mutual respect and understanding fostered among learners who work together. This model is most effectively applied to the model of learning groups where each group consists of students who have different capabilities with the most clever students or have the highest understanding of each group serve as tutors or mentors for their peers.
Peer tutors will feel proud of his role and also learn from his experience. This helps to reinforce what they have learned and gained responsibility imposed upon him. When they learn to "Peer Tutors", the students also develop a better ability to listen, concentrate and understand what is learned in a meaningful way. Peer Tutor to his explanation is more likely to be easily understood because it has a pattern that still think the same relative and a more familiar language.
Selection of tutors is the first step that must be considered by the teacher or instructor. There are several criteria that should be owned by a tutor in pemblajaran peer tutors are:
1) Have a good emotional relationship, friendship and support tutorial situation
2) Received and approved by other students
3) Mastering the material or materials
4) Have the ability to convey information or communicate with either
5) Have the creativity to guide or member assistance

Each model has advantages and disadvantages of learning, as well as peer tutors learning model. Excess use of peer tutoring model, namely: (1) results are quite good for students who have fear on the teacher, (2) for the tutor to reinforce the concept that diampunya, (3) an opportunity for tutors to train yourself and be responsible, (4) strengthen relationships between students, (5) overcome language barriers. In addition to the above advantages of this peer tutor model also has shortcomings in the applicability, namely: (1) students who assisted sometimes less serious, (2) students are embarrassed to ask the tutor for shy about showing his weakness, (3) tutoring jobs are often constrained gender bias, and ( 5) not all students are smart and able to explain to his friend.

B. LEARNING MODEL OF LEARNING READING TUTOR peer AL-QURAN
Peer tutors in the learning model of learning to read is often used to help slow readers or less proficient in reading letters Hijaiyah. Peer tutors also provide more space and time in guiding students who still have a bottleneck in reading. This is because the tutor has a closer relationship because they are peers and also have plenty of time to guide that can be done at school or at home while studying.
Benefits of peer tutors in training read as follows:
1) It is a practical way to assist the individual in reading
2) Provide training more intense without constrained formal relationship between teacher and student
3) Time used to practice reading increased or more

Peer tutors learning activities which are group learning activities can sometimes be less productive learning activities with various problems such as students who are confused about what to do, students are less able to organize themselves to participate in learning, concentration and easily distracted by other things. In order to maximize learning groups there are some things that need to be pursued, namely: (1) gives a task to each group member, (2) provides basic group rules, (3) give an example or practice the skill group (Silberman, 2004).

CHAPTER III
RESEARCH METHODS
The research method used was action research class (Classroom Action Research), which aims to solve problems through direct application in the classroom or workplace (Isaac, 1994:27). While according to Prof. Suhardjono (2006:56) says that the classroom action research is part of action research that can be viewed as a follow-up of descriptive and experimental research.
The research was conducted in two cycles, namely cycle 1 and cycle 2. Learning cycle 2 is an improvement to the learning cycle has been done.

1. Setting Research:
a. Research Location: SD Negeri 2 Pesuningan
b. Research Subjects: Students Elementary School second grade IV Pesuningan
2. Action / Step by Step Learning
Actions taken in this study were:
a. Develop implementation plan and learning more effective learning strategies for implementing peer tutor learning model.
b. Grouping students according to ability to read and memorize the Koran.
c. Create groups of students with learning division evenly between students who are good, less intelligent, and have not been able to read and memorize the Koran short letter.
d. Explain to prospective tutors things they have to do / task tutors in tutorial activities for learning and independent study outside of school hours
e. Describes the program of study to be done by each group that is making all the group members can read and memorize the Koran short letter.
f. Evaluating students' learning progress at regular intervals until the learning objectives can be achieved.
g. Develop implementation plan for the learning cycle lesson 2 with merperbaiki deficiencies that occurred in cycle 1.

Sentence Definition: Sentence Single and Compound Sentences

noreply@blogger.com (situsbahasa) — Wed, 16 Nov 2011 07:53:00 -0800

Sentence Definition: Sentence Single and Compound Sentences

The sentence is a unit of language that is used as the unit of speech in which verbal communication is only done by humans. Definition sentences in general is the arrangement of words that regularly contains a complete thought. Those that define the phrase as a pronunciation that is composed of two or more words that contains meaning and intentional and Arabic (the definition of a sentence in Arabic language lessons). Both of these definitions have the same purpose namely sentence is the wording of (2 words or more) who have arranged to convey the meaning of the mind. In addition to these two definitions, there is the definition of the phrase when viewed from the syntactic units smaller (words, phrases, clauses). From this view, the sentence can be defined as a syntactic unit composed of the basic constituents, which is usually a clause, equipped with conjunctions when necessary, and accompanied by the final intonation.

In connection with the definition of a sentence based on syntactic units we can find out the sentence in more detail. In detail can be seen that sentences composed by the basic constituents which is usually a clause which was given final intonation. Clause without a final intonation it will remain a kalusa or can not be called a sentence. Conjunctions are also included in the sentence, but its presence does not always exist or only when necessary. The statement "the basic constituents which usually form the clause" This opens the opportunity of a sentence just formed from a single phrase or word.
Formed sentences of clause (a minimum of subject and predicate) will be a major sentence that was used in a variety of texts we temuai. For example the sentence "She read the newspaper." It is a sentence which is formed of a complete clause is there a subject and predicate, and is equipped with an object. But when a sentence is formed from incomplete clauses, for example, only the subject, predicate, or information are only a form of words or phrases then sentences are formed so-called minor sentences. Sentences of this type can be understood as a sentence if the context is known as context, the context of the situation, and context of the subject.
Words: the smallest unit that is hierarchical become components of larger syntactic units (phrases, clauses)

Phrases: grammatical units that form the compound word that is commonly called nonpredikatif or combination of the words that fill only one function in the sentence.
Clauses: a syntactic unit sequence constructed predicative words. That is, in the construction that there is a component that functions as a predicate and the other serves as a subject, as objects, and as a description.
(The definition of words, phrases, and clauses in the definition above is from the perspective of syntax)

Single And Sentences Compound Sentences
Distinguishing between a single sentence and compound sentence is the number of clauses in the sentence. A single sentence if the sentence is said in the sentence is only contained a clause. While the definition of compound sentence is a sentence of more than one clause.
Mejemuk sentence if seen from the nature of the relationship between the clauses in the sentence can be divided into several types, namely coordinative compound sentence (equivalent compound sentence), subordinate compound sentence (multilevel compound sentence), and compound complex sentences.

1. Compound sentences coordinative
Coordinative compound sentence is a compound sentence of clause-klausanya have equal status, equal, or its equivalent. As a liaison between the clauses in compound sentences used coordinative coordinative conjunctions, ie and, or, but, and then. Nevertheless it is possible conjunctions in sentences of this type is not used.

2. Compound sentences subordinate
Subordinate compound sentence compound sentence is a relationship between the clause-klausanya not equal or not equal. The purpose of this inequality is clause-kalusa this sentence is in a different position is that there is a clause that acts as a supervisor and there is a subordinate clause. Liaison or conjunction nyang used in this type of compound sentence relationship is if, when, though, and since. As in the type of coordination, in this kind was sometimes conjunctions are not always used.
The establishment of subordinate compound sentence has two opposing corners. First seen as a result of the process of combining two or more clauses, where clause is a clause is considered as a boss or a main clause (sometimes called a main clause), while the other is called subordinate clause (the clause).

3. Compound Complex Sentences
Complex compound sentence is a compound sentence consisting of three or more clauses, where there are clauses that are connected in coordinative and some are connected in subordinate. In other words, this sentence is a mixture of coordinative compound sentence with a subordinate compound sentence or also commonly referred to as mixed compound sentence.

Definition, Objectives, and Benefits of Learning Brainstorming Techniques

noreply@blogger.com (situsbahasa) — Wed, 16 Nov 2011 07:31:00 -0800

Definition, Objectives, and Benefits of Learning Brainstorming Techniques

Brainstorming technique was first coined by Alex Osborn in 1953 in his book Applied Imagination. Brainstorming means to storm a problem with ideas (invade a problem with ideas). Brainstorming or invasion with ideas as much as possible to a problem held in a meeting. This technique is basically to apply the holding of a meeting of the invasion of ideas to solve the problem. On learning the techniques of brainstorming, each student is encouraged to submit their opinions or ideas as much as possible to then be recorded.

Excavation of ideas with this technique stems from Osborn thought that considers that the spontaneous flow of ideas that emerged from many people better than the idea alone. Brainstorming refers to the excavation of ideas based on the creativity of human thought. Participants are free discussion of expression without fear of criticism and assessment during the gathering of ideas because the ideas will be accommodated without exception. In the process, the debate should not be held or given something terjadap criticism leveled idea.

Osborn in Gie (1995) requires four provisions in the implementing brainstorming techniques, namely:
1. Criticism is not allowed
2. Recommended jetting ideas freely
3. Quality is more expected
4. Merging and mixing sought
In addition to contributing their own ideas, each participant is expected to suggest how the ideas of other participants can be refined into better ideas or how two or more ideas can be combined into one more idea.

Objectives and Benefits of Brainstorming
Brainstorming ideas and aims to get new ideas from members of the group in a relatively short time in the absence of a rigorous critical nature. While the benefits to be gained by a working team brainstorming techniques, include the following:

• Identify the problem
Brainstorming technique is quite effective to investigate the cause and effect of problems because each discussion participants will explore the factors triggering the problem. After all participants to express his ideas mediator can deduce the cause of the problem.

• Analyze the situation
Discussion participants will analyze problems and situations faced by the working team today.

• Flowing new ideas
The main benefit of brainstorming techniques is to get as many ideas as possible from the members. All participants were free to submit creative ideas without being limited by certain rules.

• Analyze ideas
The flow of fresh ideas and innovative discussion of the participants will be analyzed in a follow-up discussion. The panel discussion will then discuss the ideas which are relevant and can be applied to resolve the issue.

• Determining alternative solutions to problems
Panel discussion to determine alternative solutions to problems based on ideas that have been agreed.

• Plan the steps and activities to be done to fix the problem
One benefit of this technique is to arrange the next steps as an effort to repair the problem. Panel discussions can formulate long-term planning based on bulk or brainstorming ideas from the brainstorming participants.

Intrinsic Elements of Literary Prose (Short Story and Novel)

noreply@blogger.com (situsbahasa) — Sat, 5 Nov 2011 22:16:00 -0700

Intrinsic Elements of Literary Prose (Short Story and Novel)

intrinsic elements are the elements that build up in the literary works of literature itself. The purpose of the entry of such elements or parts of the literary work itself. In general, the intrinsic elements of literary works include the theme, plot, characterizations, setting, tension and padahan, the atmosphere, the central narrative, and style.

1. Theme
The theme is the basic story that dominated the subject matter of a literary work (suharianto). The theme was the starting point in compiling the work of literary authors. This theme is to be conveyed and solved by the author through his story. The theme became the basis of development of the whole story, the theme was nature animates all parts of the story from beginning to end.

2. Flow Story
plot or plots can be defined as the way the author to establish the events in a row by taking into account the law of cause and effect so it is a unitary piece, round, and intact (Suharianto).
The flow of the story consists of five parts: exposition / introduction, penggawatan, penanjakkan, peak or climax, and denouement.
The flow of his own views of how to structure the events in the story is divided into two straight grooves and groove flashback. It is said grooved straight when the story began even earlier arranged forwarded to the events subsequent to the end of the story. And it is said grooved flashback (flashback) if the stories compiled from the back / end and then move forward toward the starting point of the story. But there is also implementing two-way flow at the top storytelling alternately. Both ways are forged in solid so as to avoid the impression of two separate stories.

Apart from how to structure the flow of events is also distinguished from cohesion storyline. This distinction raises two models namely the telling of stories and groove grooved meeting tenuous. The flow of the story requires meeting only centered on a character, and plot tenuous story requires the main character and is accompanied on the other figures in the story.
In the meeting flow figures besides the main characters are raised and grown, but the flow of auxiliary characters eventually merge with the main character because it's just to support the development of the story so that the cohesion / centering the story is maintained. Unlike the loose grooves that allow the reader split its attention to all the characters.

In carrying out the flow of a story is usually the author uses the following phases:
a. exposure or introduction, which is part of the story where the author began melukisakan a state as the beginning of the story.
b. Penggawatan, namely the part where the characters begin to move. In this section the conflict began to be raised.
c. Penanjakan, namely the part where the conflicts that have been raised started to rise.
d. Peak or climax, which is the part that describes the event reached its peak.
e. Denouement, which is the part where the author gives the solution of all the events that have happened in the story.

