Jakarta - Ratusan warga di Kampung Domas, Kecamatan Pontang, Serang Timur, Jawa Barat berhamburan ke luar rumah karena adanya isu tsunami. Kepanikan warga berawal dari munculnya angin kencang.
"Ada angin kencang selama 5 menit, datangnya sebelum tarawih," ungkap salah seorang warga, Wasi saat dihubungi detikcom, Sabtu (5/9/2009).
Angin tersebut, menurut Wasi, sangat kuat. 5 rumah penduduk kini telah rata dengan tanah. Bahkan sebuah perahu nelayan yang sedang bersandar di pinggir pantai bisa terlempar ke perumahan.
Akibatnya, ratusan warga pun berhamburan keluar rumah. Mereka lari mengungsi ke Ciruas atau ke Kota Serang. Warga trauma pascagempa yang melanda Jawa Barat dan Jakarta beberapa hari lalu.
"Warga lari keluar rumah," katanya.
(mok/ape) sumber: wwww.detik.com
Sabtu, 05 September 2009
Minggu, 07 Juni 2009
nike ardilla kusayang, nike ardilla ku hilang, nike ardilla kukenang...
Snap Shots Options [Make this Shot larger] [Close]
Options
Disable
Get Free Shots
Close
Snap Shares for charity
COMMUNITY, LIFESTYLE & ENTERTAINMENT
NEVER ENDING STORY, SMATRI CYBER MENEMBUS BATAS
« BERITA DUKA
LOST IN JOGJA »
RAHASIA NIKE ARDILA
By Ice Breaker
nike_ardillaTak banyak yang tahu bagaimana mendiang Nike Ardila merintis karier musiknya. Ternyata alumnus SMA Trimurti, khususnya eks 1-5, ikut andil dalam perjalanan karier penyanyi melankolis ini. Kok bisa?
nike-kecilJAUH sebelum dilambungkan Deddy Dores dengan lagu-lagu melankolis Seberkas Sinar, Bintang Kehidupan, Biarkan Cintamu Berlalu, Sandiwara Cinta, Nike kecil merintis karier dari panggung kecil ke panggung kecil yang lain. Niatya menekuni panggung tarik suara semakin serius setelah pada tahun 1985 menjadi Juara Harapan I Lagu Pilihanku TVRI dan Juara Festival Pop Singer HAPMI Kodya Bandung. Usia Nike waktu itu masih 10 tahun.
Gelar juara membuat Nike kian berambisi meretas karier. Bahkan mojang priangan ini berani tampil di Surabaya. Nah, waktu tampil di Taman Remaja Surabaya (TRS) itulah, ada bau-bau SMA Trimurti di sini. Maksudnya? Ya, dalam beberapakali show, Andisco dan Eko Kebo ikut mengawal penyanyi yang dulunya memakai nama Nike Ratnadila ini.
nike-ardila-kecilEks 1-5 ini mengawal Nike lantaran sepupu Nike yang bernama Iwan, adalah teman main Andisco. Dan kebetulan Iwan yang tinggal di Jl Kanginan juga sering clubbing bersama eks 1-5. Dan ternyata, pengalaman manggung di Taman Remaja ini sangat penting bagi perjalanan karier Nike.
Tepat tiga tahun kemudian, 1988, sebuah album dirilis. Tak lama Nike kian mengundang perhatian. Karier Nike tambah bersinar setelah berkolaborasi dengan Deddy Dores yang pas banget dengan karakteristik vokal dan wajah melankolis Nike Ardila.
