Cognitive Learning Strategy In Developing The Students’ Vocabulary Ability (INTRODUCTION)

Cognitive Learning Strategy In Developing The Students’ Vocabulary Ability (INTRODUCTION)

                            
                               Written by Ari Julianto



1.1 Background of the Study
With the emergence of the Information Age, the need for information and demand on education increased relatively in society. Technological developments in this age also were helpful to cope with the increased demand on education, and people’s expectation on being independent from time and place limitations. Especially in the 1990s, after the Internet began to be used widely at homes, the use of Internet for educational purposes became inevitable. To acquire the need for information and demand in English, learners that use English as a second language need learning strategy. Acquiring a second language, involves different areas such as motivation, learners’ needs, learning environment, learning strategies and language awareness. It is becoming increasingly difficult to ignore second language learning strategies.

Language is a means of communication and also a system for the expression of a meaning reflected in the structure of the language as an instrument to express meaning. Based on the definitions above, it seems that there is an emphasis on the components of language such as vocabulary, pronunciation, and grammar. Thus, the language would be very useful if it is communicated with others to get the meaning of language itself. To understand the language we have to invent the meaning of words as many as possible. Therefore, it can be assumed that language is a systematic communication tool that may transfer one’s idea or feeling through meaningful body language, signs, sounds and gestures.

There are many different theories of how people learn. What follows is a variety of them, and it is useful to consider their application to how your students learn and also how we teach in educational programs. It is interesting to think about our own particular way of learning and to recognize that everyone does not learn the way we do. The language learning strategies are not newly created strategies, but have been in use by ancient storytellers thousands of years ago. Language development is very much influenced by the learners’ language learning strategies that are how learners accumulate new second language (Foreign Language) rules and how they automatize existing ones.

The writer chose learning strategy by considering as follows; first it is related to a person’s psychological and educational preferences. Second, it is a part of the individual’s personality. Third, it is considered as an important factor in education because of its influence on the student performance. This transfer was assisted by the new explorations in the teaching/learning psychology represented in research which concern on the internal cognitive processes such as attention, comprehension, memory, information reception and processing and the mental operations occurring within the student's mind.

Nunan (1991: 6) states that “Language learning is largely a form-focused activity. It focuses on the structures of the language in an explicit way. It focuses on accuracy.” The activity that Nunan means is the learners should not only know how the language is but also know the language as a knowledge and awareness. In the field of language education, many different approaches have been developed, based on various theories of language learning. For example, while some believe that language learning should focus on learning grammar, others espouse a communicative approach.

Moreover, some learners’ strategies will also depend on various factors and domains. Bloom (1956: 7) developed taxonomy domains that influenced second language acquisition. He mentioned complete taxonomy in three major parts, (1) cognitive, (2) affective, and (3) psychomotor domains. The cognitive domain deals with the recall or recognition of knowledge and the development of intellectual abilities and skills. This is the domain which is most central to the work of much current test development. It is the domain in which most of the work in curriculum development has taken place and where the clearest definitions of objectives are to be found phrased as descriptions of student behavior.

This thesis uses cognitive learning strategy by considering that this strategy views teaching as a complex cognitive activity and focuses on the nature of teachers’ beliefs and thinking and how these influence their teaching and learning. It emphasizes that “teachers are active, thinking decision-makers who make instructional choices by drawing on complex practically-oriented, personalized, and context-sensitive networks of knowledge, thoughts, and beliefs” as Borg (2003: 81) stated. In teacher education, it encourages teachers to explore their own beliefs and thinking processes and to examine how these influence their classroom practice. From a cognitive learning perspective, learning involves the transformation of information in the environment into knowledge that is stored in the mind.

Ellis (1994: 347) stated that cognitive component of procedural knowledge comprises the various mental process involved in internalizing and automatizing new Foreign Language knowledge in conjunction with other knowledge sources to communicate in the Foreign Language. The cognitive theory sees memory as functioning in two stages. The first is the working (or short-term) memory system characterized by limited capacity. This means that short-term memory requires conscious effort and control to retain only modest amounts of information. Short-term memory is believed to be serial in operation. The second stage of storing information is the long-term memory system which is large in capacity, operates in parallel fashion and is not susceptible to conscious control.

The other reason in choosing cognitive learning strategy as the main topic is that this strategy is vital to the understanding of basic concepts. Strategies exist to help a student use his mind to discover basic principles, such as mathematics and vocabulary. Teachers should spend time at the beginning of each school year reviewing basic concepts. This sets a baseline for further learning, making the introduction of new concepts a smoother process.

In Indonesia the term of cognitive domain has been introduced in new era. Cognitive domain is used in almost all government schools to obtain a better achievement in Indonesian education. Concern tended to be towards helping Indonesian students build their character physically, mentally, morally and affectively. Towards exploring what abilities and creative potential power students have got and attempt to demonstrate and develop.

Sudijono (1996: 48) stated that “ranah kognitif adalah ranah yang mencakup kegiatan mental atau otak (cognitive domain is a domain that covers the activity of mental or brain”. Moreover, Sudijono explains that in cognitive domains there are six steps in thinking process. The six steps in thinking process are (1) knowledge / memorizing / remembering, (2) comprehension, (3) application, (4) analysis, (5) synthesis, and (6) evaluation. Generally speaking, the cognitive theory of learning, which is largely based on the theory of human information processing, deals with mental processes involved in learning. This mainly refers to three fundamental cognitive aspects of learning: how knowledge is developed, how knowledge becomes automatic and how new knowledge is integrated into an existing cognitive system of the learner.

Along with cognitive learning strategy, one of the most important skills in learning English is vocabulary. A good knowledge of vocabulary is essential for communication. One of the issues that researchers of Foreign Language (vocabulary) learning strategies have faced is finding suitable and effective procedures, methods and instruments for identification and classification of strategies.

Vocabulary is chosen as the topic in this thesis since it is the obligation for teachers to teach students, how to acquire vocabulary. In fact, many students often have some difficulties to comprehend a text because they are lack of the English vocabulary mastery. In other words, they are lack of capability of comprehending the meaning of words in the text provided precisely. In a very real sense, the students cannot master the meaning of words in a sentence and neither can communicate in English appropriately because the teaching learning activity.

Considering the potential usefulness of cognitive learning strategy as a language teaching and learning tool, the writer would like to try to put this into some sort of perspective in students’ vocabulary ability. Thus the growth of vocabulary knowledge is one of the essential pre-requisites for language acquisition and this growth of vocabulary knowledge can only be possible when teachers employ effective vocabulary teaching and learning strategies which are the objectives of this research thesis. By performing this strategy, the students of senior high school will have a skill in elaborating their potency of mastering vocabulary. In line with this, the writer will perform the cognitive learning strategy that hopefully will develop the students’ vocabulary ability in the second year of SMA..................

1.2 Problem Identification
The problem of this study focuses on
1.  the students’ ability in vocabulary taught by using cognitive learning strategy,
2. the effectiveness of cognitive learning strategy in developing the students’ vocabulary ability.

1.3 Research Objective
The objectives of the study is aimed 
1.  to describe the students’ ability in vocabulary taught by using cognitive learning strategy.
2.  to find out the effectiveness of the cognitive learning strategy in developing the students’ vocabulary ability.

1.4 Hypothesis
The hypothesis is formulated as follows
Ha :     There is a significant effect of the cognitive learning strategy to the  students’ ability in vocabulary.
Ho:     There is no significant effect of the cognitive learning to the students’ ability in vocabulary.
X = Y = Ho,   X < Y = Ho , or X > Y = Ha
If to (X) is smaller than tt (Y), it means null hypothesis (Ho) that is the effect of using cognitive learning to the students’ ability in vocabulary is rejected. In other words, there is no a significant effect of using cognitive learning towards the students’ ability in vocabulary. And if to (X) is bigger than tt (Y), it means alternative hypothesis (Ha) is accepted. In other words, there is a significant effect of using cognitive learning towards the students’ ability in vocabulary.

1.5 Scope of the Study
Acquiring a second language involves different areas such as motivation, learners’ needs, learning environment, learning strategies and language awareness. Many learning strategies and methods can be conducted through teaching English vocabulary. But it is impossible to conduct them all. This study is limited on the students’ ability in vocabulary and provides evidence of cognitive learning strategy and the effectiveness of the strategy in developing the students’ vocabulary ability of the second year of SMA .............. academic year 2012 – 2013.

1.6 Significance
The significance of this study stems from the following factors:
1. It attempts to examine the cognitive learning strategy in developing the students’ vocabulary ability. In addition, the findings may lead to a change in the students’ attitudes towards English,
2. This study may provide teachers or lecturer with a specific language teaching strategy which they can use in their classroom to enhance their students’ achievement in English vocabulary,
3. The research results can be presented to teachers or lecturers, learners and decision-makers in order to enhance the students’ vocabulary in English as a foreign language.
4. With the large deficits in second -language vocabulary of ELLs, it is crucial that students in the English for academic purposes classroom to first have a semantic understanding of what academic vocabulary is before they even learn it.