3. Characterizations
Literature is a story which tells the story of human life with all the miscellaneous life. With that understanding there would have been required as a manifestation of the human figure and his life to be told. The characters in this story will do its job to be "a source story". Figure is a living thing (humans) who have physical and temperament. Characterizations
Characterizations often called disposition, which is depiction of the characters. This depiction includes a state of physical and spiritual leaders. State of birth is a physical form and who the characters figure, circumstances of birth figures cover the view of life, character attitudes, beliefs, customs, etc.

In presenting the characterizations on the short story or novel the author uses 2 ways directly and indirectly. Say directly when the author directly describes, describes the state figures. The author directly convey how the outward figure and character owned the character. Submission of indirect author subtly done. For example, by describing how the characters speak, how the characters behave, how the characters respond to the problem, and so that ultimately the reader can imagine and conclude for yourself how these figures.

4. Background
All events that occur in human life certainly will not escape from the bondage of space and time. So also in the short story or novel in which it is the telling of human life and all permasalahanya. The scene and will continue to establish the timing behavior of the life of every character in the story. Thus it can be interpreted that the background is a place and time of occurrence or the story.
Background or setting is often called in literature prose (short stories and novels) not only serves as a pointer place and time of the story. Background in literary prose is also used as a place of extraction of these values to express the author of the story.
According Nurgiyantoro (2004:227-233) background can be divided into three main elements, among others, as follows.
a. Background Places
Background refers to the location where the events are recounted in a work of fiction. The element may be used where the places with the specified name as well as certain initials.
b. Background Time
Background of time associated with the problem of "when" the occurrence of the events recounted in a work of fiction. Problem of "when" is usually associated with time
c. Social Background
Social setting refers to matters relating to the social behavior of people in a place that is told in a work of fiction. The procedure for the social life of the community includes a variety of issues within the scope of a fairly complex and can be life habits, customs, traditions, beliefs, world view, way of thinking and behaving. Besides the social background is also associated with social status figures are concerned.

5. Voltage and Padahan
Suspense or tension is part of the story that makes the reader excited to continue reading the story. Desire arose because the author seemed promising the reader will find something that readers expect. While padahan or foreshadowing is part of the story that gives an idea of something that will happen. So padahan and voltage are inseparable, in other words the presence padahan it created tension.

6. Atmosphere
As well as the time and place in a story, the atmosphere is also a thing that always accompany an event. The atmosphere can be defined as any experienced event experienced by a character in a story. For example a sad atmosphere, fun, and so forth.

7. Narration Center
The story is a picture that displays the life of character. Positioning of characters to display the author of stories about the life of the characters in the story telling is what is called the center (point of view) or sometimes also called the point of view.
Several types of central narrative:
• The author as the main story, here the author mentions himself as "me" so the story as if it is a story or experience of the author himself.
• The author come into play but not as a main character. In the center of this story telling is a story of someone else but the author was involved in the story / stories.
• Author all present. In the center of this narrative the author was not involved at all in the story or do not play anything. The main offender is the other person, which is expressed by "he" or the name of the character. But the central narrative of this kind of omniscient author / know everything that is in character as well as thoughts and feelings of characters.
• Author observers. Center narration is almost the same as the author of all present. But what distinguishes the author here seoalah though not knowing what to do with character and characters thoughts. The author here merely to tell what is seen in the story.

8. Style of Language
Language in literary prose (short stories and novels) has a dual function as a transmitter of the intention of the author and as a transmitter of feelings. Author in making works of literature not only a wish to inform readers of what is experienced by the characters, but the authors also intend to invite the reader to feel what is experienced by the characters in the story. Because desire is a style that is used in literature are often different from the style of language in everyday life.

To reach the author's intention is to invite the reader to feel what the author experienced leaders typically use special phrases (language frames) with various kinds, such as the use of various kinds of figure of speech to describe the situation / event. However, the most important in achieving this aim is not the use of language frames, but how the author can animate the paintings events in the story with the right choice of words and sentences preparation of an efficient and effective. The selection of words and sentences that good preparation will readers be able to imagine and enter into the "feel" the story (be imaginative)

DEFINITION AND ELEMENTS CERPEN

noreply@blogger.com (situsbahasa) — Sat, 5 Nov 2011 22:01:00 -0700

DEFINITION AND ELEMENTS CERPEN

Short stories, many people take only a short story short story. Understanding the story probably everyone already knows, but for short terms in the "short story" common confusion. Short in the short story is not solely aimed at the more or less words, sentences, or pages that are used to tell stories. Short here refers to the scope of the problems presented by this type of literature. Therefore it is very possible a short story that can not be categorized in this type of short stories and a short story has a long story.

Issues raised in a story generally is human life in all its aspects. There are so many aspects of life that can occur in man from birth to entry in the grave. With so many aspects of life is a story that could be developed also very diverse as well and the short story as a form of literature that tells of human life has its own coverage that is only telling a small part of life's most interesting figures. Given the limitations of a small part of the lives of characters / human then has a short story centering attention / stories on the main character and the most prominent problems are the subject of the story short stories. Centralized here means not widen to the problems and or other figures that are not too supportive stories / not concerned with the story. A short story knows no degresi because each short story is a staple part of the story which, if eliminated, the story will become unbalanced and chaotic.
From this understanding we can conclude that the short story is a story that tells of the few aspects of human life as told to focus on figures and events that are the subject of the story.
From that sense it does not rule out the possibility of a short story has a number of sentences or many pages like a novel type of literature. As an example of the kind of short story long, for example, Sri Sumarah dan Bawuk written by Umar Kayam.

Intrinsic Elements of Short Story
intrinsic elements are the elements that build up in the literary works of literature itself. The purpose of the elements that are included in the literary work itself. In general, the intrinsic elements of literary works including short stories include theme, plot, characterizations, setting, tension and padahan, the atmosphere, the central narrative, and style.

1. Theme
The theme is the basic story that dominated the subject matter of a literary work (suharianto). The theme was the starting point in compiling the work of literary authors. This theme is to be conveyed and solved by the author through his story. The theme became the basis of development of the whole story, the theme was nature animates all parts of the story from beginning to end.

2. Storyline
plot or plots can be defined as the way the author to establish the events in a row by taking into account the law of cause and effect so it is a unitary piece, round, and intact (Suharianto).
The flow of the story consists of five parts: exposition / introduction, penggawatan, penanjakkan, peak or climax, and denouement.

3. Characterizations
Literature is a story which tells the story of human life with all the miscellaneous life. With that understanding there would have been required as a manifestation of the human figure and his life to be told. The characters in this story will do its job to be "a source story". Figure is a living thing (humans) who have physical and temperament. Characterizations
Characterizations often called disposition, which is depiction of the characters. This depiction includes a state of physical and spiritual leaders. The situation is a form of birth jazad figures and who the characters, circumstances of birth includes live view of the characters, character attitudes, beliefs, customs, etc.

4. Background
All events that occur in human life certainly will not escape from the bondage of space and time. So also in the short story or novel in which it is the telling of human life and all permasalahanya. The scene and will continue to establish the timing behavior of the life of every character in the story. Thus it can be interpreted that the background is a place and time of occurrence or the story.
Background or setting is often called in literature prose (short stories and novels) not only serves as a pointer place and time of the story. Background in literary prose is also used as a place of extraction of these values to express the author of the story. According Nurgiyantoro (2004:227-233) background can be divided into three main elements, namely setting the place, time setting, social setting.

5. Voltage and Padahan
Suspense or tension is part of the story that makes the reader excited to continue reading the story. desire arose because the author seemed promising the reader will find something that readers expect. While padahan or foreshadowing is part of the story that gives an idea of something that will happen. So padahan and voltage are inseparable, in other words the presence padahan it created tension.

6. Atmosphere
As well as the time and place in a story, the atmosphere is also a thing that always accompany an event. The atmosphere can be defined as any experienced event experienced by a character in a story. For example a sad atmosphere, fun, and so forth.

7. Center narration
The story is a picture that displays the life of character. Positioning of characters to display the author of stories about the life of the characters in the story telling is what is called the center (point of view) or sometimes also called the point of view. In general, the central narrative is categorized into 4 types, ie author as the main story, the author come into play but not as a main character, the author of all present, and author of observers.

8. style of language
Language in literary prose (short stories and novels) has a dual function as a transmitter of the intention of the author and as a transmitter of feelings. Author in making works of literature not only a wish to inform readers of what is experienced by the characters, but the authors also intend to invite the reader to feel what is experienced by the characters in the story. Because desire is a style that is used in literature are often different from the style of language in everyday life. In other words the style of language can be interpreted as a way (speaking) taken by the writer to convey thoughts or intentions.

DEFINITION OF CHARACTER EDUCATION

noreply@blogger.com (situsbahasa) — Sat, 5 Nov 2011 21:40:00 -0700

DEFINITION OF CHARACTER EDUCATION Right now in the world of education we often heard the term character education. Character education is the new watchword in education because it is considered as an ideal, which if it can be applied to either the outcome will be very good education is to make students into individuals who are tough, smart, intelligent, honest, religious, has a love of a fellow, responsible, healthy physical and spiritual. Education is what most people can not make Indonesia a strong, personal, face formidable progress, and are responsible for all actions. As the understanding of character education, here I mengmbil an article of Ministry of National Education. ... ... ... ... ... ... ... ... ... ... ... ... .. As with other terminology, there is no single definition for character education. Etymologically, the character means character or disposition. There also are equating it with the habit. In addition there is a tie with confidence. Even equated with morality. From this sense, the obvious character often associated with psychosis. Therefore, according to psychologists, the character is a system of beliefs and customs that exist in a person who directs the act. Then where is the character in a person? This also is difficult to answer. But there are "legal" interest-related characters. This Roughly saying, the mind produces speech; utterance affects the action; action produces habits; habit forming character; character determines destiny. Apparently, the most fundamental in the formation of character that no other is thinking. Known, in mind that all human action it is programmed. Starting from a mind that is, the good and bad human actions originate. When his mind is positive, then positive action and vice versa. Therefore, the mind must get a good intake in order to produce good action. In this context, character education is very important to give it a good intake. In fact, the name of education intrinsically aimed at providing positive thoughts. So kloplah pair of education and this character. • Four Dimensions of Character Education Observing the basic concepts of education, the characters are developed Kemdiknas, there appeared four dimensions. As shown in the figure below, includes character education: if the thought, though the liver, sports, and by intention. In the picture it looks too variables to the value of each dimension. Noteworthy in four dimensions are the linkages among them to each other is denoted by four interlocking circles. Meaning, the character of an individual is declared complete if the fourth dimension is to grow and develop in themselves are concerned. No one's perfect if only smart person only (if the brain). What does it mean if you do not have the versatility attributes of divinity, humanity, and kesosialan and citizenship. It is therefore necessary if liver. Of course, in addition to brain and heart need to evolve, humans also need to develop sports and karsanya. This is in order he can be present in their social environment. A clever brain and the heart is soft, yet completely useless if it does not provide benefits for the surrounding areas. As for exercise, is necessary so that a person has a physical waking. By physically fit, then the potential of the previous three, brain, liver, and taste, can be used optimally. Imagine, if someone is smart brain, gentle, yet sickly he will not give maximum impact to the environment. • Character Education Core Values Minister of Education, M. Noah likens the values in that character education, including those located in four dimensions - as a tree. Like a tree, that character education has deep roots so the tree can grow and develop. Similarly one can live well if you have the core values of character as his roots. Core values consist of four aspects. First, be honest. Everyone let alone not to mention the bad guys good guys, like honesty. Honesty begets good. Honestly, all the problems to be easily solved. Second, smart. It's light is something fundamentally dishonest in one's life. But to be honest but stupid-sorry-less meaningful because it would more be a burden to others. Therefore he must be intelligent in order to take an active role in responding to any problems that hit at least himself. Third, be friends. What it means to be honest and intelligent but could not get along with others? Selfish, self-only, and do not like to hurt other people a lot of benefits, although honest and intelligent. Hence the character of a must-have is should be friends. Fourth, is responsible. This is the character at stake is a person in his social life. As a warrior stance, reflecting the personality of the character responsible for the reliable as well as pride. Is not every action is always held accountable? • Character Education Objectives On various occasions the minister, M. Noah insisted that character education for students about to make man in Indonesia aimed at Indonesia as an individual who has three elements as well as below. First, as a creature of God who recognizes that all creatures were equal before God. That the fellow creatures of God nothing is more superior and more powerful than others. If everyone has a mind like this, will undoubtedly arise a sense of mutual love among fellow. Life had become harmonious and mutually respectful, tolerant with the difference, and like to please help. Second, as an intellectual man who has embitterment to know (curiousity) to the various developments in science and technology. Thus, someone will be smart and intelligent as always trying to increase knowledge and skills. In turn, science and technology under their control can be utilized not only for the benefit of himself but also the benefit of others, even citizens of the world. Third, as citizens of the Republic of Indonesia who love and take pride in the homeland. Love is characterized by a strong sense of belonging to the Republic of Indonesia based on Pancasila, the 1945 Constitution, and the Unity in Diversity. Proud to be indicated by the achievement achievements contributed to the Homeland for the glory of the nation and state. With these three main objectives, a comprehensive character education is about to make every child has the character of the nation that upholds the value of devotion, kesosialan, and nationality. Moreover, the nature of devotion, kesosialan, and nationality is not done blindly but rather carried out with full awareness that the third character is accompanied by the nature of science (curiousity) • Local Wisdom for Character Education Knowingly or not, it is very much the traditional values that live in a society that can be used as the charge character education. The values of this tradition has become the local wisdom that although vary between tribes but has a very significant similarities. When traditional values are about to be synchronized with the character education undoubtedly very much in line with core values and character education goals. Recorded in the history of our nation, a belief in something supernatural into the lives of many tribes. Prior to Hinduism as a religion which first came to Indonesia, tribes in the country is generally embraced animism and dynamism. They believe that the real nature behind it there is a power that controls their lives and they adored him. Through worship, they expect their lives, relatives and the environment goes well. On the basis of their espoused beliefs that organize their social harmony. When the incoming religions ranging from Hinduism, Buddhism, Confucianism, Christianity, and Islam, the nation's confidence in Indonesia to the god is growing. In accordance with the confidence and belief of each, every religion believes that only God is Great and Almighty, while the man to be submissive and obedient to the titahNya including respect for others and to preserve the natural surroundings. Furthermore, belief in God is not only a spiritual foundation and guidance as well as the ritual demands of its adherents, but also a source of values and social norms such as honesty, mutual help, responsibility, and so forth. As we know, one of the pillars of faith is believing that God is all-seeing. Pilar is what makes religious people feel the need to always be honest. Another pillar, every act of human will one day be held accountable before God. This aspect of religion that encourages its adherents always consider every action: whether in line with religious teachings or aberrant. As for the attitude of mutual help, every religion ordering at least among the followers of each religion. In addition to values and norms are derived from religion, in our communities in Indonesia ethnic groups also exist and are still living the values and social norms are sourced from customs. Usually the local wisdom that comes from this custom shaped proverb proverb that teaches kindness as an invitation to increase knowledge, encouragement for hard work, advice in accumulating wealth, language grammar rules, how to respect others, to preserve the teachings of nature around. Hereditary local wisdom that comes from customs, and coupled with local wisdom that comes from the teachings of religion, still continues to be inherited and indeed still alive in our communities. Therefore, when a character education re-echoed the true wisdom that can be used to reinforce character education. Instead of character education is to revitalize the local wisdom to be utilized within the framework of national and state life. Therefore figures stakeholder local wisdom is basically still a lot, and generally well-educated, then it opens the opportunity to reconcile their character education and local wisdom. When we are able to reconcile in the sense indicates that character education in line with our own traditional values, then the effectiveness of character education will be quickly felt. Hopefully.