Yah, siapa sangka ada andil eks Smatri dalam karier Nike Ardila…
Awal Karier (source: wikipedia)
nike1Nike Ardilla lahir di Bandung tanggal 27 Desember 1975 dari pasangan R. Eddy Kusnadi dan Nining Ningsihrat. Sejak kecil sudah mengawali karir dengan mengikuti berbagai festival menyanyi di Bandung, sampai kemudian bakatnya ditemukan oleh produser musik Deddy Dores. Karir musiknya di dunia hiburan pun dimulai. Tahun 1987, oleh Ningsihrat ia diboyong ke Himpunan Artis Penyanyi Musisi Indonesia (HAPMI) asuhan Djadjat Paramor. Di situ ia bertemu dengan Deni Kantong, guru menyanyinya, dan Deni Sabrie, yang kemudian jadi manajernya. Dua Deni itu memperkenalkannya pada Deddy Dores. Deddy membuatkan beberapa lagu untuk album pertama Nike yang bertajuk Seberkas Sinar yang terjual lebih dari 500.000 ribu kopi. Sebelumnya Deddy Dores juga sempat menyatukan Nike dengan dua anak didik Deddy dan Deni bernama Deni Angels bersama Cut Irna dan Lady Avisha. Tahun berikutnya Nike merilis album keduanya yang bertajuk Bintang Kehidupan yang mendapatkan sambutan luar biasa, dan terjual dengan angka yang fantastis, yaitu dua juta kopi Selanjutnya Nike merilis album-album yang menjadi best seller. Album rekaman terakhir Nike Ardilla sebelum wafat yang bertajuk Sandiwara Cinta terjual sampai menembus angka tiga juta kopi dan lima juta copy seasean. Karir Nike Ardilla dalam dunia seni peran juga berjalan mulus seiring dengan dirilisnya album pertama. Nike bermain film Kasmaran bersama almarhum Ryan Hidayat pada tahun 1987 dan terus melahirkan film-film box office sepanjang periode akhir 80an dan awal 90an. Nike Ardilla juga sukses dalam beberapa sinetron.
Kematian
nike3Pada tanggal 19 Maret 1995, kurang lebih pukul 06.15 pagi Nike Ardilla tewas dalam sebuah kecelakan tunggal. Mobil Honda Genio berwarna biru metalik plat D 27 AK menabrak pagar beton bak sampah di jalan E. Martadinata. Diperkirakan Nike tewas seketika, tetapi saksi yang berada disekitar lokasi kecelakan menuturkan Nike belum meninggal saat kejadian, baru dalam perjalanan ke rumah sakit Nike meninggal. Nike mengalami luka parah di kepala dan memar-memar di dadanya. Nike yang saat itu bersama manajernya, Sofiatun, baru saja kembali dari diskotik Polo. Isu-isu negatif seputar kematiannya berkembang diantaranya menyebutkan bahwa Nike mengendarai mobil dengan keadaan mabuk, tapi kemudian kabar itu dibantah keras oleh pihak keluarga dan saksi kunci kecelakaan itu. Sofiatun mengatakan Nike hanya meminum orange jus. Hasil visum polisi menyebutkan tidak menemukan kadar alkohol dalam tubuh Nike. Ada kesimpangsiuran tentang waktu kematian Nike Ardilla, menurut saksi kejadian itu terjadi pukul 3 pagi, tapi saksi lain mengatakan bahwa kecelakaan itu terjadi pukul 5.45 pagi, laporan resmi mengatakan bahwa waktu kejadian adalah pukul 06.15 pagi. Nike Ardilla dimakamkan pada sore itu juga, diantar oleh ribuan penggemarnya beserta para artis ibukota. Kematiannya menghebohkan dunia hiburan Indonesia, ditangisi para fans yang sampai beberapa hari setelah kematiannya masih setia berada di kediaman Nike Ardilla.
Menurut Atun yang bersama Nike berada di mobil itu, ditengah perjalanan pulang Nike mengendarai mobil itu dengan tidak menggunakan sabuk pengaman. Mobil Nike berusaha menyalip mobil berwarna merah di depannya yang berjalan sangat pelan. Namun ketika menyalip, dari arah berlawanan muncul mobil Taft melaju kencang, Nike langsung menghindari mobil Taft tersebut dan membanting setir terlalu ke kiri sehingga menabrak sebuah pohon dan langsung terpental menabrak pagar beton bak sampah di kantor Usaha Pribadi di jalan RE. Martadinata dan Nikepun tewas seketika.