 REFERENCE
Borg, S., 2003. Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36, 81-109. London: University of Cambridge.

Bloom, Benjamin S. 1956. Taxonomy of Educational Objectives, the Classification of Educational Goals. Canada: David Mckay Company.

Ellis, Rod. 1994. The study of second language acquisition. Oxford: Oxford University Press.

Nunan, David. 1991. Language Teaching Methodology, A Textbook for Teachers. Sydney: Prentice Hall.

Sudijono, Anas. 1996. Pengantar Evaluasi Pendidikan. Jakarta: Raja Grafindo Persada.

The Academic Essay Format

               The Academic Essay Format

Written by Kathleen Muller Moore and Susie Lan Cassel in Techniques For College Writing The Thesis Statements and Beyond. Boaton: Wadsworth.2011.pp. 9-10.

A closer look at each of the four components of the academic essay—the introduction,the thesis statement, the body paragraphs, and the conclusion—will help you better Understand the unique functions that each performs in service to the essay as a whole.

The introduction has three primary jobs: to entice the reader to read the essay, to orient the reader to the subject of the paper, and to present the thesis statement. In this sense, the introduction sets the stage for the essay by preparing the reader for the argument that follows. The introductory paragraph (and in longer papers, there may be more than one paragraph for the introduction) can be visualized as a triangle where the wide side of the triangle represents the relatively broad opening of the paper, which narrows to a point that represents the thesis statement.

The thesis statement is the most important component of the essay because it has the job of giving meaning and purpose to the paper. Konowing the thesis statement is important because it sets before the reader the paper’s argument—the precise interpretation, evaluation, or position a paper will assert and develop. At its best, the thesis uses clear terms and offers an insightful assertion to draw the reader’s interest. The thesis statement never states the obvious or the generally accepted viewpoint. Instead, a thesis statement is always controversial; it tries to break new ground. Although the thesis statement is generally a single sentence in the essay, it has a very large job to do in that it directs the movement of the essay and gives the paper a sense of unity.

The body paragraphs make up the largest part of the paper and carry the evidence and commentary that show the thesis statement to be valid. Each paragraph has two jobs: to develop one important point in support of the thesis statement and to show how that point furthers the argument of the paper. Body paragraphs open with a topic sentence and include evidence, a discussion of the evidence, and a clear link between the paragraph’s subject matter and the thesis claim. Perhaps each paragraph’s most important duty is to explain carefully how the point developed in the paragraph helps to forge one of the logical links in the chain of the paper’s argument.

Finally, the conclusion of the paper mirrors the introduction in a way that provides closure, often bringing the discussion full circle. Here, the reader is reminded of the thesis of the paper and the context in which the paper’s discussion takes place. There are many good strategies for shaping conclusions, which often include stylistic flair, but one typical formula is to begin by restating the thesis statement using different words, and reviewing at a general level the evidence examined in the paper.

Konsep Skripsi yang Baik

                         Konsep Skripsi yang Baik


                                        Written by Ari Julianto


Skripsi merupakan tulisan ilmiah yang harus ditulis setiap mahasiswa sebagai salah satu syarat kelulusan dari jenjang studi S1. Umumnya, bobot kredit untuk skripsi ini adalah 6 SKS. Dengan demikian, penulisan skripsi diharapkan dikerjakan dengan sungguh-sungguh dan sebaik mungkin.

Untuk dikatakan sebagai sebuah skripsi yang baik tidaklah mudah. Ada beberapa hal yang harus iperhatikan. Meski kita ketahui kesempurnaan itu hanya milik Allah namun kesalahan pada sebuah skripsi masih bisa diperkecil. Apalagi jika skripsi tersebut ditulis dalam Bahasa Inggris. Sudah tentu persentase kesalahan jauh lebih besar ketimbang skripsi yang ditulis dalam Bahasa Indonesia.

Berdasarkan pengalaman saya sebagai seorang dosen dan jurnalis, dengan rendah hati, ada beberapa hal yang dapat diperhatikan agar dapat sebuah skripsi itu dikatakan baik.

I. Perwajahan (The Look)
Dalam perwajahan sebuah skripsi, cover memainkan peranan yang penting sebab lembaran inilah yang pertama sekali dilihat orang. Setiap fakultas semestinya sudah memiliki standard penulisan cover (halaman sampul). Dalam hal ini beberapa hal yang perlu diperhatikan adalah:
1. Judul (dengan huruf KAPITAL)
2. Tujuan Skripsi atau Sub Judul (huruf pertama dari setiap kata adalah huruf kapital, kecuali kata sambung)
3. Nama mahasiswa
4. Nomor induk mahasiswa
5. Logo
6. Nama program studi (dengan huruf KAPITAL)
7.Nama fakultas(dengan huruf KAPITAL)
8. Nama universitas (dengan huruf KAPITAL)
9. Tempat penerbitan
10. Tahun Penerbitan

Komposisi huruf dan tata letak masing-masing bagian diatur simetris, rapi, dan serasi.Jenis dan ukuran kertas umumnya dilakukan dengan menggunakan kertas HVS/Fotokopi ukuran A4, berat 80 mg.

II. Susunan Isi (Structure of Thesis)
Struktur sebuah skripsi haruslah sistematis. Artinya, isi dari BAB I hingga BAB V berurutan sebagaimana yang telah ditetapkan oleh masing-masing universitas atau fakultas. Untuk itu, beberapa sub-judul haruslah dituliskan dengan jelas, antara lain:
1. KATA PENGANTAR/UCAPAN TERIMA KASIH (ACKNOWLEDGMENTS)
2. ABSTRAK (ABSTRACT)       
3. DAFTAR ISI (TABLE OF CONTENTS)   
4. DAFTAR TABEL (LIST OF TABLES)   
BAB I PENDAHULUAN (CHAPTER I INTRODUCTION)   
1. Latar belakang masalah (Background of the Study)   
2. Identifikasi Masalah (Identification of the Problem)
3. Batasan Masalah (Scope and Limitation)        
4. Rumusan Masalah (Formulation of the Problem)    
5. Tujuan Penelitian (Objectives of the Study/Research)     
6. Manfaat Penelitian (Significance of the Study/Research)
BAB II TINJAUAN PUSTAKA (CHAPTER II REVIEW OF LITERATURE)  
7. Kerangka Teori (Theoretical Framework)         
8. Kerangka Konsep (Conceptual Framework)       
BAB III METODE PENELITIAN
CHAPTER III METHOD OF RESEARCH       
9. Lokasi Penelitian (Location of the Research)        
10.Populasi dan Sample (Population and Sample)       
11. Disain Penelitian (Research Design)        
12. Teknik Pengumpulan Data (The Technique of Collecting Data)
13. Teknik Analisis Data (The Technique of Data Analysis)   
BAB IV ANALISI DATA (CHAPTER IV DATA ANALYSIS)       
14. Validitas Tes (Validity of the Test)       
15. Hasil (The Findings/The Results)       
BABA V KESIMPULAN DAN SARAN (CHAPTER V CONCLUSIONS AND SUGGESTIONS)       
16. Kesimpulan (Conclusions)       
17. Saran (Suggestions)       
18 DAFTAR PUSTAKA (REFERENCES)
19 LAMPIRAN (APPENDIX)

Untuk nomor 9-13 tergantung dari jenis penelitiannya. Kesemua isi dari nomor 1 hingga 19 haruslah saling berkaitan. 

III. Penulisan (Writing Technique)
Skripsi kini wajib ditulis dengan menggunakan word komputer dengan mempertimbangkan:
1. Margin (jarak masing-masing ditentukan oleh pihak fakultas)
2 Jenis huruf (umumnya menggunakan jenis huruf Times New roman dengan size 12). 
3. Spasi (jarak masing-masing ditentukan oleh pihak fakultas)
4. Alinea Baru Dan Jarak Pengetikan (jarak masing-masing ditentukan oleh pihak fakultas)
5. Judul Bab diketik pada batas atas bidang pengetikan, disusun simetris menggunakan huruf kapital semua, tanpa garis bawah atau pembubuhan titik di akhir judul dengan posisi di tengah dan diketik bold. Nomor bab menggunakan angka romawi. Setiap bab baru harus terletak pada halaman baru.