DEFINITIONS AND INTRINSIC ELEMENTS OF THE NOVEL

noreply@blogger.com (situsbahasa) — Sat, 5 Nov 2011 21:28:00 -0700

DEFINITIONS AND INTRINSIC ELEMENTS OF THE NOVEL The novel is a literary prose shaped like a short story. As well as short stories, novels generally also tell all kajadian / problems that occur in human life. That distinguish between the novel of the short story is the scope of the problem presented. The novel has a broader scope, not only focused on one incident / problem alone. Even allowed to reveal the whole episode a novel way of life story characters. The problems that had not had a strong enough connection with the characters or the story can be included in the novel. The purpose of the problem that is not too strong to do with character or subject matter that is the problem or incident that if the issue / incident is not included in this story will not affect / interrupt the cohesiveness of the story. A side issue is commonly referred to as degresi. By understanding the above can be concluded that the novel is a prose literary works that tell the human life episodes / characters that give freedom to the emergence of degresi or not should always be centered on the main story. With the degresi this novel is generally divided into fragments. From that sense we can know that a novel does not have a specific reference in terms of quantity of writing. The novel does generally have a long story but did not rule out the existence of a short novel. The novel itself is based on the content, objectives and purpose of the author can be divided into several types, namely: 1. Tendentious novel Novels of this type often called a novel aims. It was said, because in this novel type of the intended purpose the author deeply felt, for example, to educate, criticize the mistakes that often terjai, etc.. Example: SALAH ASUHAN a novel written by Abdul Muis 2. Historical Novel Novels of this type has to do with historical events. Characters and background story is taken from historical events. Yet the novel remains a novel, although the figures and the background contained in the novel species is related to historical events but the novel can not be equated with the records / documentation of history. That's because the literature is made on the imagination of the author who certainly mixed with the attitude and Views of author's life. Example: Untung Surapati a novel written by Abdul Muis 3. Novel Custom Traditional novel is a novel whose content is related to indigenous issues. The characters in novels of this type as if only the media to question the traditional author of concern to the author. Novels included in this type such as Sitti Nurbaya a novel written by Marah Rusli. 4. Children's novel Is a kind of novel that tells the lives of children. Because Its targets children's novel of this type in workmanship adjust the power of thought the kids too, with simple language. Examples of this type such as a novel Si Dul Anak Betawi written by Aman Dt. Majoindo. Characters in the novels of this type do not have children. 5. Political Novel Is the background of the novel's political problems. The novel is commonly used as a means to fight for the author's political ideas or as a means of fighting spirit burner community in achieving its political ideals. 6. Psychological Novel In this novel the author's attention has been spilled on the mental development of the characters. Nature and human nature in general, the upheavals of mind, human actions and character is essentially the most highlighted authors. Example: a novel Belenggu, Armyn Pane works 7. Romance Novels The novel is said to include in this type if the contents of the novel is much more to talk about relationships between men and women. Usually this is only a novel type of reading entertainment only and cultivation of the problem is not too deep. Pop novels of today many developing normally included in this type. Example: a novel Karmila works Marga T. Novel Intrinsic Elements intrinsic elements are the elements that build up in the literary works of literature itself. The purpose of the elements that are included in the literary work itself. In general, the intrinsic elements of literary works including novels include theme, plot, characterizations, setting, tension and padahan, the atmosphere, the central narrative, and style. 1. Theme The theme is the basic story that dominated the subject matter of a literary work (suharianto: 2005). The theme was the starting point in compiling the work of literary authors. This theme is to be conveyed and solved by the author through his story. The theme became the basis of development of the whole story, the theme was nature animates all parts of the story from beginning to end. 2. Storyline plot or plots can be defined as the way the author to establish the events in a row by taking into account the law of cause and effect so it is a unitary piece, round, and intact (Suharianto: 2005). The flow of the story consists of five parts: exposition / introduction, penggawatan, penanjakkan, peak or climax, and denouement. 3. Characterizations Literature is a story which tells the story of human life with all the miscellaneous life. With that understanding there would have been required as a manifestation of the human figure and his life to be told. The characters in this story will do its job to be "a source story". Figure is a living thing (humans) who have physical and temperament. Characterizations Characterizations often called disposition, which is depiction of the characters. This depiction includes a state of physical and spiritual leaders. The situation is a form of birth jazad figures and who the characters, circumstances of birth includes live view of the characters, character attitudes, beliefs, customs, etc. 4. Background All events that occur in human life certainly will not escape from the bondage of space and time. So also in the short story or novel in which it is the telling of human life and all permasalahanya. The scene and will continue to establish the timing behavior of the life of every character in the story. Thus it can be interpreted that the background is a place and time of occurrence or the story. Background or setting is often called in literature prose (short stories and novels) not only serves as a pointer place and time of the story. Background in literary prose is also used as a place of extraction of these values to express the author of the story. According Nurgiyantoro (2004:227-233) background can be divided into three main elements, namely setting the place, time setting, social setting. 5. Voltage and Padahan Suspense or tension is part of the story that makes the reader excited to continue reading the story. Desire arose because the author seemed promising the reader will find something that readers expect. While padahan or foreshadowing is part of the story that gives an idea of something that will happen. So padahan and voltage are inseparable, in other words the presence padahan it created tension. 6. Atmosphere As well as the time and place in a story, the atmosphere is also a thing that always accompany an event. The atmosphere can be defined as any experienced event experienced by a character in a story. For example a sad atmosphere, fun, and so forth. 7. Center Narration The story is a picture that displays the life of character. Positioning of characters to display the author of stories about the life of the characters in the story telling is what is called the center (point of view) or sometimes also called the point of view. In general, the central narrative is categorized into 4 types, ie author as the main story, the author come into play but not as a main character, the author of all present, and author of observers. 8. Style of Language Language in literary prose (short stories and novels) has a dual function as a transmitter of the intention of the author and as a transmitter of feelings. Author in making works of literature not only a wish to inform readers of what is experienced by the characters, but the authors also intend to invite the reader to feel what is experienced by the characters in the story. Because desire is a style that is used in literature are often different from the style of language in everyday life. In other words the style of language can be interpreted as a way (speaking) taken by the writer to convey thoughts or intentions.

Teacher Performance Assessment

noreply@blogger.com (situsbahasa) — Fri, 21 Oct 2011 04:43:00 -0700

Teacher Performance Assessment

Performance appraisals of teachers conducted to evaluate the performance of teachers in providing learning in the classroom. There are some things that a teacher's performance appraisal of reference, be it in terms of learning persispan or implementation. Here are some things that a teacher's performance appraisal of reference:
There are some things in the assessment of teachers to be aware of, among others:
A. Planning learning
1. Formulate learning objectives
The formulation of learning objectives include:
a. Formulate basic competencies / learning outcomes indicators.
In formulating the basic competencies / indicators formulation clearly stated so as not to cause a double interpretation. The formulation containing behavior (behavior) that can be achieved by students. The composition of the formulation of basic competence in a logical sequence (from easy to difficult), from simple to complex, from concrete to abstract thinking and from low to high levels.
b. Designing a form of accompaniment impact life skills (life skills)
Impact of life skills should be shaped accompaniment contained in lesson plans.
Operational impacts are considered where appropriate accompaniment to the learning activities.

2. Develop and organize the material, media (teaching aids), and learning resources.
a. Develop and organize instructional material
In developing and organizing the learning materials, should be considered descriptors descriptors as follows:
• Coverage of the material (breadth and depth).
• Systematics of matter.
• Compliance with the abilities and needs of students
• recency (conformance with the latest developments in the field).
b. Determining and developing learning media.
What is meant by the media is anything that is used in learning activities, making it easier for students to learn (eg: pictures, original object model and map).
c. Selecting a learning resource
Learning resources can be a resource, textbooks, supplementary books, museums, environmental, laboratory, and so on.
Things to consider in selecting learning resources include:
• Compliance with the aim of learning resources.
• The suitability of learning resources to students' developmental level.
• Compliance with the learning resource material that will be taught.
• Compliance with environmental sources of student learning (contextual).

3. Scenarios to plan learning activities
a. Determining the type of learning activities
Learning activities may include listening to the teacher's explanations, observations, discussion, group learning, simulations, experimenting, reading, and so on.
Use of more than one type of learning activity is expected with the intention that individual differences in students can be served and student boredom can be avoided.
Some things to consider in drafting egiatan learning include:
• in accordance with the objectives,
• according to material to be taught,
• in accordance with the development of children,
• in accordance with the time available,
• in accordance with the media and learning resources are available,
• varied (multiple methods),
• enables the formation of the impact of the planned accompaniment,
• allow student involvement in an optimal
• provide opportunities for the students' inquiry process
b. Arrange the steps of learning
Learning steps are the stages of learning that teachers planned from the beginning until the end of the lesson.
c. Determine the allocation of learning time
Allocation of time learning is a division of time for each stage / type of activity in a meeting.
To assess this point to consider the provision of time for the opening activity, core, and the cover as shown in the following descriptors.
d. Determine ways to motivate students
Motivating students is a teacher attempts to make students learn actively.
Ways that can be done so that students are motivated to follow the lesson:
• Preparing for the opening of the learning materials such as hooks, delivery destination, which is attractive to students.
• Prepare media interest.
• Define the types of activities that are easy to follow students as well as challenge students to think.
• Involving students in activities.
e. Prepare questions (command)
Questions (including the command line) that is designed to include (1) low-level questions that require the ability to remember and (2) high-level questions that require the ability to understand, apply, analyze, synthesize, and evaluate.
Questions prepared teachers can be used for various purposes. Teacher prepares questions to assess / motivate students at the opening stage, during the learning process and at the close of learning.

4. Designing classroom management
a. Determine the arrangement of the background (setting) learning
Structuring learning background includes preparation and setting the room and facilities (seating, furniture and learning tool) is required in accordance with the needs of learning.
It needs to be done in managing the learning setting is:
• Structuring the background (setting) of learning according to learning objectives.
• Structuring the background (setting) of learning appropriate to developmental level (difference invidual) students.
• Structuring the learning setting in accordance with the allocation of time.
• Structuring of learning in accordance with the environmental background
b. Determine ways of organizing students to participate in learning activities.
What is meant by organizing student is the teacher in determining the grouping of activities, giving tasks, managing workflow, and how to work so that it can participate actively in learning.
• Setting the organization of students (individuals or groups, and or classical),
• Assignment to be done,
• Chronology and mode of action is clear,
• Opportunities for students to discuss the results of the task.