IV. Penggunaan Bahasa (Language Usage)
Untuk narasi dengan tetap memenuhi kaidah penulisan sesuai Ejaan Yang Disempurnakan, dan hanya ada satu sisi halaman tidak bolak balik. Berikut hal-hal yang perlu diperhatikan dalam penulisan skripsi berbahasa Indonesia:
1. Bahasa yang dipakai adalah bahasa Indonesia yang baku (minimal subyek dan predikat) dan kalimat-kalimat tidak boleh menampilkan orang pertama atau orang kedua (saya, aku, kita, kami, engkau dan lainnya).
2. Beberapa kesalahan yang sering terjadi dalam penyusunan skripsi antara lain :
a. Kata penghubung, seperti sehingga dan sedangkan, tidak boleh dipakai untuk memulai suatu kalimat
b. Kata depan, misalnya pada, sering diletakkan tidak pada tempatnya seperti diletakkan di depan subyek
c. Awalan “ke” dan “di” harus dibedakan dengan kata depan “ke” dan “di”
d. Tanda baca harus digunakan dengan tepat.Sedangkan untuk penulisan dengan penggunaan berbahasa Inggris, silakan merujuk pada Academic Writing Guide (DISINI)

V. Keutuhan (Unity)
Keutuhan disini dimaksudkan antar sub-judul harus saling berkaitan secara utuh. Jika jenis penelitiannya eksperimental, maka conceptual framework dan theoretical framework hasruslah saling sinergis. Artinya, teori yang diambil haruslah sesuai dengan yang dikonsepkan.Selain itu, keutuhan juga harus diterapkan pada setiap alinea agar isinya tidak lari dari judul atau sub-judul. Begitu pada BAB V. Kesimpulan haruslah menjawab dari semua permasalah yang telah dirumuskan.

VI. Metodologi Penelitian (Research Methodology)
Ini merupakan bagian yang sangat vital dalam penulisan sebuah skripsi. Metodologi Penelitian (Research Methodology)umumnya diletakkan pada BAB III atau BAB I. Hal-hal yang harus diperhatikan agar dapat dikatakan sebagai skripsi yang baik pada Metodologi Penelitian, antara lain:
1.Metode (Method)
2.Teknik (Technique)
3.Pendekatan (Approach)
4.Sumber data (jika ada)
5.Populasi dan sample (jika ada)
6.Teknik pengumpulan data
7.Teknik analisis data
8.Hipotesis

Kesemua bagian di atas harus disebutkan dengan jelas dan sesuai dengan yang diterapkan di lapangan. Semoga postingan kali ini bermanfaat bagi kita semua. Amin.

The concepts of love in Khalil Gibran and Jalalludin Rumi’s poems (INTRODUCTION)

The concepts of love in Khalil Gibran and Jalalludin Rumi’s poems (INTRODUCTION)

                                       Written by Ari Julianto


                                                                   1.1 Background of the Study

Rumi and Gibran

Through language, as the media for communication, people can express their feelings or ideas about something to the receiver. Meanwhile, movie, novel, short story, play, poetry or poem can be the medium for expressing the experience, feeling or idea. Poetry or poem is the literary work that can be formed from the writer’s feeling, observation, or experience. In poem, a poet asks readers to participate in understanding the meaning or even their world. The language used in poem can be far from the ordinary words and the words can be explained more than one meaning. In order to understand the meaning of words, the reader should read the whole content of what a poem says as Arp (2005: 25) says.

In this research, poem becomes an object of the study. The reason is that poem is one of literary works which sometimes contains various themes of human senses and feelings, such as sadness, happiness, poverty, depression, hate or love etc. Childs and Roger (2006: 181) state that the terms ‘poem’, ‘poetry’, ‘poetic’ and ‘poetics’ seem to be necessarily frequent in critical writing but various in their senses. The commonest use of ‘poem’ is ‘any composition in verse’: Verse referring to a set of technical conventions for regulating a composition by line-length, for making the line part of the expressive form, and ‘poem’ claiming to be a genre-term subsuming any production which utilizes that convention.

Along with the ‘love’ which is used in many poems as the themes, the writer chose ‘love’ as the main topic. The reason is that love comes in many forms including in literature works. There is love for God, love between a parent and child, brothers and sisters, or love given by a person to an animal or object. It basically comes down to the fact that everyone inevitably either loves something or someone. Humans create love out of strong, personal bonds. Love gives us the assurance that we are not alone in the world. In a larger aspect, love runs the world around us. People love money and that creates a drive for them to work harder and run businesses. On a smaller scale, we survive as children because of the love our parents or caregivers provide for us. Love is (usually) how we are all created in the first place, so technically we wouldn't be here without it.

Rubin (1970: 265) states that love is generally regarded to be the deepest and most meaningful of sentiments. It has occupied a preeminent position in the art and literature of every age, and it is presumably experienced, at least occasionally, by the vast majority of people. In Western culture, moreover, the association between love and marriage gives it a unique status as a link between the individual and the structure of society.

As mentioned above that love comes in many forms including in literature works, poets express their feelings of love in poems. There are many famous love poets in literature world such as Robert Browning, Percy Bysshe Shelley, Emily Dickinson, Walt Whitman, Robert Frost, Nizar Qabban, Ibn Al Farid, Jalalluddin Rumi, Khalil Gibran and many other poets whose works until now are still remembered by romantic poem lovers. The two famous poets as mentioned above that is Jalaluddin Rumi, Khalil Gibran are considered as the most influence poets in the world.

The writer chose Jalalluddin Rumi and Khalil Gibran by considering that first Khalil Gibran is a major pioneer of modern Arabic literature, as the best selling American poet of the twentieth century, and as a Middle Eastern modernist whose intellectual life is documented in meticulous detail. Meanwhile Rumi’s teaching of peace and tolerance has appealed to men and women of all sects and creeds, and continues to draw followers from all parts of the Muslim and non-Muslim world.

Second, Gibran’s romanticism was a health-restoring revival of the instinctual life in contradistinction to the constraints that sought to sublimate human freedom in the united name of social tradition or religious conformity; in many ways his rebellion was akin to the beginnings of Romanticism in England a century earlier, when Blake, Wordsworth, and Shelley strove to explore the literature of internalized quest and Promethean aspiration. Meanwhile, as a teacher and a mystic, Rumi’s doctrine advocates tolerance, reasoning, goodness, charity and awareness through love, looking with the same eye on Muslims, Jews, Christians and others alike. Today, this message of love, peace and friendship finds strong resonation in people’s hearts.

Bushrui and Jenkins (2008: 1) state that as an oriental who wrote Gibran’s most celebrated work in the major language of the Western world, Gibran’s style and philosophy is characteristic of the East, and of the Arab in particular. His constant inspiration was his own heritage, which colored his English and exercised an inescapable hold over his mind, its insistence being upon the wholeness of visionary experience and the perpetual availability of another realm of being. In all his work he expressed the deep-felt desire of men and women for a kind of spiritual life that renders the material world meaningful and imbues it with dignity.

Eydin (2004: 3) writes that Rumi’s message was to clarify the relation of human beings to our Creator, and our relation to others and our fellow beings. Even in his day, Rumi was sought out by merchants and king, devout worshippers and rebellious seekers, famous scholars and common peasants, men and women.

By considering the importance of knowing the love message in the poems of Khalil Gibran and Jalalluddin, the writer chose the topic of love in the poems of these two poets. This research aims to narrow the field of "love" and enable distinction between the two poets who have experienced expanded consciousness and the two poets who display random love tendencies. Through a comparative study of these two prominent poets, the thesis falls on psychological approach. These points of association are brought together to create a new framework suitable for the examination of similar poets from various religious and literary traditions.

1.2 Problem Identification
The problem of this study focuses on
1.  The concepts of love in Khalil Gibran and Jalalludin Rumi’s poems,
2. The differences between Khalil Gibran and Jalalludin Rumi’s poems in the concepts of love,
3. The similarities between Khalil Gibran and Jalalludin Rumi’s poems in the concepts of love.

1.3 Research Objective
The objectives of the study is aimed 
1.  to describe the concepts of love in Khalil Gibran and Jalalludin Rumi’s poems,
2.  to find out the differences between Khalil Gibran and Jalalludin Rumi’s poems in the concept of love,
3. to find out the similarities between Khalil Gibran and Jalalludin Rumi’s poems in the concept of love.

1.4 Scope of the Study
This thesis examines the concepts of love which is generally regarded to be the deepest and most meaningful of sentiments. It has occupied a preeminent position in the art and literature of every age, and it is presumably experienced, at least occasionally, by the vast majority of people. The writer focuses the concepts of love in love and mystical poems of Khalil Gibran and Jalalludin Rumi.

1.5 Significance
All the findings are expected to meet the problems of identification such as:
1.    to give the description of concepts of love in the poems,
2.    to show all the readers the differences and the similarities of the concept of love based on the poems of Khalil Gibran and Jalalluddin Rumi so they could implement the concepts of love in their life in order to understand the comparison,
3.    to assist the readers in understanding the two famous poets that considered as the main poets of world literature through the concepts of love in their poems so the readers could more understand the literature work.


Reference
Arp, T.R. 2005. Perrine’s Sound and Sense: an Introduction to Poetry (11th ed.). USA: Harcourt Brace & Company.

Childs, Peter and Roger Fowler. 2006. The Routledge Dictionary of Literary Terms. London: Routledge & Kegan Paul Ltd.

Rubin, Zick. 1970. Measurement Of Romantic Love. Journal of Personality and Social Psychology Vol. 16, No. 2, 265-273 Department of  Social Relations, Harvard university.

Bushrui, Suheil and Joe Jenkins. 2008. Kahlil Gibran Man and Poet A New Biography. Oxford: One World Publisher

Eydin, Emin. 2004. Mevlana Jelaleddin Rumi. London: Dialog Society.

Social Research in Brief

            Social Research in Brief


Written by Norman Blaikie in Analyzing Quantitative Data From Description to Explanation. London: SAGE. 2003. PP.34-36.


- Social research must start with a research problem, an intellectual puzzle or a practical problem.

Image:www.digital-mr.com

- Social research is about answering three types of research questions: ‘what’,‘why’ and ‘how’ questions.

- Social research pursues a range of objectives: exploration, description, explanation, understanding, prediction, intervention, evaluation and impact assessment. The objectives of explanation and understanding are expressed as ‘why’ questions and the objective of intervention as ‘how’ questions. The remaining objectives are mostly related to ‘what’ questions.

- Research objectives are frequently pursued in a logical sequence, the most common of which is description, explanation/understanding and intervention.

- Theoretical hypotheses provide possible answers to ‘why’ research questions.

- Statistical hypotheses are used to establish whether patterns found in a random sample are present in its population. This is their only role in social research.

- Data are produced by the use of the human senses, mainly sight and hearing,and through the use of instruments that extend and systematize their use. This requires agreement about rules and criteria. Such procedures do not guarantee objectivity, only comparability between times, places and researchers.

- All forms of measurement in the social sciences are socially constructed by experts, the data they produce, and the results that follow, have to be understood in terms of the assumptions and procedures adopted.

- These assumptions are both ontological and epistemological and, while they are usually taken for granted, they can be understood with reference to one of the major philosophies of social science: positivism, critical rationalism, scientific realism and interpretivism.

- There are three types of social science data: primary, secondary and tertiary. Each type has its advantages and disadvantages and varies in terms of the distance it creates between the researcher and the social reality being studied.

- Social science data can be either qualitative or quantitative, in either words or numbers. Transformations between words and numbers, or in the reverse direction, can occur at various stages in a research project.

- Quantitative data are expressed in the form of variables that are produced by operationalizing the key concepts in research questions and theoretical hypotheses.

- Concepts can be measured at four different levels. From lowest to highest,these are nominal, ordinal, interval and ratio. The first two produce categorical variables, because objects, events or people are placed into one of a set of mutually exclusive categories. The second two produce metric variables,as objects, events or people are mapped onto an established measuring scale.

- Metric variables can be either discrete or continuous. The former consist only of whole numbers, while the latter have an unlimited number of possible values between the whole numbers.

- Data can be transformed from metric to categorical. While this means some loss of information, and entails the use of less sophisticated forms of analysis, it may allow for a better understanding of the characteristics or relationships being examined.

- There are four main types of data analysis: univariate descriptive, bivariate descriptive, explanatory and inferential. The first two are concerned with characteristics and patterns in data, the third with influence between variables and the fourth with generalizing from samples to populations. Explanatory analysis is the ultimate objective in social research and is also the most complex.

- Explanation is usually associated with the idea of causation. However, this is a highly contested notion and has to be reduced to simpler ideas to be Social research and data analysis useful in social research. One way of doing this is in terms of the influence between independent (predictor) and dependent (outcome) variables.

- Different views of causation are associated with the major logics of enquiry: inductive, deductive, retroductive and abductive. These logics also constitute different research strategies.

Writing Acknowledgement

Writing Acknowledgement



Written by Ari Julianto

An academic thesis paper includes thesis acknowledgement as part of it and its designation lies in thanking those people who have served a writer in creating the study and making an academic paper. That's why thesis acknowledgement is sometimes called the etiquette of thanking.  This is an expression of gratitude to those that have presented the writer their support and help, as well as gave assistance and recommendations of major importance.

I. The Styles
Generally, there are two styles in writing thesis acknowledgement:
1. Descriptive style
In this style, the writer may present his/her gratitude in descriptive way that can be in one paragraph or more. For example:

I would like to express the deepest appreciation to my committee chair Professor _________, who has the attitude and the substance of a genius: he continually and convincingly conveyed a spirit of adventure in regard to research and scholarship, and an excitement in regard to teaching. Without his guidance and persistent help this thesis would not have been possible. Furthermore, I would like to thank my committee members, Professor _______ and Professor _______, whose work demonstrated to me that concern for global affairs supported by an “engagement” in comparative literature and modern technology, should always transcend academia and provide a quest for our times.

2. Numbered Style
In this style, the writer may present his/her gratitude to those ho are considered by the writer as important persons in numbered. It means the writer puts the persons in grade. For example:

I would like to express the deepest appreciation to:
1. my committee chair Professor _________, who has the attitude and the substance of a genius: he continually and convincingly conveyed a spirit of adventure in regard to research and scholarship, and an excitement in regard to teaching. Without his guidance and persistent help this thesis would not have been possible.
2. my committee members, Professor _______ and Professor _______, whose work demonstrated to me that concern for global affairs supported by an “engagement” in comparative literature and modern technology, should always transcend academia and provide a quest for our times.

II.First and Third Person
To address the author or the writer of the thesis in acknowledgement can be in two ways, they are:

a. First person as in the following example

I would like to express my deepest appreciation to Professor _________, who introduced me to Linguistics, and whose passion for the “underlying structures” had lasting effect. I thank the University of _______ for consent to include copyrighted pictures as a part of my thesis. I also thank ___ Press for permission to include Chapter 5 of my dissertation, which was originally published in ____Journal. I also want to thank to _______ Foundation for their financial support granted through college fellowship.

b. Third person as in the following example 

The writer wishes to thank several people. He  would like to thank his partner, Marta, for her love, kindness and support she has shown during the past two years to finalize this thesis. Furthermore he would also like to thank his parents for their endless love and support. He would like to thank Dr. Smith as well for his assistance and guidance with this paper. Last but not least, he would like to all of his classmates in Literature Faculty.

III.Order of the Names
Thesis acknowledgement is a concise vote of thank you, which merely mentions those people who have been directly concerned in the thesis creation. There is also no need to say all those people who took part in the writer’s formation as being a scientist, a thinker, along with a researcher.

The appropriate persons that can be mentioned in thesis acknowledgement are:
The Dean, The head of Department, The secretary of Department, The Supervisors, The Lecturers, The Librarians, The Laboratory assistants, The Fellow College Students, Colleagues, Parents, Family and friends.

The order of putting the above persons has been a long debated in Indonesia. The problem appears when the writer especially in a Moslem country considers that putting the parents in the uppest position is an obligation after ALLAH and the Prophet of Muhammad SAW (pbuh). Meanwhile, academic thesis paper puts The Dean of the Faculty as the first order.

Actually, this can be solved by combining the two styles (descriptive and numbered styles as shown in the following example:

In the name of Allah, the Most Beneficent, the Most Merciful, praise be to Allah subhanawata’ala. Firstly, the researcher would like to thank to Allah Subhanawata’ala who has given her the chances in finishing this thesis. Secondly, blessing and peace be upon the Prophet Muhammad SAW (pbuh) who has brought human beings from the dark era into the bright era. Thirdly, the writer would like to thank to M. Yunus and Siti Aisyah, her beloved parents for their prayer, support and love.

In writing this thesis, the researcher faced a lot of difficulties and problems in analyzing and collecting the data that without much help from the following people, it was impossible for her to finish this thesis. Therefore, the researcher would like to thank

1. _______, her respected Dean of FKIP, who  had  encouraged her along her education,
2. _______The Head of English Department and the Secretary _______ for their help and suggestions
related to the improvement and approval of her thesis and other administrative support,
and so on...

Thus, the appropriate order of persons in thesis acknowledgement can be:

(in descriptive way)
1. Allah SWT
2. The Prophet Muhammad SAW
3. Parents

(in numbered way)
1. The Dean,
2. The Head of Department,
3. The Secretary of Department,
4. The Supervisors,
5. The lecturers,
6. The head or the leader where the research took place,
7. The head of the library,
8. Husband/Wife (if any),
9. Brothers/Sisters (if any),
10. Sons/Daughters (if any),
11. Fiance/Fiancee (if any),
12. Best Friends including those who helped in finishing the thesis,
13. Friends including classmates.

NB:
Some faculties sometimes have their own formats in writing thesis acknowledgement. My suggestion and writing in this posting is an alternative way. Hope today's posting will be useful for all of us. Amien.

The Use of Television Advertisement in Increasing the Students’ Achievement in Writing Narrative Paragraph (INTRODUCTION)

The Use of Television Advertisement in Increasing the Students’ Achievement in Writing Narrative Paragraph (INTRODUCTION)


                                         Written by Ari Julianto

  

Image: www.ttacnews.vcu.edu

A. The Background of the Study
As we know, writing is one of the English skills in school. In teaching and learning a foreign language, writing is very helpful for the students to learn a language because it provides many advantages, such as: writing reinforce, grammar, structure, idiom, and vocabulary. Therefore, the students have chances to be adventurous with the language to express ideas and constant use of eyes and brain in a unique way to reinforce a new language. A short reflection should convince the students that they think about many things and a solution to the problem will be found at last in an examination of what they already have in mind. The purpose of writing paragraph is the students can write what their want to write based on what they think.