5. Plan procedures, type and prepare assessment tools.
a. Determine the procedures and types of assessment
Assessment procedures include:
• initial assessment
• assessment in the process
• the final assessment
Types of assessment include:
• oral tests
• a written test
• conduct tests
b. Create assessment tools and answer key.
Assessment tool can take the form of questions, tasks, and the observation sheet, while the answer key can be a correct answer or answers signs.

6. Document view lesson plans
a. Cleanliness and tidiness
Cleanliness and tidiness lesson plans can be viewed from the physical appearance of the learning plan.
Cleanliness and neatness seen from the following things:
• Writing can be read easily.
• Writing steady (consistent)
• The display is clean (with no streaks or smudges) and attractive.
• Illustration appropriate
b. The use of written language
Written language used in the lesson plan should follow the rules of written language.
The use of good language include:
• communicative language.
• Word choice precise.
• sentence structure standard.
• Writing method in accordance with the EYD.

B. Implementation of the learning
1. Managing space and learning facilities
a. Setting up the space, instructional media, and learning resources
This indicator includes the preparation of instructional media and learning resources that are utilized in the classroom teacher.
Things to consider in managing the living and learning facilities are:
• Media are required learning available.
 The media exploited the learning easy.
 Learning resources needed are available.
 Learning resources easily exploited
b. Carry out daily tasks class
Class daily tasks may be related or not directly related to learning. Implementation of the daily task of effective and efficient class strongly support the learning process.
Daily tasks that need to be teachers, among others:
• Availability of stationery (chalk, markers) and erasers.
• Checking attendance.
• Cleanliness and neatness of the board, clothing students, and classroom furniture.
• Readiness of student learning tools as well as the readiness of students to follow the lessons.

2. Implement the learning activities
a. Initiate the learning activities
Started learning activities are activities undertaken by teachers in order to prepare students physically and mentally to start learning.
Needs to be done in the start of learning, among others:
• Motivate students by asking questions that challenge or tell the events that are hot.
• Linking learning materials with the experience of students (apperception).
• Provide a reference by interpreting the outline of the material and activities.
• Delivering learning objectives to be achieved.
b. Implement the types of activities in accordance with the objectives, conditions of students, classroom situations, and environmental (contextual).
This point indicates the level of conformity between the types of learning activities with learning objectives, student needs, change the situation, and the environment.
Things to consider!
• Learning activities in accordance with the purpose and nature of the learning materials.
• Learning activities in accordance with the development and needs of students.
• Learning activities are well coordinated (the teacher can control the lesson, the students' attention focused on the lessons, classroom discipline is maintained).
• Activities are contextual learning (as demanded by the situation and environment).
c. Using instructional media consistent with the purpose, conditions of students, and the demands of the situation and environment (contextual).
This point to focus on the use of instructional media used in the classroom teacher.
d. Implement learning activities in a logical sequence.
It is used to determine whether teachers can select and organize learning activities so logically one activity to another with an order after another.
Things to consider to achieve this are:
• Activities are presented from easy to difficult.
• Activities are presented relating to one another.
• The operation led to the conclusion.
• There may be a follow-up questions, or homework assignments at the end of the lesson.
e. Implement the learning activities of individual, group or classical.
In learning, variety of activities the individual, group or classical is very important to meet students' individual differences and / or establish the impact of accompaniment that includes:
• Implementation of classical activity, group or individual, in accordance with the objectives / materials / student needs.
• Implementation of classical activity, group or individual in accordance with the time and learning facilities.
• The change from individual activities to group activities, classical to the group or vice versa takes place smoothly.
• The role of teachers in accordance with the type of activity (classical, group or individual) that is being managed.
• In each activity (classical, group or individual) students engaged in an optimal fashion.
• Teachers make changes as necessary activities to avoid stagnation.
f. Learning to manage time efficiently.
Means it is referring to the optimum learning time has been allocated. Included in the efficient management of time include:
• Learning starts on time.
• Lessons end on time
• Learning is implemented in accordance details of the specified time.
• Learning held until they run out of time that has been allocated.
• No delay occurs during learning activities.
• No deviations occurred during learning time.

3. Managing classroom interactions
a. Giving instructions and explanations relating to the content of learning.
This indicator is used to assess the ability of teachers to effectively explain the concepts, ideas, and procedures relating to the learning content.
Assessment needs to observe the reaction of students to the scale of assessments can be determined precisely.
b. Handle questions and student responses.
This indicator refers to the way teachers handle students' questions and comments.
c. Using the expression of oral, written, and cues, including body movements.
This indicator refers to the ability of teachers to communicate with spoken language, writing, and cues including body movements. In detail include:
• Talks smoothly.
• Talk is understandable.
• The material is written on the blackboard or on manila paper (in the form of text and images) and worksheets can be read clearly.
• Cues including proper body movement.
d. Trigger and maintain student involvement.
This indicator focuses on the procedures and methods used in preparing teachers, attract, and encourage students to participate in learning.
Are included in this indicator are:
• Helping students to recall the experience or knowledge already gained.
• Encourage students to participate passively.
• Asking questions that are open are able to explore students' reactions.
• Respond / responded positively to participating students.
e. Confirming mastery learning materials.
This indicator relates to the ability of teachers to establish mastery learning materials in a way summarizes, summarizing, reviewing (review), and so on. This activity may occur several times during the learning process.

4. Be open and flexible as well as helping students develop positive attitudes toward learning.
a. Demonstrate a friendly, warm, flexible, open, understanding, and patience with students.
This indicator refers to the attitudes of the teachers are friendly, warm, flexible, open, understanding, and patience with students. in detail above reflected the attitude of:
• Displays the friendly attitude to the students. *)
• control himself at times facing students who behave less polite / negative *)
• Using words or gestures in a polite reprimand students. *)
• Respect for every difference of opinion, both among students, as well as between teachers and students. *)
*) 1 There is a possibility, as mentioned descriptors action b, c, and d is not done, because the development does not require state action in question. Therefore, in the assessment of indicators 4.1. this, please do one of the following alternatives: (1) if the situation does not demand action b, c, and d, so that these descriptors did not appear, then praktikan deemed to have committed acts a, b, c, and d, with values maximum of 4, (2) if the circumstances demand action b, c, or d, so that one or more descriptors that appear, then praktikan given a value of 1 for every action done right, and (3) if circumstances demand action b, c , or d, but not handled in accordance with the spirit of the relevant descriptors, then praktikan considered not able to perform actions b, c, or d, so it is not rated for any actions committed it.
b. Showed enthusiasm to learn.
This indicator measures the level of excitement of teaching. This excitement level can be observed through the face, tone, voice, movement, gesture, and so on.
Excitement of learning demonstrated by teachers:
• Eye and facial expressions.
• Tone of voice on the important lessons.
• How to approach the student and pay attention to things that are being done.
• Movement or gesture on the part of an important lesson.
c. Develop inter-personal relationships are healthy and harmonious.
This indicator refers to the mental attitude of teachers towards things that are perceived and experienced by students when they mengahapi trouble.
d. Helping students realize the advantages and drawbacks.
This indicator refers to the attitudes and actions of teachers in accepting the reality of the advantages and disadvantages of each student.
Things that need to be shown are:
• Respect for individual differences of each student.
• Giving attention to students who showed a deviation (eg physical disability, shy, aggressive, a liar).
• Provide additional tasks to students who have an advantage in learning or helping students who are slow learners.
• Encourage cooperation between students of slow and fast in learning.
e. Help students develop self-confidence.
This indicator refers to the efforts of teachers to help students develop self-confidence, among others:
• Encourage students to dare to express their own opinions.
• Provide an opportunity for students to give reasons for his opinion.
• Provide opportunities for students to lead.
• Giving praise to the students who succeed or give encouragement to students who have not succeeded.

5. Demonstrated special ability in learning certain subjects.
Teachers can give demonstrations of what the students will diajarkanya mamiliki idea of what will be learned or mastered.

6. Implement an evaluation process of learning outcomes.
a. Carry out the assessment during the learning process.
Assessment in the learning process aimed at getting feedback about the level of goal achievement during the learning process.
b. Carry out assessments at the end of learning.
Assessment at the end of the learning process aims to find out students' mastery of subject matter.

7. General impression of the performance of teachers / prospective teachers
a. The effectiveness of the learning process
This indicator refers to the degree of success in managing the learning of teachers in accordance with the development of the learning process. reflected the learning effectiveness of:
• Learning smoothly.
• The class of control in accordance with the plan.
• The class of control through the adjustment.
• Lead to the formation of the impact of accompaniment (eg there is an opportunity for students to be able to work together, responsible, tolerant).
b. The use of Indonesian spoken.
This indicator refers to the ability of teachers in the use of Indonesian as the language of instruction. This is apparent from:
• Speech is clear and easy to understand.
• Talks smoothly (not halting).
• Use standard words (limiting the use of words local or foreign).
• Talking to use proper grammar.
c. Be sensitive to students' language errors.
Teachers need to show his sensitive to language errors, so that students are accustomed to using Indonesian language properly and correctly. Sensitive taste can be shown in various ways such as reprimand, ordering, repair, or ask again.
d. Penampialan teachers in learning.
This indicator refers to the overall appearance of the teacher in managing learning (physical, teaching style, and assertiveness). Visible from:
• Dress neatly and politely.
• The sound can be heard by all students in kleas concerned.
• The position varies (not stuck on one place).
• Decisive in making decisions.

Retention of Local Cultural Values in Literature Learning in Schools

noreply@blogger.com (situsbahasa) — Fri, 21 Oct 2011 04:25:00 -0700

Retention of Local Cultural Values in Literature Learning in Schools

One of the major problems in education and culture is a matter of national identity. With the swift currents of globalization worry about national culture, especially the local culture will begin to erode. Foreign cultures are now more prevalent and began to erode local cultural existence and meaning. In order for the existence of local culture remains strong, it would require retention of the local culture. The phenomenon of school-age children are happy with the foreign culture makes to raise awareness and preserve the local culture in order to become an integrative part in the learning of literature in schools. Local culture is a culture that is owned by a social objec region and reflect on its territory. Some things to include local culture including folk tales, folk songs, rituals regional, local customs, and everything that is regionalism. In this paper, the authors try to express the importance of making the local wealth of literature in the field of literature to be used as learning materials in schools. This is done in an attempt planting the values contained in the local culture, such as religious values, moral values, and particularly the national value to students. In the end, the planting of local cultural values in the learning literature is expected to offset the influence of foreign culture is increasingly prevalent in our society.

Key words: local culture, learning literature, the era of globalization

I. Preliminary

The Indonesian people will not likely escape from globalization, as a consequence of its position that it and the consequences menyemesta the age of globalization. All we can do is minimize the negative impacts of globalization. Globalization and modernization is inevitable, and inevitable. Ridden era of globalization and modernization drive neoliberalism accompanied the rapid revolution of science and technology (Science and technology). A world without limits flow that embraces freedom, freedom of creativity, freedom of speech, freedom of expression. When we sit in a chair to see and communicate with people in the most remote places in the world out there, then the advances in information technology and telecommunication close the distance and time. The condition was indirectly gave birth to a new culture and society influence the cultural order Indonesia.
The era of globalization it is today will affect all
areas of life, including the fields of education and culture. One of the major forces in the field of education and culture is a matter of national identity. Therefore, national identity is something that must be fought desperately. Do not let this national identity long faded along with the rush of information from the outside.
Pengglobalan world phenomenon must be addressed with a wise and positive thinking because of globalization and modernization is necessary and beneficial to progress. But do not be careless and complacent, since the era of openness and freedom that also cause negative effects that will undermine the national culture. Reject globalization is not the right choice, because that means hinder the progress of science and technology. Do not we do not want to miss in science and technology with other nations. But the need of intelligence in the capture and filter out the effects of globalization. Access to technologically advance informatics and communications can be utilized as conservationists and developers of local cultural values. With the advent of the era of globalization, the more we realize the importance of maintaining culture is also owned by the Indonesian people ..
Admittedly, the main actors in the globalization process of today are developed countries. They try to export local values in the country to spread around the world as global values. They can easily do that because they control the flow of information and communication technology across borders of nation-states. In contrast, at the same time, developing countries like our country is not able to deploy its local values as low competitive power. As a result, developing countries only a spectator for the entry and development of the values of developed countries that are considered global values into its territory.
With the swift currents of globalization is feared nation's culture, especially the local culture will begin to erode bit by bit. Foreign cultures are now more prevalent and began to erode local cultural existence and meaning. In order for the existence of local culture remains strong, it would require retention of the local culture. The phenomenon of school-age children are happy with the foreign culture makes to raise awareness and preserve the local culture in order to become an integrative part in the learning of literature in schools. By integrating local culture into the learning of literature in the school expected the national identity will remain strong.
Development efforts of Indonesian national identity, including the award on the value of culture and language, the values of social solidarity, kinship and love for the homeland felt increasingly fading. Fading culture of the nation caused by many factors. In fact in the community structure of social inequality occur, regarding both the status and income level. A widening social gap that causes people to lose self-esteem. Local culture is more in line with the character of the nation's increasingly difficult to digest, while a global culture more easily penetrated.
Local culture is a culture that is owned by a social objec region and reflect on its territory. Some things to include local culture including folk tales, folk songs, rituals regional, local customs, and everything that is regionalism. The integration of local culture into the learning of literature was very important. This is done in an attempt planting the values contained in the local culture and also to minimize the negative influence of foreign cultures, especially western culture brought about by globalization.
Globalization is not inevitable should be anticipated with the development of character yag cultural identity and strengthening local wisdom that serve as the basis of a foothold in the preparation of the strategy in the preservation and development of culture. Efforts to strengthen the regional identity can be done through planting of local cultural values in the literature on school learning. In this paper the authors try to devote an opinion on the importance of retention of the local culture in the learning of literature in schools.