The researcher chose the topic of writing by considering that based on the experience in teaching English that some of the students have several problems in writing paragraph. There were 30% of the students who still did not know how to write narrative paragraph. The problems are they do not have any media as an inspiration for their writing. Besides, they still have no idea what kind of writing they must chose in writing a paragraph.

Reeves (1998: 1) stated that there are two major approaches to using media and technology in schools. First, students can learn “from” media and technology, and second, they can learn “with” media and technology.  Learning “from” media and technology is often referred to in terms such as instructional television, computer-based instruction, or integrated learning systems. Learning “with” technology is referred to in terms such as cognitive tools and constructivist learning environments.

One of the media is television. Most all children like to imitate what they watch especially the words appear in television. Students sometimes repeat the words in television especially through advertisement. Advertisement is broadcasted over and over each time for commercial break. Children or students sometimes do not want to miss this commercial break of advertisement.dvertisements, as a public notice or announcement, usually paid for, as of thing for sale, needs, etc.

Agustrijanto (2002: 7) points out “Advertisement is each from of communication that has intended to motivate, to promote a product at a service to someone, the potential buyers”. This influenced and wins the public’s opinion to think and take measures in accordance with the wish of the advertiser.

From the explanation of the advertisement, generally advertisement is defined as non personal communication of information usually paid for and persuade in nature about products, services, or ideas be identified sponsor through various media. In advertisement, there are many multimedia terms to represent their needs. Through advertisement, students can express what they remember in writing. From writing we can obtain the students’ ability in understanding the message of the advertisement.

Writing a narrative text by using a TV advertisement can be an interesting lesson for the students because they can explore what they want to write in their mind based what they remember by watching advertisement. Regardless of the approach, media and technology have been introduced into schools because it is believed that they can have positive effects on teaching and learning.

Based on the previous explanation, the researcher would like to analyze the students’ ability in writing narrative paragraph based on the use of TV advertisement. The reasons for choosing this topic are as follows
1. TV advertisement is one of media can improve the students’ ability in learning language especially writing, Kozma (1991: 9),
2. Students sometimes take an example from what they watch in their daily lives,
3. Students can explore what they watch and remember by writing a narrative paragraph based on TV advertisement.

B. The Identification of the Problems
The problems of this study are identified as follows:
1. the improvement of students’ writing narrative paragraph by using TV advertisement,
2. the students’ behavior when they study narrative paragraph by using TV advertisement.

C. The Scope and Limitation
This research is focused on the use of TV advertisement in teaching narrative paragraph especially the students’ ability and disability in writing narrative paragraph based on TV advertisement broadcasted in Indonesia. There are many advertisements and in this research, the researcher only chose the advertisement appeared in television. In television, the researcher chose the educational advertisement and that is why the kind of food advertisement .......... as the object of this research. Meanwhile, the subjects of this research are the first year (X) of .................of academic year 2012/2013. In this case, the students have to watch the .............advertisement at home or by video clip in handphone for many times.

D. The Formulation of the Study
The problems of this study were formulated as follows
1.  does the use of TV advertisement improve the students’ ability in writing narrative paragraph?
 2.  how do the students behave when they study narrative paragraph through TV advertisement?

E. The Objectives of the Study
The objectives of the study are as follows:
1. to describe the students’ improvement in writing narrative paragraph by using TV advertisement,
2. to find out the students’ behavior in writing narrative paragraph by using TV advertisement.

F. The Significance of the Study
It is expected that the results of this study will be useful for:
1. the university students who would like to write a narrative paragraph based on TV advertisement,
2. contribution of the teachers/lecturers who would like to know the students’ ability in writing a narrative paragraph,
3.  other researcher who are interested in writing based on TV advertisement, and finally
4. the high school students who would like to improve their ability in writing a narrative paragraph.


REFERENCE
Agustrijanto. 2002. Copy Writing. Bandung: Rosda Karya.

Kozma, R.B. 1991. Learning with Media. Review of Educational Research, 61(2), 179-212. University of Michigan.

Reeves, Thomas C. 1998. The Impact of Media and Technology in Schools,.Georgia: The University of Georgia.

The Influence of Dutch in Bahasa Indonesia (2)

The Influence of Dutch in Bahasa Indonesia (2)


Written by James Sneddon in The Indonesian Language, Its History and Role in Modern Society. Sydney: UNSW.2003.pp.160-167.


In early borrowings, final clusters were removed, either by the addition of a vowel, as in lampu (lamp) and pompa (pump), or dropping of the final consonant, as in pos (post) and ban (tyre — \Dutch band). Complex clusters could be removed by both adding a vowel and dropping the final consonant, as in dinas (service — Dutch dienst). Clusters later became acceptable, especially in the pronunciation
of those fluent in Dutch, with words such as pers (press) and helm (helmet) entering the language. Much inconsistency occurs in acceptance of features of Dutch phonology, as it does in spontaneous borrowing from other languages.Thus the final rs is retained in kurs (currency rate — Dutch koers), but avoided by the addition of a vowel in bursa (stock exchange — Dutch beurs).

In traditional Malay, the mid-central schwa vowel could not appear in word-final syllables, whether open or closed by a consonant. While the schwa vowel entered in closed syllables under the influence of Javanese and Jakarta Malay, its acceptability was strengthened by borrowings from Dutch, such as liter (litre) and wortel (carrot). Moreover, borrowings from Dutch introduced word-final schwa, as in the suffix -isme, and various common words, like tante (aunt), orde (order, regime) and kode (code). Alisjahbana pleaded against this, strongly disagreeing with the change to the traditional Malay phonological system, and insisting on writing a instead of e in final syllables, such as koda, nasionalisma. In this he was unsuccessful; the change has become entirely accepted in the standard language.

Traditional Malay had a pattern of vowel harmony whereby, among other things, a high vowel (i, u) could not occur in a final syllable if a mid-vowel (e, o) occurred in the preceding syllable and a mid-vowelcould not occur in the final syllable if there was a high vowel in the second ast syllable. This system has disappeared in the modern language, partly as a result of borrowing from Dutch, with words  like vonis (punish) and tenis (tennis) breaking the rule.

With the increase in bilingualism, educated Indonesians tended to retain more features of Dutch phonology. In more recent borrowings, f is retained, rather than being replaced by p, as in fraksi (faction — in a political party or in parliament). The Dutch v is replaced by f rather than p (although the letter v is retained in writing), as in veto (veto).

Some borrowings, earlier pronounced and spelt with p, have now replaced this by f, with f or v retained in spelling, as in the Dutch. Thus earlier Nopember (November) was replaced by November. Uneducated speakers are still likely to use p instead of f in these words. In borrowings of scientific words with initial ps, the spelling of the original is retained, although the p is not pronounced; for example, psikologi (psychology) and psikiater (psychiatrist). One-syllable words did not occur in traditional Malay, apart from a few function words like dan (and) and ke (to). Early borrowings sometimes added a final vowel, such as buku (book). However, a considerable number of common Dutch words of one syllable were later accepted into the language, such as pet (cap), lap (cleaning cloth) and got (gutter, drain).

In borrowing from Dutch, the tendency has been to follow the pronunciation of the original where possible and to modify spelling of the word accordingly, as in numerous examples already given. In some cases, the spelling change to reflect pronunciation is more drastic. This is particularly common where the Dutch word is itself a borrowing from French, Dutch having retained French spelling, as in
kudeta (coup d’état — Dutch coup d’etat),
kado (gift — Dutch cadeau) and  
koran (newspaper — Dutch courant).

By the mid-1960s, Dutch had almost entirely been replaced by English as a source of innovations in the language. The 1983 wordlist thus could well be regarded as a definitive listing of Dutch borrowings; borrowing from Dutch was by then a thing of the past. On the other hand, the influence of English was really only beginning in the 1960s and has been accelerating since then.

The 1983 study did not take into consideration Dutch borrowings into other than Standard Indonesian. In those regional varieties of Malay where a significant proportion of the population had long had access to Dutch education, many Dutch words occur in everyday speech that are unknown in the standard language. As one example, Manado Malay has many Dutch words in common use, such as:
fakansi holiday (Dutch vakantie)
fals dishonest (Dutch vals)
forek fork (Dutch vork)
ram window (Dutch raam)

Besides contributing numerous words directly to the language, Dutch has also been the source of many loan translations, Indonesian phrases created on the basis of Dutch models. These include:
kerja sama co-operate (Dutch samenwerking)
luar negeri overseas (literally ‘outside the country’ —Dutch buitenland)
mengambil take over (Dutch overnemen) alih
rumah sakit hospital (literally ‘sick house’ — Dutch ziekenhuis)

A number of new suffixes have entered the language through borrowing from Dutch. When words containing affixes (which are called prefixes if they precede the base and suffixes if they follow the base) are first borrowed, they are usually taken over as single meaningful units in the recipient language. Frequently, Indonesian borrowed two or more related forms from Dutch, such as aktif (active) and aktivis (activist), popular (popular) and popularitas (popularity).