II. Coaching and Development of Literature in Indonesia

The definition of literary Indonesia is the Indonesian language and literature are part of national culture. Literature Indonesia is one form of thinking about public disclosure of the new Indonesia (Formulation Seminar Political Language in 1999). Regional literature, has been recorded in which the different experiences, but mutually interact and influence each other in some respects, has existed and evolved long before the advent of Indonesian literature. Indonesia and regional literature, both old and new, not apart from the influence and his meeting with a foreign culture and literature. In subsequent developments, Indonesia as a medium of literary expression of modern ideas, percerminan identity to build a new culture that inspired both by the sources of cultural traditions and by modern culture.
Feelings and ideals of National Indonesia Indonesia has been expressed by the author in the form poetry, romance, and drama before 1928 Youth Pledge and the Proclamation of Independence of 1945, and constantly expressed in their works after the war for independence. Therefore, the literature of Indonesia as part of national culture serves as a vehicle of cultural expression in an effort to foster awareness of the history involved and the spirit and national solidarity.
In his capacity as a vehicle for cultural expression, literature, Indonesia has the function to (1) develop a sense of nationalism, (2) foster human solidarity, and (3) record the development of Indonesian society.
In the formulation of the Political Language Seminar 1999, said that what is meant is the literary establishment and development efforts are directed to maintain and develop the Indonesian and regional literature, increasing people's appreciation of the literature of Indonesia and the region, as well as the use of foreign literature in order to fulfill the functions and his position.
Coaching literature is an attempt to improve the quality of literary appreciation. These efforts include teaching, popularization, and empowerment. Development efforts through the teaching of literature has always been associated with the purpose of teaching literature in schools. Until now the purpose of teaching literature in schools, both primary and secondary schools is never achieved because the portion of the teaching of literature only got a small part of language teaching. Martial Arts teacher availability in schools is very limited. Likewise with the utilization of literary materials are not optimal. Based on this, the teaching of literature should consider the following things.
1) No longer part of language teaching.
2) Supported by the procurement berkelayakan teachers who teach literature.
3) Supported the availability of adequate literature in schools.
4) Attempts were poets, both locally and nationally, more widely used through face to face with teachers and students of literature.
5) is supported by extracurricular activities.
Corrections Indonesian literature is intended to foster and
increase people's appreciation of Indonesian literature. Correctional literature Indonesia should touch all levels of society. Correctional literature done by taking into account and utilize the wealth of literature archipelago, among others, refers to the cultural values of society. Based on this, correctional literature should consider the following.
1) To enhance people's appreciation of Indonesian literary works, literary publishing should be encouraged.
2) Translation of Indonesian literary works into international languages should be encouraged.
3) Encourage the participation of Indonesian writers in meetings of international literature.
4) Empowering the three major components of literary life, the poet, literature, and society.
Empowerment literature aimed at strengthening the position and function
literature in people's lives. With the growing consolidation of the position and function of literature in society literary quality is expected to be born in the midst of society itself. In modern society increasingly perceived empowerment literature is very important. Three major components of literary life need attention seriously. Broad public support in the form of literary appreciation will stimulate the growth of a more fertile and literary quality. Based on this, the empowerment literature should consider the following things.
1) Poets need to obtain copyright protection, freedom of expression, and pernghargaan the good of society.
2) Criticism sastar should be disseminated so that people can know the weaknesses and strengths of literature.
3) quality literature should be enjoyed by students, from elementary schools.
4) Appreciation of literary society need to be empowered through the development of Martial Arts community.
5) Improved means of literary life, such as publicity and attention centers of literary life.
The development of literature is to improve the quality of literature in order to
used as a medium of expression, reflection and the search for identity to build a new culture, and as a means of increasing concern for people's lives. Martial Arts development efforts include research and maintenance.
Indonesia conducted the research literature to gain a broad knowledge of Indonesian literature, including the history of literature (literary, literary figures, the flow in the literature, and so on), and its relation to development efforts the Indonesian language. The study of Indonesian literature should also be accompanied by a study of regional literature. A study of the relevant foreign literature should also be made.
Maintenance works of literature dalah the effort made to a new generation of Indonesia can understand, appreciate literature, especially the message contained in it. Preservation of old literature is one of the maintenance effort of literature. Understanding of the literature will be more easily achieved if a generation of literary life experience itself. Therefore, the maintenance of a literary work can be done through the maintenance of cultured tradition in society, such as oral literature, reading old manuscripts, narrative tales.

III. Retention of Local Cultural Values

Humans are creatures of culture. Culture was born and developed by man, through reason and thought, customs and traditions. Every human being has its own culture, even the culture of the patent claimed as a human. Culture is the result of learning that relies heavily on the development of a unique human ability to take advantage of symbols, signs, or gestures that no coercion or a natural affinity with the things that they hold. Thus, every human being either an individual or group can develop a culture in accordance with copyright, taste, and intention respectively.
Language essentially can not be separated from social and cultural context of native speakers because in addition to a social phenomenon, language is also a cultural phenomenon. As a social phenomenon, language is a form of social behavior that is used as a means of communication. Therefore, various social factors that apply in communication, such as the relationship between the participant's role in communication, where communication takes place, the purpose of communication, the communication situation, social status, education, age, and sex of participant communication, was also influential in the use of language.
Meanwhile, as a cultural phenomenon, besides the language is one element of culture, is also a means to express the community's cultural values of native speakers. On that basis, an understanding of the cultural elements of a society - in addition to the various social elements that have been mentioned above - is very important in learning a language.
In the 60's American committee on language and culture
reveals the relationship between language and culture. These relationships are as follows.
1) Language is part of the culture, and should be approached with the same attitude guiding our approach lepada statu culture as a whole.
2) Language is a vehicle of culture, the language teacher therefore must also be cultural as well as teachers.
3) The language itself is the subject of attitudes and beliefs are culturally conditioned, which can not be ignored in the language classroom (Bishop in Tarigan, 1991: 56).
From the Bishop's opinion above shows that language can not be separated from the culture because the language as a communication subsystem is a part of the culture system, even the most important part of culture. Learning literature is part of the Indonesian language teaching. In our country, not stand-alone learning literature, but it still becomes an integrative part of learning language. Sometimes also learning literature occupies only a small portion of learning the language. Learning literature should be getting equal proportion with learning the language.
Learning literature students are expected to make a human being who has a national identity. But now school-age children are generally happy with the foreign culture. This should make educators aware, because over time will keep the kids from their own culture. They are like uprooted from their own cultural ancestors. In an effort to develop the culture of the nation's personality and the national conscience, have fostered the ability of communities to raise social and cultural values that lofty region and to absorb the values of the external positive and necessary for the renewal in the process of nation building. It needs to be prevented foreign cultures are negative. Language and literature areas need to continue to be fostered and preserved in order to develop the identity of our Indonesian-ness.
School-age children tend to confuse globalization with eating western products and swallow them raw. Whereas many global cultures that deviate from the ethics of Indonesia. Our children will just forget their own traditional culture. Many traditional cultures that are no longer recognized by our children, because they prefer western popular culture and popular.
State of the nation's cultural improvement is a shared responsibility, whether family, school, social institutions, and society. One of its efforts is to provide guidance since they were children. For example, introducing its own culture from an early age. In schools, this business can be done by incorporating cultural elements into their proper subjects, one of which is into the Indonesian language and literature lessons.
In connection with the understanding of culture, in the book "Primitive Culture" by EB Taylor was first published in 1871, defined culture as a whole which includes knowledge, belief, art, morals, laws, customs and other capabilities and habits acquired humans as members of society (Suriasumantri, 1996: 261)
Then Kuntjaraningrat (1974: 12) argues that culture is comprised elements of the system of religion and religious ceremonies, and the system of social organization, knowledge systems, languages, arts, sietem livelihoods and technology systems and equipment. In this case, culture is the dividing line between humans and animals. Of men that should form the culture, not a form of human culture. Culture is the knowledge acquired and used by humans to interpret the experience and delivery of social behavior (Spradley, 1997: 5). The main function is to spread cultural values from one generation to the next.
Global era marked by accelerating development of science and technology is increasingly sophisticated, so as if the world is a global village sebuat plan open and clear boundaries. The global era has provided the opportunity for the world and the people who live in them to interact and communicate from a variety of different ends of the world, without barriers of space and time. result of these symptoms they feared precisely that form the culture of luarlah students, because they are generally still not able to differentiate between good and bad. As if to those who come from western culture it is good. Padalah datangya not all that was good from the west, on the contrary there are many cultures that are less good, especially as opposed to the noble values of our nation's culture. Individual properties, permissive attitudes toward sex are all examples that come from outside the culture that certainly does not fit with the culture of our nation.
One way to introduce the noble values of the nation is to introduce local culture to our students. The values of local culture is the soul of the local culture and form the basis of all culture in the region. Introducing folklore in the form of storytelling before bedtime for example is our nation's cultural past, which at present have started decaying over the development period. The story is one important means to maintain the existence of oneself. The story is not only used to understand the world and express ideas, ideas, and values, but also as an important means to understand the world to others, keep, pass on ideas and values from generation to generation.
Local culture is a diverse cultural heritage that must be preserved. When other nations are only a few local cultural heritage has tried hard to preserve it for the sake of an identity, it is really naive if we are to have a lot of local cultural heritage preservation and then ignore. Like the saying goes "birds fly while reaching for pigeon in the hand is released". Some things to include local culture such as stories (fairy tales) of the people, the ritual of regionalism, regional traditions, creativity (dance, song, drama, etc..), And the uniqueness of the local community.
Various form of local cultural heritage gives us the opportunity to study the local knowledge (local genius) in addressing the problems faced in the past. Local knowledge is the attitude, outlook, and the ability of a community in managing the spiritual and physical environment, which gives to the community's resilience and ability to grow in the area where the community is located. In other words, local knowledge is a creative response to the geopolitical situation, geographical, historical, and situational locally (Saini KM, 2005). Local knowledge is a view of life and science and life strategies of intangible activities carried out by local communities in responding to various problems in meeting their needs.
According to John Haba (2008:7-8) local wisdom is part of a cultural construction. Local knowledge refers to a variety of cultural treasures that grow and thrive in society, and is an important element to strengthen social cohesion among citizens. In general, local wisdom has the following features and functions: (1) as a marker of identity of a community, (2) as an adhesive element of social cohesion, (3) as an element of culture that grows from the bottom, exist and thrive in society, not an element of cultural imposed from above, (4) serves to give color to a community togetherness, (5) can change the mindset and the interrelationships of individuals and groups by putting them on common ground, (6) to encourage establishment of togetherness, appreciation and common mechanism for defend themselves from the possibility of a disruption or destruction of solidarity groups as a whole and integrated communities. From the above can be understood, that is the whole idea of local wisdom, values, knowledge, activities, and cultural objects are specific and are proud to be the identity and the identity of a particular community or ethnic group.
The problem of local wisdom is often ignored, is considered no relevance to the present let alone the future. The impact is a lot of cultural heritage who weathered with age, abandoned, neglected and even abused its existence. Though many nations that are less powerful history searching for his identity even from the remnants of history and cultural heritage are few in number. We ourselves, the Indonesian nation, which is rich with cultural heritage even sometimes ignore such an invaluable asset. What a contradictory condition.
Nurgiyantoro (1995: 164) asserts that the story-telling tradition and has been known since humans exist on this earth, long before they know the writing. The story is one important means to maintain the existence of oneself. The story is not only used to understand the world and express ideas, ideas, and values, but also as an important means to understand the world to others, store, and pass on ideas and values from generation to generation.
At present, our children are more familiar with Cinderella, Spiderman, Superman, Pinoccio and others. Do not know Sangkuriang, Ratna Suminar, Malin Kundang, Bondowoso, Purnama Natural, Cucumber Mas and others. Because not familiar, then do not be surprised if the essence of local wisdom that exist in the story were never embedded in the minds of our children.
In this era of regional autonomy is appropriate and indeed the local culture should be introduced to our children. Even in the preparation of the curriculum at the elementary and secondary school education had been properly integrate into the local culture subjects, particularly subjects Indonesian language and literature. This is done to minimize the impact of globalization is increasingly eroding our national culture. It is naive in the city of Banten province Cilegon for example, in elementary school the local content (Mulok) which should promote local culture such as language and literature in the form Mulok Java Dialect Banten (BJB), even ignored, because policy makers prefer English as a lesson Mulok .
Spectacle and shows on television further highlight the culture of others than our nation's culture. Spectacle and impressions that show the diversity of cultures and languages in the archipelago very rare. Archipelago should have presented a spectacle of cultural diversity as often as possible in children nation's next generation of Indonesia, so they know the television media products also tell about his homeland. During these Indonesian children are more familiar with the "Tom And Jerry", "Naruto", "Dora", "Mickey Mouse" and others, where the children's story area of cultural backgrounds that exist in Indonesia? Where the product of this nation who can enrich the younger generation and expanding their horizons towards multiculturalism and cultural diversity of the nation? Without realizing it, we have been impoverished by the spectacle and the various impressions that reflect the cultures of others.
Literature was born by the human urge to express themselves about issues of human, humanity and the universe (Semi, 1993:1). Literature is the disclosure of the issue of life, philosophy, and psychology. Poets can be said to be a psychologist and the philosophy that reveal life problems, psychiatric, and philosophy, not by express through literary techniques. Differences of letters with others lies in the sensitivity of letters that can penetrate the human truths that can not be known by others.
Literature than a work of art that has a mind, imagination, and emotion, as well as creative works are used as an intellectual and emotional consumption. Literature that has been born by the poet is expected to provide aesthetic and intellectual satisfaction to the reader (Semi, 1993:1). Referring to the understanding of literature above, it is natural when learning objectives are also to instill literary human values to students. Literature can affect the emotions, imagination, creativity, and intellectual property so that students develop optimally. One is the literary genre of prose. Folklore (folklore) is one kind of prose.
Folklore as one of the local culture it is appropriate that serve as the starting material of literature learning in school. Planting the values contained in the folklore of students believed to be inherent to adulthood. This relates to one of the benefits of learning literary character forming learners. Literature has an important role in public life since the literature contains values that are positive for the reader and useful to society at large. Literature can convey the message and values, including values education to the reader. The moral role in true literary essence to be discovered by a reader or a connoisseur of literature. The moral in a literary work is the cornerstone in the literature as an ingredient in the reader's contemplation knitting values and diving live a better life. For example, folklore "Dampu Awang" in the Banten area set in the mountains Kramat Watu has human values are high. How does a child have to be respectful to the elderly. Do not forget to parents, despite being a successful life. From the plot somewhat similar to the folklore that had already been known from the Minangkabau region, namely Malin Kundang.