While Indonesians using such words are aware of their similarities in form and meaning, it is not always possible to identify a base form for members of such sets nor to identify particular parts as affixes. When, however, a beginning or ending of a word comes to be used with a variety of different forms that can stand alone, it takes on the status of a prefix or suffix. This has happened with a number of Dutch affixes, including -isme, borrowed as a part of words like nasionalisme (nationalism). This has now become an assimilated Indonesian suffix because it can be applied to new bases, as in sukuisme (tribalism — suku ‘tribe, ethnic group’). The Dutch noun-forming endings -atie, pronounced ‘atsi’, and -isatie were retained as -(is)asi in numerous borrowings, such as nasionalisasi (nationalisation).

This has become a particularly ‘successful’ suffix, replacing the Dutch -(iser)ing in words like modernisasi (modernisation — Dutch modernisering) and later replacing the English ending ‘-ation’ in words like ekstensifikasi (extensification). The Dutch adjective-forming ending -isch was retained in borrowings as -is, as in dinamis (dynamic) and dramatis (dramatic). A number of words were borrowed with the Dutch suffix -teit, but these were later replaced by their original Latin forms with the suffix -tas, such as universitas (university — Dutch universiteit) and kualitas (quality — Dutch kwaliteit).

As already mentioned, Dutch has also played an enormous role in the development of syntax in the formal language, through the influence of educated bilinguals. In writing, this includes the development of more complex sentence structure and paragraph organisation. It also resulted in a significant shift from passive to active constructions. This trend continued under the influence of English.

The Influence of Dutch in Bahasa Indonesia (1)

The Influence of Dutch in Bahasa Indonesia (1)


Written by James Sneddon in The Indonesian Language, Its History and Role in Modern Society. Sydney: UNSW.2003.pp.160-167.


Although the Dutch first appeared in the archipelago at the beginning of the 17th century, their language did not begin to have a noticeable influence until much later. In the Moluccas and in Batavia, attempts by the Dutch to use their language in church services, in schools and in administration had little success. After a brief attempt in the Moluccas,Dutch was replaced by Malay in school teaching and in religious services; in Batavia it was replaced by Portuguese and Malay.

The English grammarian William Marsden noted in 1812 that ‘several Dutch terms’ had been adopted into Malay, presumably as indication of very limited penetration at that time. Dutch did not begin to have a significant influence on Malay until the beginning of the 20th  century, when children of the Indonesian gentry began entering European schools and Dutch was also introduced as a subject at training colleges for native teachers and pubic servants. With growing demand among the Indonesian elite for Dutch education and limited places available for them in European schools, Dutch-language native schools were established in 1914. With improving means of long distance travel, a greater number of Europeans began to enter Indonesia, resulting in greater Western influence on society. This led to further demand for Dutch language among the small Indonesian elite, among whom knowledge of the language was becoming the mark of status, particularly as the opportunity for Dutch education was largely confined to the higher class.

Proficiency in Dutch also opened the door to well-paid jobs in commerce and administration, and command of Dutch was the gateway to European culture.28 By 1930, about 230000 Indonesians spoke Dutch, increasing to about 400 000 with command of the language in 1941, although this was less than 1 per cent of the total Indies population.

There thus emerged a sizeable bilingual population among the educated leaders of pre-war indigenous society. For many of them, Dutch was their preferred language and, when speaking Indonesian, the use of Dutch words was a symbol of prestige and social status. Use of Dutch words was also a necessity for many topics, there being no suitable Malay words for discussing politics, economics and science.

Before 1942, many Dutch words entered the language spontaneously, without deliberate selection, through such bilingualism. From the beginning of formal language planning, with the Komisi Bahasa in 1942, a number of Dutch words also entered through the language planning process. After independence, Dutch remained the major source for scientific and technical terms under the Terminology Commission until 1966, although most of the terms selected were not taken up by the population in general. Many more words entered spontaneously in various domains of everyday life, because they were used by the educated elite in their spoken and written Indonesian  and were spread by the press.

After independence, Dutch was no longer a medium of instruction in education and there was pride among Indonesians in having their own national language. Nevertheless, the use of Dutch among the educated continued and retained a prestige status. In the 1960s, there was still a substantial population of proficient speakers of the language; a study of Indonesian students in the USA, carried out in 1962, found that 20 of the group of 26 had at least some facility in Dutch.30 One writer stated in 1979 that ‘the Dutch-educated generation is dead, dying or about to be pensioned off’.31 Despite such exaggerated claims, even at the beginning of the 21st century there was a surprising number of educated people in the older age group, those who had had a Dutch education up to 1949 or had had the opportunity of tertiary study in the Netherlands in the 1950s, who were fluent in the language.

Nevertheless, by the late 1950s educated Indonesians were beginning to turn to English. By the mid-1960s, Dutch influence on Indonesian was drawing to a close as the influence of English began to grow rapidly. Among early borrowings from Dutch were kantor (office), kamar (room), and buku (book).  As Dutch customs were introduced, Dutch words were frequently employed. For instance, Dutch influence on cooking and eating habits resulted in such items as:
buncis beans
kol cabbage
kompor stove
poding pudding
sosis sausage
wortel carrot

Items of clothing include:
helm helmet
hem shirt
kerah collar (Dutch kraag)
piama pyjamas
ritsleting zipper
rok skirt
selop slipper (Dutch slof)

The Indonesian legal system is based on that of the Netherlands and many legal terms are Dutch, such as:
advokat lawyer
kasasi overturning of judgment
kasus case
pleidoi defence
vonis sentence
yuris law graduate

In other areas of modern life introduced by the Dutch, such as medicine and education, there has also been significant borrowing. In technical areas also, many terms are Dutch, including electrical terms such as:
listrik electricity
per light bulb
steker electrical plug
stop kontak socket
strom current

A great many words to do with motor vehicles are Dutch, including:
bensin petrol
klakson horn
kopling clutch
oli lubricating oil
persneling, versneling gear
rem brake

In many spheres of everyday life, Dutch has intruded. The common words for ‘uncle’ and ‘aunt’ were largely replaced by om (Dutch oom) and tante, particularly as terms of address. Among a great many everyday words are:
antre queue (Dutch aantreden ‘line up’)
asbak ashtray
gelas (drinking) glass
handuk towel
pamili, famili relatives, (extended) family
restoran restaurant
setrika iron
televisi television

The names of the months, Januari, Februari and so on, are all from Dutch.Earlier borrowings tended to be modified to fit with Malay phonology and syllable structure. Thus Dutch f and v were replaced by p: fabriek became pabrik (factory) and koffer became kopor, koper (box,suitcase). The Dutch sound spelt u or uu is a high front rounded vowel that does not exist in Indonesian and borrowings with this sound generally omitted the lip rounding, leaving i, as in bis (bus — Dutch bus) and setir (steering wheel — Dutch stuur). In traditional Malay there were few consonant clusters, these comprising word-medial nasal-stop clusters like mp, nt, ngk, and r plus another consonant, such as in pernah (ever). While borrowing from Javanese introduced numerous consonant clusters, Dutch also contributed to their acceptance, introducing initial clusters, as in stabil (stable) and skripsi (thesis), and medial clusters as in pabrik (factory) and doktrin (doctrine). Medial clusters of even four consonants have been introduced, as in eksplorasi (exploration).

(to be continued)

The Correlation between The Students’ Needs in Learning English Writing and The English Test Result (INTRODUCTION)

The Correlation between The Students’ Needs in Learning English Writing and The English Test Result (INTRODUCTION)
 

Image: www.theage.com.au

Written by Ari Julianto


A. Background of the Study
In Indonesia, students in primary school to university level have to learn English. In one’s process of thinking, language plays an important thing, because any kinds of ideas, concepts, views, and desires are manifested through language. With the rapid progress of information and communication technology during recent decades, a vast amount of knowledge has been spreading through the borderless world. In the trend of globalization, the most important language being used among countries, institutions and individuals all over the world is the English language.

In this study, the researcher chose the topic of students’ needs in learning English writing. Every individual has a need that may vary among individuals because needs are essentially objective in nature. In learning English writing, learners or students have some needs and they share other needs common to all people. If these needs are not fulfilled it means the problems of the students in their social life appear.

A number of educators believe that student attitudes and academic success or failure are in large part due to the nature of their relationships in and with the schools problems. It is always helpful to find out about students’ needs, their prior learning experiences, the situations they are likely to use English in and which skills/language items they need to extra practice with. Armed with this information, the teacher can select and create the most appropriate and useful learning materials and activities.

Maslow (1954: 59) stated that we have seen that the chief, principle of organization in human motivational life is the arrangement' of basic needs in a hierarchy of less or greater priority or potency. The chief dynamic principle animating this organization is the emergence in the healthy person of less potent needs upon gratification of the more potent ones.

The physiological needs, when unsatisfied, dominate the organism, pressing all capacities into their service and organizing these capacities so that they may be most efficient in this service.  The principle is the same for the other sets of needs in the hierarchy, i.e., love, esteem, and self•actualization.

Many learning problems are prevented or minimized by matching teaching methods and lesson content to learners’ current aptitude and prior experience. Some learning problems are indeed due to deficits or impairments within students themselves. Westwood (2004: 2) stated that the other essential element of pedagogical knowledge is an awareness of the learning characteristics of the students they teach, including those with special educational needs. Learners have many common characteristics at various ages and stages, but individual learners also differ in many educationally significant ways. Teachers need to understand both the commonalities and the differences in order to meet students’ needs.

Nunan (1999: 150) states that a wide range of instruments and techniques is available for carrying put need analysis. He suggested that the key questions addressed here is what are the skills and linguistic knowledge needed by the students to comprehend and produce language for communicating successfully situations? Moreover,

Nunan (1999: 151) has made a list of questionnaire to be given to the learners or students to find out what they need in learning English. And from the explanation above, the researcher would like to know the correlation between the students’ needs in learning English and the English text result or assessment.

From that reasons, the researcher chose the secondary variable that is the students’ result in English test or assessment as the topic. Assessment is an integral part of the learning and teaching process. It is an ongoing process that aims to promote and improve learning.

Fundamentally, assessment involves both teachers and learners reflecting on assessment data: it should provide learners with appraisal and feedback on their performance in relation to learning objectives, so as to help them to improve on the one hand, and offer teachers information for effective planning and intervention on the other. In light of the pressure students’ needs in learning English, it is not surprising that several studies have found that satisfaction and dissatisfaction on what students’ needs may become one of the influenced factors.

Based on the explanation above, the researcher would like to know the correlation between the students’ needs in learning English writing and their achievement in English. Either students’ needs or English achievement is necessary in developing the process of teaching learning English. Without knowing what the students’ needs, it is impossible for teachers to improve the teaching and learning way.

From the reasons and explanations above, the researcher chose the correlation between the students needs in learning English writing and the students’ result in English text. This topic is considered important since
he students’ in learning English is essential even the need analysis can lead to the change of school system, curriculum and sometimes the government policy in education.

B. Identification of the Study
    The problems of this study are related to the following aspects
1. The students’ needs in learning English writing,
2. The students’ achievement in English test writing,
3. The correlation between the students’ needs in learning English writing and the students’ achievement in English test.

C. The Scope and Limitation
    The scope of this research is to investigate the students’ needs in learning English writing based on Nunan’s questionnaires and the students’ result in English test and the correlation between the students’ needs in learning English writing as a second language and their achievement in English subject lesson in school based on the semester report. As the limitation, this research is limited on the students of junior high school.  

D. Formulation of the Problem
    The problems of this research are formulated as follows
1.    What are the students’ needs in learning English writing?
2.    How is the students’ achievement in learning English?
3.    Is there any correlation between the students’ students’ needs in learning English writing as a second language and the students’ achievement in English test?

E. The Objectives of the Study
    The objectives of this study are
1. to describe the students’ needs in learning English writing,
2. to find out the students’ achievement in English test, and
3. to investigate the correlation between the students’ needs in learning English writing and the students’ achievement in English test.

 F. The Significance of the Research
    The findings of this study are expected to give a contribution to
1. the teachers who teach English especially in junior high school in which the teachers may consider what the students’ need in learning English writing,
2. the students who are facing their need problems in learning English as a second language. By understanding their needs, the students hopefully realize that their needs are sometimes essential for their success in learning English,
3. Moreover, this research hopefully will be expected to be useful for people who would like to observe the students’ problems, needs and their achievement in English test. By knowing this, they can understand the correlation between the students’ needs and the students’ results in English test.

Reference
Maslow. A.H. 1954. Motivation and Personality. New York: Harper & Row,Publishers , Inc.

Nunan, David. 1999. Second Language Teachng & Learning. Boston: Heinle &Heinl;e Publisher.

Westwood, Peter. 2004. Learning and Learning Difficulties, A handbook for teachers. Sydney: ACER Press.

Introduction to Sample and Sampling

         Introduction to Sample and Sampling


Written by Christopher Burgess in Valid Analytical Methods and Procedures.Royal Society of Chemistry. 2000.pp. 15-19


1 Introduction
The importance of sampling in method validation and, in particular, intercomparison of methods cannot be over emphasised. If the test portion is not representative of the original material, it will not be possible to relate the analytical result measured to that in the original material, no matter how good the analytical method is nor how carefully the analysis is performed. It is essential that the laboratory sample is taken from a homogeneous bulk sample as a collaborator who reports an outlying value may claim receipt of a defective laboratory sample.

It is important to understand that sampling is always an error generating process and that although the reported result may be dependent upon the analytical method, it will always be dependent upon the sampling process. The essential question in the inter-comparison of analytical methods is, ‘If the same sample (or a set of identical aliquots of a sample) is analysed by the same method in different laboratories, are the results obtained the same within the limits of experimental error?’. It is apparent, therefore, that the selection of an appropriate sample or samples is critical to this question and that the sampling stage should be carried out by a skilled sampler with an understanding of the overall context of the analysis and trial.

Any evaluation procedure must cover the range of sample types for which the method under investigation is suitable, and details of its applicability in terms of sample matrix and concentration range must be made clear. Similarly, any restrictions in the applicability of the technique should be documented in the method. In particular, Crosby and Patel’s General Princbles of Good Sampling Practice and Prichard provide readily digestible guidance to current best practices in this area.

2. What is a sample?
The Commission on Analytical Nomenclature of the Analytical Chemistry Division of the International Union of Pure and Applied Chemistry has pointed out that confusion and ambiguity can arise around the use of the term ‘sample’ and recommends that its use is confined to its statistical concept. When being used to describe the material under analysis, the term should be qualified by the use of ‘laboratory sample’ or ‘test sample’, for example.

One of the best treatments of sampling terminology is given in recommendations published by IUPAC’ which describes the terms used in the sampling of bulk or packaged goods. In this example, the sampling procedure reduces the original consignment through lots or batches, increments, primary or gross samples, composite or
aggregate samples, subsamples or secondary samples to a laboratory sample. The laboratory sample, if heterogeneous, may be further sample is deemed to be the end of the sampling procedure.

Once received into the laboratory the laboratory samples or test samples will be recorded and then be subjected to analytical operations, beginning with the measuring out of a test portion and proceeding through various operations to the final measurement and reporting of results/findings.

The problems associated with sampling in many areas of chemical testing have been addressed and methods have been validated and published. Where specific methods are not available, the analytical chemist should rely upon experience or adapt methods from similar applications.When in doubt, the material of interest and any samples taken from it should always be treated as heterogeneous.

It is important when documenting a sampling procedure to ensure that all of the terms are clearly defined, so that the procedure will be clear to other users. The use of sampling plans may be appropriate and guidance is available for procedures based upon attributes or variables.

Lebih Jauh Mengenai Penelitian Eksperimen

Lebih Jauh Mengenai Penelitian Eksperimen
                       
                          Written by Ari Julianto

 



I. Pengertian
Umumnya penelitian eksperimen (experimental research) diartikan sebagai suatu penelitian yang meneliti pengaruh perlakuan terhadap perilaku yang timbul sebagai akibat perlakuan sebagaimana Alsa (2004) menyatakan. Sejalan dengan itu, Borg & Gall (1983), menyatakan bahwa penelitian eksperimen merupakan penelitian yang paling dapat diandalkan keilmiahannya (paling valid), karena dilakukan dengan pengontrolan secara ketat terhadap variabel-variabel pengganggu di luar yang dieksperimenkan.

Manurut Hadi (1985) penelitian eksperimen adalah riset atau penelitian yang dilakukan untuk mengetahui akibat yang ditimbulkan dari suatu perlakuan yang diberikan secara sengaja oleh peneliti. Selanjutnya, Sugiyono (2011) mengatakan bahwa metode eksperimen adalah metode penelitian yang digunakan untuk mencari pengaruh perlakuan tertentu terhadap yang lain dalam kondisi yang terkendalikan. Menurut Sukardi (2011), penelitian eksperimen dalam bidang pendidikan dibedakan menjadi dua yaitu penelitian di dalam laboratorium dan di luar laboratorium.

Sejalan dengan hal tersebut, Latipun (2002) mengemukakan bahwa penelitian eksperimen merupakan penelitian yang dilakukan dengan melakukan manipulasi yang bertujuan untuk mengetahui akibat manipulasi terhadap perilaku individu yang diamati. Penelitian eksperimen pada prisipnya dapat didefinisikan sebagai metode sistematis guna membangun hubungan yang mengandung fenomena sebab akibat (causal-effect relationship).