IV. Cover

Authors are aware that this short paper is far from perfect. There are still many facets that have not been discussed thoroughly by the author. This hopefully inspire readers to discuss this topic again so much depth. The idea of integrating local culture into the learning literature is the idea that the writer has not been supported by an in-depth reference. This idea motivated the writer to see the pain our children are more like the characters from the outside than from within the country itself. Hopefully the next writer and the reader can further clarify these ideas, accompanied by supporting references.
It is based on the reference I have found, during this learning literature in schools are considered less successful. For one thing, sometimes serving learning literature often go unnoticed by teachers. Suppose that the teachers pay attention to learning literature carefully and certainly by integrating local culture. For example in the Banten area is only fitting folklore "Dampu Awang" introduced since elementary school. The author believes the negative effects of globalization will be minimized. Even the tragedy of "flooding culture" (culturally overwhelmed) foreigners will never happen. Our national identity is believed to be maintained.
In order for the existence of local culture remains strong, it would require retention of the local culture. The phenomenon of school-age children are happy with the foreign culture makes to raise awareness and preserve the local culture in order to become an integrative part in the learning of literature in schools. Local culture is a culture that is owned by a social objec region and reflect on its territory. Some things to include local culture including folk tales, folk songs, rituals regional, local customs, and everything that is regionalism. In the end, integrating local culture in the learning literature is expected to offset the influence of foreign culture which increasingly prevalent in our society. In other words the movement of "local knowledge" (local genius) with a return to cultural roots of the nation itself is a smart action to minimize the negative effects of globalization.

Taken from http://pusatbahasa.kemdiknas.go.id
by: Asep Muhyidin, M.Pd.

Literary Nationalism in Indonesia

noreply@blogger.com (situsbahasa) — Fri, 21 Oct 2011 04:15:00 -0700

Literary Nationalism in Indonesia

1. Preliminary

Nationalism is an awareness of membership in a nation together with a desire to Achieve, maintain, and perpetuate the identity, prosperity, and power of the Natio. (A consciousness as a nation that is accompanied by a desire to maintain, preserve and apply the identity, integrity, and tight-guhan nation) (Mustafa Rejai, 1991). This can be interpreted that nationalism is the attitude or behavior that is realized or actualized in the form of action to maintain and preserve the identity and continue to strive to advance the state and nation, by killing every obstacle that blocks the path of progress.
Nationalism is a social invention of the most stunning in the course of human history, at least in the last hundred years. Not a single social space on earth is free from the influence of this ideology. Without nationalism, human history will be different lane altogether. The end of the cold war and the spread of ideas and cultural globalism (internationalism) in the decade of the 1990s until now, especially with the communication and information technology developed by highly accelerating, not necessarily the song brings death to nationalism. The phenomenon of nationalism has existed since man knows the concept of biological kinship. In this perspective, nationalism is seen as a natural concept rooted in the past each community group called ethnie (Anthony Smith, 1986), a social group bound by a collective memory includes cultural attributes, values, myth, and symbolism.
Meaning of Nationalism that we believe significantly, among others, namely:
1) A process of formation, or growth of nations.
2) A sentiment or consciousness of a nation concerned.
3) A language and symbolism of the nation.
4) A social and political movements for the sake of the nation concerned.
5) A doctrine and / or ideology of the nation, whether general or specific.
The first is the formation of nations that are very common. This process encompasses a series of processes, more specialized and often form the object of nationalism in a more narrow sense. The second is the consciousness or national sentiment, it should be carefully distinguished from three other uses. Nationalism movement will not start by protests, declarations or armed resistance, but with the appearance of literary society, historical research, music festivals and cultural journals. Language and symbolism of nationalism deserves more attention. Supplies of national symbols is only meant to express, represent, and strengthen the boundaries of nation, and to unite its members through a similar image on the memories. Nationalist movement, the national symbolism of course can not be divorced from the ideology of nationalism that provided the impetus and direction for the symbols and the movement. The shape of the nation's cultural nationalists is the nation whose members were aware of the unity of their national culture and history. They also devoted themselves to explore their national individuality through education and national institutions.
During recent years, attitudes or actions such as we hardly do, and in the end it they diminish our pride in what we've been adorable, that is nationalism. The waning sense of pride for the nation for several years, in fact fueled by strong sentiment and spirit primordialism post-crisis regionalism. The attitude of disappointment caused by most members and community groups to values such as justice and humanitarian and deliberation that is often only become empty rhetoric. Eradication of corruption against the corruptors, law enforcement, and justice are in fact as a strategic means to evoke the spirit of love within the homeland nation's children is only used as a tool to legitimize a position, and this makes the younger generation to be opinionated and do not hesitate to the nation and his own country.
We also feel that there are emerging trends which show that the spirit of solidarity and togetherness feels increasingly lost since the last few decades. Possibly, the cause of the waning sense of nationalism is also caused by the paradigms of nation and nationalism that we profess, running in place. In fact, national and global development paradigm demands adjusted from time to time, in accordance with the state of a sovereign nation and state. From the birth of consciousness in that nation and state is in essence a normative and political awareness is the foundation of an ideology called nationalism. In a sense, nationalism as an understanding that recognizes the truth of-mind that every nation should unite for the sake of glory-round in a national and state life. Of nationalism is the birth of ideas and businesses struggle to realize the nation state. In Indonesia, the idea and developing strong business like this in the 1930s and peaked in the 1940s.
The issue of nationalism in Indonesia is the reality that the land fertile inspiration for the creation of literary works. Even the identity of literary nationalism was decisive as the birth of Indonesian literary history. This means, nationalism is not only present as a mere source of inspiration, but at present as a marker of the existence of Indonesian-ness of a literary work. Ajip Rosidi asserted, that the national consciousness that is the marker of Indonesian literature. National consciousness is actually a political issue. It also shows that the issue of Indonesian literature can not be separated from political issues. While A. Teeuw said, that a particular feature of the development of literature is partly in line with the nationalist movement that we can see from the use of the language effectively in the nationalist movement. This causes the literature as art, using language media, really have a role politically and culturally enormous.
The ideology of nationalism became an important issue for the Indonesian writers actually come first before keindonesiaan itself formulated. The ideal of a sovereign nation emerged much earlier than the limits of territorial issues. The works of Muhammad Yamin, Sutan Takdir Alisjahbana, Pramoedya Ananta Toer, even Anwar, Amir Hamzah and shows it. This paper wants to show how the problems of nationalism as an ideology will always be a source of interesting ideas for the creation of literary works. During nationalism became the paradigm of open and open the opportunity to always interpreted and assessed, then the writers will always be interesting to lift it in a literary work. So, it would seem the relationship between literary history and national history. How to interpret literary works and his role in the need to build awareness of the idea of nationalism. Whether we can see conditions now compared with the literati literati predecessors who followed the birth of the Indonesian state. How these differences is presented in both the disclosure or the awareness of action. Of course, as a literary way they said about nationalism is different from the historian, statesman, or politician.

2. Literary Nationalism in Indonesia

Indonesian literature is often imagined as invisible hands in the push for regional unification, starting from the villages, tribe, tribes of the archipelago until it becomes a form of state that describes keindonesiaan. Literature is like magic constant encouragement magical for physical revolution. There is a kind of confidence that the pre-revolutionary Indonesia would not be realized if an sich fought through armed confrontation or international diplomacy. Needs to be done over the legitimacy of absolute geography words pretending sloganistik, instigating, providing an intense impression for residents in the archipelago, which will solidify the ideological importance of gathering in the shade of a large house called Indonesia. Poetry or prose (short stories, novels, or plays) the work of the writers we show it.
Literature on the emergence of colonialism can not be born just like that. Literature Indonesia as an integral part of the culture that gave birth to her as being just like that, without due process, without the author's cultural struggle. The assertion is a form of justification to the study of sociology of literature that tries to tie the literary works, authors, and social and cultural circumstances that surrounded. Of course, this study makes it easier to describe how the spirit of nationalism has gripped literature since colonial times and the prakemerdekaan.
Some works are born of colonialism during the 19th century did not speak Indonesian nationalism. Nevertheless, most of the work is already talking lokalistik, a concept of nationalism smaller-just like primordialism. As in the short story from The Content Tjerita Langkara Affairs Jang Poelaoe Soeloeng in Java which tells of the journey of a King of Rum (Rome) to the island of Java, which is considered the king of country quiet as you wish. In a way that the soldiers of King Rum is not easily conquered Java, a very large and populated giants, demons and jinn. It shows that the author (not specified) already has a sense of his love of his homeland, the island of Java. The author seemed to assert that as colonialism, it always get resistance from the native inhabitants. However, because of limited imagination, the author is more to give victory to the King of Rum, so the King of Rum finally able to master Java. The same with the conditions of colonialism Indonesia for three and a half centuries by the Dutch. A condition that describes the superiority of the ruler and the powerlessness of people who inhabit the archipelago (Indonesia at the time). Language which was later named as the new Indonesian was also used at least in poetical literature in Sair Kadatangan Sri Siam Naharaja in Batavia, published in 1870. Poem without the author's name was known to his time Wednesday, April 5, 1870 (no day kutika Rebo / Five April there is the date). As shown in the title, this poem tells a rousing welcome the arrival of the Dutch Government to the King of Siam (Thailand). On either side of the road mounted the Dutch flag and the flag of Thailand. Band Drum Group deployed. Each road segment guarded by Dutch troops to the point that people can not see past the king of the road. Moreover, using the streets as usual. Meriahnya welcome hijinks described the situation in the midst of poverty convolute inlander population. An interesting metaphorical satire expressed in this poem when the people were in vain to be able to watch up close. "Anyone who can not look closely, you should" stand watch from a distance he / cause liver nyang got going / staying up like wood. "(Saifur Rohman, 2002). The establishment of lyric because the colonialist pressure to the Indonesian people. How does the existence of the oppressed will bring resistance from stress. "Once a person nyang small / remote stand here and there / want to watch does not work / mala banned tida called." The author adds another identity by saying: "The small and humiliated nyang / Suda at the thought tida useful / What else do people slam and china / in here in pegat pegat there. "
The works is a mosaic that will be the foundation of an ideology based on a sense of oppression. Nationalism began to emerge in the minds of writers at the time. This is explained by Maman S. Mahayana which shows, that in the late 19th century there have been several literary magazines literary form which contains tales, stories, fairy tales, poems, rhymes and others such as those written in a magazine subtitled Good Companions, 1880 in Batavia. Besides the magazine previously mentioned there is also the Ferris, 1868 and bugle Melajoe, 1860-1910 in Semarang. Then at the beginning of the 20th century appeared more and more literary magazines such as Pewarta Prijaji (Semarang, 1900), Star Ocean (Bandung, 1903), Poetri Indies (Bogor, 1908), Boktok (Jakarta, 1913). We see also, for example, how literary works such as novels pre-Indonesia One Care (Abdoel Moeis), Siti Nurbaya (Mad Rush), road with no end (Mochtar Lubis), Guerilla Family (Pramoedya Ananta Tur), and short- Idrus short story becomes a critical comparison how Indonesia should ideally house building in the future. Had a stretch of discourse about youthful revolt against the traditions of origin is not written in a stretch of literary works, and touched the hearts of readers to become part of common discourse, it is not possible call to unite themselves in the Youth Pledge shalt have an entirely different result.
Foreign experts who analyzed the problem of nationalism is Foulcher Keith (1991). He studied literature New Poet era (1933-1941). Foulcher assessment focused on literary effort in finding the form of the ideal of nationalism in this period are represented in the works New Poet. Ahmad Sahal (1994) discuss nationalism as an attitude of resistance to the more established narrative nationalism (colonial). The review focused on the work of Sahal Pramudya Ananta Tur, the Glass House. Hilmar Farid (1994) has also written literary problem of nationalism in Indonesia. However, Farid studies focus more on the processes of creation of the role of language as one of the binders of Indonesian nationalism. In addition, in the writings of Farid approach is more severe in the history approach. Fa-ruk (1994) was writing about nationalism as a response to the article Foulcher. Not unlike the Foulcher, Faruk reviewing literature data on the New Poet. Some of these writings, not specifically explore issues of identity figures in literature and its relation with the problems of nationality. Still on nationalism, Aprinus Salam showed how a number of figures uta-ma in the novels of Hall Book, in the process, become strangers in their own homes. The main character in Siti Nurbaya, One Care, Samsul Bahri or Hanafi, become comfortable and less suitable in the environment and local customs (of origin). Indeed, the note is at home not feeling it after most of the characters in the story to know or out of the village, and at a later date, see and try to reposition herself in the house and village. Here are three things about the Hanafi cited in the One Care.

"In the Hanafi has no real courage in his own religion, while his own people had been dibelakanginya." (P. 52)
"Hanafi cursed himself, because he was born as a Bumiputra" (P. 53.)
"Is not he at once is to glorify and exalt their nation Bumiputra, but he does not like to give to anyone outside of the nation, make humiliate it by not giving reasons" (p. 57)
"The child was old at the shoreline, she thought she was just easy to change our customs." (P. 71).

The question that immediately came to the surface is, where the Hanafi? The process of what causes a person displaced from his home, from within itself or from outside, or from outside then becomes in itself? One becomes an outsider when he was not accepted by the dominant discourse about the concept of home in a particular place. The processes that lead to a become insiders and outsiders, is a consolidation processes are carried out by certain institutions (classes or interest groups), based on the norms and values of certain, or certain knowledge, or even such as parties or particular institutions, so that a person becomes tersubjeksi by the consolidation process. In such cases, Aprinus Salam show how a process of bargaining, whether he should again be a person in, or remain outside. Haggling is so hard and difficult to reconcile possible. If Hanafi outsiders something, he should certainly people in something else. Meanwhile, it turns out he also does not or has not been accepted into the outsider's inside. This is where the Problem, Hanafi was in all the borders, it becomes something that is ambivalent. He does not or has not entered into one particular side. As an example, cited the following text from the Lady Nurbaya:

"One of these young children, was a boy, aged about 18 years. Her dress shirt jacket white cap and black shorts, ... ... The hat hat white grass, commonly used Dutch nation." (P. 9).
"When viewed from afar, will surely mistaken, this young man a Dutch boy, who wanted to come home from school. But when viewed up close, it is obvious he is not a European nation; because his skin yellow as complexioned skin, hair and eyes black as ink." (p. 9).
"Friends of this young man, was a daughter aged about 15 years. Dress this girl was a Dutch children's clothing." (P. 9).
"According to wake up the body, the color of her skin and jewelry, it is obvious he is the child's country there; children of the rich or high-ranking people." (H.10).

However, if the author departs from the possibility of ideology, it seems that through the work of Siti Abdul Moeis Nurbaya sided with the customs and hometown. Perhaps the reader also "herded" to dislike people like Hanafi. Someone whose views and lifestyles are kebelanda-belandaan, the colonizers. Here Abdul Moeis intends to build attitudes and anti-colonial nationalism. Only, the process of consolidation that the fight is not won on behalf of the nation, but consolidation in the name of religion (Islam). Aprinus Salam also gave examples of how Sutan Takdir Alisjahbana try to see a situation that illustrates the attitude of partiality on the outside as she told at length in full sail. Fate does not seem to leave the name of religion, but rather in the name of rationalism (of course because he was acquainted, and thanks to the construction of "modern education"). Told in the novel, Tuti progressive, rational, emansipatif, effective, something contrary to the properties of Mary. If we compare it with other novels that shackle works Armyn Pane, then we see a rational sail westernized (from the standpoint that rejects) and the shackle becomes more interesting, because, who were the outsiders (foreigners) (Tini?) Or who become insiders (Well?) be clearly demarcated. In many ways Tono have memories and dreams of the possibility of choice to the Well, something that is considered more and or in the name of tradition (-onalisme). However, as Well (traditionalism) also can not be defined clearly enough, so do not be surprised if the end of the story floating.
The characteristics of the discourse which raised the limits, the truth has not been shifted far to the novels of the 1970s. Umar Kayam short story, A thousand fireflies in Manhattan offers an important illustration. At the height of a hotel in big city America, who imagined Marno is a place in his village. The lights are berkelipan in the wilderness of skyscrapers visible from the window, reminding Marno on hundreds of fireflies are like studded night at her grandmother in the village fields. Although Marno been long enough in the U.S. and studying there, Marno will never be an American (born in mind) because of the social-psychological history was raised in the village (Java). Jane and Marno loggerheads about something that is viewed differently because of cultural and psychological backgrounds are different. However, whether Marno still be called Java, or even represent a prototype of Indonesia?
With a different spirit, Nh. Early in On A Ship (1973), describes his characters as people who always longed for the country, prides itself as an Indonesian (Javanese), although in daily practice, Sri, the novel's characters, can not be fully known as the Indonesia Java. It is evident from the way Sri see nations and cultures (Java), and how he lives like a European (French).
Thus, the problem of nationalism in Indonesia is a land of fertile inspiration for the creation of literary works. In fact, the identity of literary nationalism is a hot issue in determining the birth of Indonesian literary history. This means, nationalism is not only present as a mere source of inspiration, but at present as a marker of the existence of Indonesian-ness of a literary work. Therefore, it is no exaggeration when Ajip Rosidi said, that the national consciousness that is the marker of Indonesian literature. National consciousness is actually a political issue. It also shows that the issue of Indonesian literature can not be separated from political issues.
A. Teeuw also argue, that a particular feature of the development of literature is partly in line with the nationalist movement. Because language can be very effective in the nationalist movement, then the literature as an art that uses language media really have a role politically and culturally enormous.
The ideology of nationalism became an important issue for writers and poets Indonesia has actually come first before keindonesiaan itself formulated. The ideal of a sovereign nation emerged much earlier than the limits of territorial issues. Muhammad Yamin in 1921, through his poem:

Language, Nation misses his homeland:
"Where Sumatra, where the nation / where percha, there Andalasku language unfortunately, jana benjana '"

In the poem, Yamin identify ground water was still confined to his homeland only. Building on the imagination of a nation's self-Yamin is still limited to regionalism alone. But eight years after Yamin wrote the poem, a sense of nationalism and identification with the homeland has shifted more widely, no longer limited to Sumatra, but extends throughout the homeland, as he was saying in his poem "Indonesia, Spill My blood".
October 28, 1928 Youth Pledge reinforces persolan literary nationalism in the constellation of Indonesia. Baroe Poedjangga magazine with full awareness that the literature shouting Indonesia has the responsibility and obligation that embody the spirit of sublime new nation of Indonesia. With awareness of the spirit of nationalism, magazine Poedjangga Baroe bersemboyankan "spirit guide to form a dynamic new cultural unity of Indonesia".
Proclamation of Independence of the Republic of Indonesia on August 17, 1945, must be admitted, is the realization of Indonesian nationalism. Indonesia as a sovereign nation begins at this point. The issue of nationalism in Indonesia growing literature not only questioned the national identity problem, but shifted to the issue of revolution to maintain independence from colonialism. In this periodization, emerging literary works set in revolutionary war to defend freedom.
Half time Bekasi Guerrilla Family and the work of Pramoedya Ananta Toer not merely recounts the pain-the pain of war, but also describes the excitement of a physical struggle to maintain the independence of Indonesia. In his novel that follows the Reverse Flow (1995), Pramoedya Ananta Toer showing how nationalism is present in every heart of Indonesia at that time. Pramudya drawn character is a figure that conveys an implicit message. Wiranggaleng figures actually invites us to return a coastal character, who is always hungry for salty ocean water, reminds us, that our earth is actually a sea of mainland Java is not alone. Nautical spirit in Wiranggaleng figure, actually not much different from the collective views of penggarangnya, Pramoedya Ananta Toer. After hearing the advice-advice and stories of Rama Cluring, and saw his own valor in a dispel Raden Pati Unus Fight (Portuguese), Wiranggaleng then became aware that the earth or ground water is not only the land of our nation, but also the surrounding ocean. When compared with the vast oceans, the land we are nothing. Wiranggaleng Idayu with her lover, finally choosing to settle on the coast of Tuban and to participate and defend the land of the Portuguese Tuban. Once upon a time, with his troops helping Wiranggaleng Pati Unus troops to seize Malacca from Portuguese hands, but their efforts failed. Even the Portuguese managed to expand its small kingdoms in Java. Portuguese managed to master them, because seeing the kingdoms in Java stuck in a narrow nationalism, more concerned with the army and fought each other's lands. Pati Unus if not replaced his brother Sultan Trenggono, possibly a naval force in maintaining the kingdoms in Java would be more robust. Pati Unus is envisioned that we are united, like the duke of Gajah Mada, because the spirit of nationalism, we can defeat the Portuguese at that time.
Another work is Royan Revolution (work Ramadhan KH), road with no end, There's No Tomorrow (Mochtar Lubis's work), and Return (Toha Mohtar) showed the same breath. While the genre of poetry, Anwar through his poems, such as "I", "Approval by Bung Karno", "openwork Jakarta", "Diponegoro" out loud shouting patriotism. Similarly, the poems of other poets such as Toto Sudarto Bachtiar, Renda, Subagyo Sastrowardoyo describe the same spirit.