Sehubungan dengan subjek dalam pendidikan adalah siswa, penelitian yang paling banyak dilakukan adalah di luar laboratorium. Hal ini dikarenakan terdapat beberapa keunggulan yang dimiliki oleh penelitian di luar laboratorium, diantaranya:
1. variabel eksperimen dapat lebih kuat;
2. lebih mudah dalam memberikan perlakuan;
3. dapat melakukan setting yang mendekati keadaan sebenarnya; dan
4. hasil eksperimen lebih aktual.

Selain itu, penelitian eksperimen juga lebih cocok dilakukan dalam bidang pendidikan. Hal ini dikarenakan dua alasan sebagai berikut:
1. metode pengajaran yang lebih tepat disetting secara alami dan dikomparasikan di dalam keadaan yang
tidak bias;
2. penelitian dasar dengan tujuan menurunkan  prinsip umum teoritis ke dalam ilmu terapan yang sesuai dengan permasalahan yang dihadapi oleh sekolah

II. Karakteristik Penelitian Eksperimen
Menurut Ary (1985), ada tiga karakteristik penting dalam
1. Variabel bebas yang dimanipulasi
2. Variabel lain yang berpengaruh dikontrol agar tetap konstan
3. Observasi langsung oleh peneliti

Karakteristik lainnya adalah:
1. Metode eksperimen merupakan satu-satunya metode penelitian yang dianggap paling dapat menguji hipotesis hubungan sebab-akibat, atau paling dapat memenuhi validitas internal.
2. Metode eksperimen merupakan rancangan penelitian yang memberikan pengujian hipotesis yang paling ketat dibanding jenis penelitian yang lain.
3. Metode eksperimen merupakan penelitian yang digunakan untuk mencari pengaruh perlakuan tertentu terhadap dampaknya dalam kondisi yang terkendalikan.

Ciri khas yang membedakan penelitian eksperimen dengan penelitian yang lain:
a. Satu atau lebih variabel bebas dimanipulasi (kondisinya dibuat berbeda, misal: treatment dan non-treatment)
b. Semua variabel lainnya, kecuali variabel perlakuan (variabel bebas), dikendalikan (dipertahankan tetap).
c. Pengaruh manipulasi variabel bebas (pemberian perlakuan) terhadap variabel terikat diamati, dengan asumsi karena diberi perlakuan yang berbeda maka akan berdampak yang berbeda pula.
d. Adanya komparasi, sehingga perlu penyamaan antara kelompok yang akan dikenai perlakuan dengan kelompok yang tidak dikenai perlakuan (dua kelompok yang akan dibandingkan tersebut harus komparabel).

III. Tujuan Penelitian Eksperimen
Untuk meneliti pengaruh dari suatu perlakuan tertentu terhadap gejala suatu kelompok tertentu dibanding dengan kelompok lain yang menggunakan perlakuan yang berbeda. Selanjutnya, tindakan di dalam eksperimen disebut treatment, dan diartikan sebagai semua tindakan, semua variasi atau pemberian kondisi yang akan dinilai/diketahui pengaruhnya. Sedangkan yang dimaksud dengan menilai tidak terbatas pada mengukur atau melakukan deskripsi atas pengaruh treatment yang dicobakan tetapi juga ingin menguji sampai seberapa besar tingkat signifikansinya (kebermaknaan atau berarti tidaknya) pengaruh tersebut jika dibandingkan dengan kelompok yang sama tetapi diberi perlakuan yang berbeda.

IV. Syarat-syarat Penelitian Eksperimen
Wilhelm Wundt dalam Alsa (2004) mengemukakan syarat-syarat sebagai berikut:
1. peneliti harus dapat menentukan secara sengaja kapan dan di mana ia akan melakukan penelitian;
2. penelitian terhadap hal yang sama harus dapat diulang dalam kondisi yang sama;
3. peneliti harus dapat memanipulasi (mengubah, mengontrol) variabel yang diteliti sesuai dengan yang dikehendakinya;
4. diperlukan kelompok pembanding (control group) selain kelompok yang diberi perlakukan (experimental group).

V. Proses Penelitian Eksperimen
Menurut Gay (1982) prosesnya antara lain:
1. Permasalahan yang signifikan untuk diteliti.
2. Pemilihan subjek yang cukup untuk dibagi dalam kelompok eksperimen dan kelompok kontrol.
3. Pembuatan atau pengembangan instrumen.
4. Pemilihan desain penelitian.
5. Eksekusi prosedur.
6. Melakukan analisis data.
7. Memformulasikan simpulan.

VI. Bentuk-bentuk Desain Penelitian Eksperimen
Menurut Sugiyono (2011) terdapat beberapa bentuk desain eksperimen, yaitu:
1. pre-experimental (nondesign) yang meliputi
a. one-shot case study
Ini dimaksudkan untuk menunjukkan kekuatan pengukuran dan nilai ilmiah suatu desain penelitian.

                       X                                                                        O
Perlakuan terhadap variabel independen  Pengamatan atau pengukuran terhadap variabel dependen
(Treatment of independent variable)     (Observation or measurement of dependent variable)

b. One group pretestposttest
Perbedaan dengan desain pertama adalah, untuk the one group pretest-posttest design, terdapat pretest sebelum diberi perlakuan, hasil perlakuan dapat diketahui dengan lebih akurat, karena dapat membandingkan dengan keadaan sebelum diberi perlakuan.

                    O1                                                      X                                        O2
                Pretest                                             Treatment                               Posttest

Pengaruh perlakuan: O1 – O2.

c. the static-group comparison.
Ini menggunakan satu group yang dibagi menjadi dua, yang satu memperoleh stimulus eksperimen (yang diberi perlakuan) dan yang lain tidak mendapatkan stimulus apapun sebagai alat kontrol. Masalah yang akan muncul dalam desain ini adalah meyangkut resiko penyeleksian terhadap subjek yang akan diteliti. Oleh karena itu, grup tersebut harus dipilih secara acak.

                                  X                                                             O1
                                 __________________________________                                                                                                  O2
O1: hasil pengukuran satu grup yang diberi perlakuan, dan
O2: hasil pengukuran satu grup yang tidak diberi perlakuan.
Pengaruh perlakuan: O1 – O2.

2. true-experimental
Ini mempunyai ciri utama yaitu sampel yang digunakan untuk eksperimen maupun sebagai kelompok kontrol diambil secara random dari populasi tertentu. Atau dengan kata lain dalam true experiments pasti ada kelompok kontrol dan pengambilan sampel secara random.

a. pretest-posttes control group design
Dalam desain ini terdapat dua grup yang dipilih secara random kemudian diberi pretest untuk mengetahui perbedaan keadaan awal antara group eksperimen dan group kontrol.

                          R                          O1                          X                           O2
                          R                          O3                                                        O4
Pengaruh perlakuan adalah: (O2 - O1) - (O4 - O3).

b. posttest-only control group design
Dalam desain ini terdapat dua kelompok yang masing-masing dipilih secara random (R). Grup pertama diberi perlakuan (X) dan grup yang lain tidak.

                R                        X                           O1
                R                                                      O2

3. factorial experimental
Desain merupakan modifikasi dari design true experimental, yaitu dengan memperhatikan kemungkinan adanya variabel moderator yang mempengaruhi perlakuan terhadap hasil. Semua grup dipilih secara random kemudian diberi pretest. Grup yang akan digunakan

untuk penelitian dinyatakan baik jika setiap kelompok
memperoleh nilai pretest yang sama.

4. Quasi experimental
Quasiexperiments disebut juga dengan eksperimen pura-pura. Bentuk desain ini merupakan pengembangan dari trueexperimental design yang sulit dilaksanakan.
Desain ini mempunyai variabel kontrol tetapi tidak digunakan sepenuhnya untuk mengontrol variabel luar yang mempengaruhi pelaksanaan eksperimen.
Bentuk-bentuk quasiexperiments antara lain:
a. Time Series Design
Ciri desain ini adalah grup yang digunakan tidak dapat dipilih secara random.
b. Nonequivalent control group design
Desain ini hampir sama dengan pretest-posttest control group design, tetapi pada desain ini group eksperimen maupun group kontrol tidak dipilih secara random.


Referensi
Alsa, Asmadi. 2004. Pendekatan Kuantitatif Kualitatif dalam Penelitian Psikologi.Yogyakarta: Pustaka Pelajar.
Ary, D., Jacob, L.C. and Razavieh, A. 1985. Introduction to Research in Education.New York: Holt, Rinehart and Winston.
Gay, L.R. 1983. Educational Research Competencies for Analysis & Application. Ohio: A Bell & Howell Company.
Hadi, Sutrisno. 1985. Metodologi Research Jilid 4. Yogyakarta: Yayasan Penerbit Fakultas Psikologi UGM.
Latipun. 2002 Psikologi Eksperimen. Malang: UMM Press.
Sukardi. 2011. Metodologi Penelitian Pendidikan Kompetensi dan Praktiknya.Jakarta: PT Bumi Aksara.

Dan berbagai sumber lainnya.