3. Cover

According to John Hutchinson (1987), nationalism is more of a cultural phenomenon than a political phenomenon because he is rooted in ethnicity and culture of premodern. Even if nationalism transformed into a political movement, it is superficial because the nationalist political movements in the end based on cultural motivations, especially when there is a crisis of cultural identity. In this perspective, nationalism political movement is a means to regain ethnic pride as the foundations on which to build a country based on cultural similarities. Comprehensive understanding of nationalism as a product of modernity can only be done by also saw what happened to the people at the bottom when the assumptions, expectations, needs and interests of society at large to the ideology of nationalism allows that ideology is pervasive and strongly rooted (Eric Hobsbawm, 1990 ). Nationalism from the memories of community life are always present in the mind of any member nation that became a reference of social identity.
Indeed, the problem of nationalism as an ideology will always be a source of interesting ideas for the creation of literary works. During the paradigm of nationalism into the open, which opens the opportunity to always be interpreted and assessed, then the writers will always be interesting to lift it in a literary work. Of course, as a literary way they said about nationalism is different from the historian, statesman, or politician. And here's how he said they thought would be an interesting comparison, even as a counter-discourse to the currents of thought that relates to the issue of nationalism. Reading Reverse Flow (1995) Pramoedya Ananta Tur's work, for example, means also see the reflection of our own nation. Now Nationalism began to fade and be replaced nationalism-nationalism areas that are only concerned with purely selfish. In the past, our ancestors were great sailors, have a high sense of nationalism to defend our Motherland whole land. They are aware, the ekspansionaris threat from the sea, more dangerous and important, than just a fight for land merebutkan power. With the waning of nationalism, which is mainly caused by the very height of injustice; rampant corruption and violations of human rights (human rights) that are not resolved through legal channels, etc., then the main enemy of the nation's most right now is not the colonizers, not expansive attitude or the attitude of neighboring aggressors, but rather a corrupt bureaucracy, injustice and / or economic and political inequality, poverty, arbitrary power, and so on. Combating corruption is just rhetoric, human rights violations that are not resolved through legal channels to its conclusion, inequities between central and local governments and so must be taken seriously. The sociologist Talcott Parsons in the book Social System states, if a society wants to exist and sustainable, there are four functions paradigm (function paradigm) which should continue to be implemented by the public concerned:
First, pattern maintenance, the ability to maintain the cultural value system is adopted because of cultural deposits of human behavior. Community culture that will change because of the value of the previous transformation to the community then, but while maintaining the values which he considered noble, because without it it will form a new society to another.
Second, the ability of communities to adapt, because the world is changing rapidly. History proves many civilizations that have been lost because people are not able to adapt to a changing world. Communities that are able to adapt to change and exploit opportunities that arise will be superior.
Third, the integration function of the elements of a diverse society continuously forming an increasingly centripetal force that unites people. each nation's people, especially the very heterogeneous as our nation, the nation always has entropy, ie the elements in the country by expanding its internal dynamics desduktrif, destroying his own country. just like the cells that make up our bodies that can turn into cancer that can destroy his own body. development of an extreme and narrow ethnocentrism, and fanaticism primordialism group, the decline of pluralism and tolerance, as well as the decline of society's ability to complete the various frictions are polite forms of entropy is a nation that can scatter this heterogeneous nation.
Fourth, people need to have a common goal or purpose of Attainment from time to time as it continues to be improved by transforming the dynamics of society and its leaders. If the Indonesian nation-state formed by a common historical past, then the future need to be established by common ideals, views, expectations and objectives regarding its future.
Nationalism we now no longer associated with the occupiers, or especially the behavior of expansive or aggressor-state neighbors, but rather must be associated with a desire to combat all forms of corruption, injustice, human rights abuses and others. That is, nationalism today is the attempt to maintain the existence of the state and nation from destruction due to corruption and abuse of power. Behavior corrupt, embezzling state money, take advantage of all facilities within the scope of his authority to enrich themselves, behaving arbitrarily in the running wheels of power, not respecting the dignity of others, likes to receive kickbacks and bribe, kickback, money coffee and so on, are antinasionalisme behavior that must be eradicated. We note for the future is how to cultivate the spirit of nationalism-unpatriotic in the nation's children. Should hearten us to behave in an honest, disciplined, not corrupt and dare to fight all forms of injustice, arbitrariness of power and others, in addition to the spirit and the physical skills like the military to cope with any force that interferes with the sovereignty of Indonesia.
We can see as an example of a novel in which the conditions of life rather than in the period of colonialism, among other works of Ito Ice. As in the Secret State Fifth Meede and linking the historical facts of interest about this nation. Also picture of the reality of metropolitan life that has been poisoned by the West to forget the wisdom and greatness of his own people good enough to make satire and makes this book represents a sense of nationalist thinking, especially for the young people who have been poisoned by unknowingly-Western thoughts. The use of a complex historical background and put it in this story are the main attraction. Although sometimes the facts of history are linked into a conspiracy theory that impressed fetched into something that seems reasonable. The use of background history as a shaper of mystery similar to the story in the Da Vinci Code and National Treasure is to solve a mystery, must explore the history of the nation itself (which is often considered not important). Story on the first novel tells about the Secret Medee serial murders are connected with the radical movement Anarchy archipelago and Treasure hunt VOCs. Being in the second book, entitled The Fifth State to tell about the serial murders related to the theory of the existence of Atlantis. a series of terrorist acts that allegedly raised by the Group of Radical Patriotic (KePaRad) disrupt a number of government sites, the banking system, and security systems at several centers. Their desires can be known clearly of the message they left behind in every action: Disband Indonesia, Exempt Archipelago, and the State of the Fifth Form. Murder daughter of a middle-Jakarta police officer becomes the starting point for anyone unpack this KePaRad actual figures. But not only that which uncovered. Conspiracy behind the walls of police agencies also participated threatened by an inspector named ditumbalkannya Mangkuto East. Escape the inspector presents a puzzle without end. Every time the old mystery is revealed, a new mystery begins. Along with that, the puzzle of Atlantis and its relation to the glory of the archipelago in the past is slowly revealed participate. However, did Indonesia will expire after the establishment of the Fifth State? These novels contain action, conspiracy, friendship, betrayal, nationalism, and social innuendos are very interesting. The spirit of nationalism more highlighted than thinking that glorifies materialism of Western and Eastern mengkerdilkan as in Western books. Referring to the work of the novel that there is, nationalism is still poured by the writers thoughts Indonesia with his style. Mengeni ideas of nationalism arose not a foreign country based on colonialism, but colonialism is done by human beings and compatriots who tried to combat this through literature. Literature can voice an ideology that is believed to be its author. The ideology that emerged in literary texts, not only in the form of ideological views of the author's attitude, but can also through the author's literary texts led to various interpretations even offer a counter-discourse on ideology. In such situations, the author will come up with an offer as a form of counter-ideology to a certain ideology .. Ideology is a very subjective thing. Ideology is believed to be a man of letters, automatically and unconscious internal forces will be critical in responding to awaken consciousness of the world around him. Nationalism is an ideology that says loyalty and dedication of individuals should be left to the nation.

Sources: Dad Murniah (http://pusatbahasa.kemdiknas.go.id/lamanv42/)

Language as Self Nation

noreply@blogger.com (situsbahasa) — Fri, 21 Oct 2011 04:06:00 -0700

Language as Self Nation

Identity, Äîatau commonly also called identity, Äîmerupakan traits that mark a person, group of people, or a nation. If it becomes the hallmark of the common property of a nation, it would be a marker of national identity is. As with any other nation, the nation Indonesia also has the identity that sets it apart from other nations in the world. Identity is at once also showed the presence of the Indonesian nation among other nations. One symbol of Indonesia's national identity is the language, in this case certainly the Indonesian language. This was in line with the motto that we have known, that is, Äúbahasa show the nation, Äù.

Every language is basically a symbol of identity of speakers, as well as with the Indonesian language is also a symbol of national identity. Therefore, the Indonesian language must always be our guard, we preserve, and constantly have our building and we develop in order to remain able to fulfill its function as a modern means of communication are able to distinguish our nation from other nations in the world. More so in today's global era, the identity of a nation becomes a very important thing to be maintained so that our nation can keep its presence among the other nations in the world. However, how the conditions of our language as the national identity today?

If we look carefully, the condition of language in Indonesia is currently quite poor, especially the use of Indonesian in public places, such as the names of buildings, shopping centers, hotels and restaurants, as well as residential complexes, already displaced by foreign languages, especially English. The place is supposed to use the Indonesian language is that many are using a language that no longer show the identity of Indonesian-ness. As a result, Indonesia became the face looked strange in the eyes of their own community. Such conditions should we sikapi wisely so that we do not become strangers in their own country.

On the other hand, we also see the attitude of some people who seem to feel more powerful, more prestigious, if you can slip some foreign words in Indonesian language, whereas foreign vocabulary he used was no immediate analogue in the Indonesian language. For example, some people prefer to use words to follow-up-i, in-pending, meetings, and on the way. In fact, we have followed for the word to follow-up-i, said to be deferred pending a meeting to meeting, and being on the road to on the way, then why do we have to use a foreign word? Attitudes, language Äúmenjunjung unity, the Indonesian language, must we wiped out because we have to prioritize the use of Indonesian as a symbol of national identity.

Nor should we allow Indonesian soluble in global communication flows that use foreign language media like that. If we let things like that, it was likely keindonesiaan identity as a nation we were going to fade, not even a possibility threatened late in the flow of global culture. If that happens, let alone play a role in the global life, showing us keindonesiaan identity as a nation we can not afford anything. Such conditions would not we let happen. Therefore, the necessary efforts so that our national identity alive among the other nations in the world. In the context of global life like that, the Indonesian language is actually in addition to national identity, as well as a symbol of national sovereignty.

In addition to Indonesian, Indonesian literature is also part of the symbol of national identity. That's because the literature is basically a reflection, expression, and the media expressing the values, experiences, and appreciation of people's lives as a nation. Therefore, all things are revealed in literature Indonesia were also basically a reflection of Indonesian national identity.

If as a nation, a symbol of our identity is the Indonesian language and literature; as a member of an ethnic community in Indonesia, a symbol of our identity is the language and regional literature. Therefore, as a symbol of regional identity, language and literature areas we must also keep and maintain our identity and to show our pride as a member of the local community.

As a citizen of Indonesia, we should not lose our identity as a nation and as a native son, we must not lose our regional identity that we are not uprooted from their cultural roots. As a native son, we should not lose identity kedaerahannya, and as the son of Indonesia, we should not lose our identity as a nation.

In addition to the symbol expressed in language and literature, our identity is also reflected from the wealth of art and culture, customs or traditions, values, and cultural behavior. Related to that, Indonesia is very rich in the diversity of arts and culture, customs or traditions, as well as cultural values and behavior. As an element of cultural richness, arts and culture, customs or traditions, values, and cultural behavior needs to be preserved and developed as a symbol that can reflect the national identity, both in terms of local identity and national identity.

One more thing that can be a symbol of local identity is wisdom. Almost every region in Indonesia has the local knowledge which is a reflection of attitudes, behaviors, and supporting community values. Local wisdom that can be extracted from various sources that live in the community, which is inherited by generations of generations of ancestors in the form of proverbs, song, games, poetry, wisdom, and various other forms. Local wisdom is full of values that can be implemented in the present life that can strengthen the personality and character of the community, and simultaneously as a filter of cultural influences from outside.

As a symbol of national identity, the Indonesian language should continue to be developed in order to remain able to fulfill its function as a modern means of communication in various areas of life. In addition, the quality of use must also be continuously improved so that Indonesian can be an effective and efficient communication for various purposes. Efforts in that direction now has gained a strong legal basis, namely the already passing of Law Number 24 Year 2009 regarding Flag, Language, and the State Emblem, and Anthem. The law is a mandate of Article 36 of the Constitution of the Republic of Indonesia Year 1945 and is a realization of the determination of Indonesian youth, as He swore in the Youth Pledge, dated October 28, 1928, namely to uphold the national language Indonesian language.

In living life in today's global era, local identity or national identity remains a very important thing to be maintained so that we can still show our existence as a nation. Identity is just as important as self-esteem. If no identity, we do not have self-esteem. On that basis, in order to become a nation with dignity, national identity should be strengthened, both in the form of language and literature, art and culture, customs, values, behavior and culture and local wisdom.

To reinforce that identity, both locally and nationally, required the participation of various parties and support the rules as well as adequate resources. Public participation is also indispensable in strengthening the nation's identity. With a strong identity, our nation will be more dignified to be able to play a role, Äîbahkan also compete, Äîdalam arena of global life .***

Sources: http://pusatbahasa.kemdiknas.go.id/lamanv42/
by: Mustakim

BAHASA SITE

Language and Nationalism

Essay Writing

Types and Various Kind of Figure of Speech

Sangkuriang Folklore

Jaka Tarub & Nawang Wulan Folklore

Folklore Cindelaras

Folklore Loro Jonggrang

Folklore Malin Kundang Godless

DISTINGUISHING AND EXECUTIVE SUMMARY

WRITE BOOK REVIEW

MENULIS RESENSI BUKU

CARA MENULIS PARAGRAF YANG BAIK

MBELING POETRY: HISTORY, VIEWS, AND COLLECTION OF POETRY MBELING

Indonesian History

CLASS ACTION RESEARCH: MODEL OF LEARNING TUTOR PEER IMPROVING THE ABILITY TO READ AL QURAN

Sentence Definition: Sentence Single and Compound Sentences

Definition, Objectives, and Benefits of Learning Brainstorming Techniques

Intrinsic Elements of Literary Prose (Short Story and Novel)

DEFINITION AND ELEMENTS CERPEN

DEFINITION OF CHARACTER EDUCATION

DEFINITIONS AND INTRINSIC ELEMENTS OF THE NOVEL

Teacher Performance Assessment

Retention of Local Cultural Values ​​in Literature Learning in Schools

Literary Nationalism in Indonesia

Language as Self Nation

Retention of Local Cultural Values in Literature Learning in Schools