Pengaruh
nike2Tak lama setelah kematianya nama Nike Ardilla justru menjulang. Publik masih terus membicarakan Nike Ardilla. Majalah Asia Week menafsirkan Nike dalam sebuah kalimat satir “In Dead She Soared” atau “Dalam Kematian Dia Bersinar”. Setiap tahunnya ribuan penggemar yang tergabung dalam Nike Ardilla Fansclub melakukan ritual khusus pada tanggal 19 Maret dan 27 Desember yaitu berziarah ke makam dan mengadakan acara mengenang Nike seperti memutarkan film-film Nike dan menyanyikan lagu-lagu Nike di Bandung, tempat kelahiran dan tempat berpulangnya Nike. Sebuah museum juga didirikan di Jalan Soekarno-Hatta, Bandung. Semua barang-barang Nike tersimpan disana, seperti pakaian yang dikenakannya saat kejadian dan replika kamar Nike Ardilla. Selain itu, hampir semua album rekaman lagu-lagu Nike berhasil memperoleh penghargaan, terutama dari segi penjualan. Dalam rentang waktu yang relatif pendek, dia berhasil mengembangkan demikian jauh popularitas dan fanatisme penggemarnya bahkan melampaui apa yang diperoleh penyanyi terkenal yang sudah berkiprah puluhan tahun di dunianya.
Di Sulawesi Barat terdapat pula rumah makan dengan nama Rumah Makan Nike Ardila yang berlokasi di Wonomulyo, Polewali Mandar. Setiap harinya di rumah makan ini diputarkan lagu-lagu Nike.
Prestasi
* Juara Harapan I Lagu Pilihanku TVRI – 1985,
* Juara 1 Festival Pop Singer HAPMI Kodya Bandung – 1985,
* Juara 3 Golongan Teruna Festival Penyanyi Indonesia,
* Populer Bandung 1986,
* Juara 1 Festival Musik 3 Warna se Jawa Barat – 1987,
* Pemenang BASF AWARD “Bintang Kehidupan” 1990,
* Pemenang BASF AWARD “Nyalakan Api” – 1991,
* Pemenang Asia Song Festival Shanghai China 1991,
* Pemenang BASF AWARD “Biarkan Aku Mengalah” – 1993,
* Pemenang Kaset Emas HDX “Biarkan Cintamu Berlalu” – 1994,
* Promotour Video Music Indonesia Yogyakarta 6 – 9 Oktober 1994,
* Video Klip Favorit VMI Bulanan Lagu Biarkan Cintamu Berlalu,
* Bintang Favorit Dunia Bintang tahun 1994-1995,
* Bintang Favotit Dunia Bintang versi wartawan tahun 1994-1995,
* Peraih Anugerah Emas Malaysia 1995 untuk album Duri Terlindung,
* Video Klip Favorit Tahunan (1994-1995) album Biarkan Cintamu Berlalu,
* Video Klip Terbaik Bulanan album Sandiwara Cinta April 1995,
* ANUGERAH HDX 1996 untuk album Suara Hatiku,
* Musik Mingguan Award 1996 kategori kaset terlaris untuk album Suara Hatiku,
* BASF Award 1996 untuk album Mama Aku Ingin Pulang kategori triple platinum,
* Penghargaan TVRI atas karya Nike Ardilla di belantika musik Indonesia,
* Video Klip Favorit VMI 1997 untuk lagu Panggung Sandiwara,
* Pemenang Kaset Emas HDX untuk Sandiwara Cinta – 1996.
Prestasi bidang model
* Sampul Majalah Sahabat Pena – 1986
* Juara 3 LA Clark Jeans Contest – 1989
* Juara Favorit GADIS Sampul 1990
* Sampul Majalah Populer 1990
* Sampul Majalah Djoko Lodang – 1991
* Sampul Majalah Mangle – 1991
* Sampul Majalah Kartini 1995
* Sampul Majalah URTV Malaysia – 1995
Diskografi
* Album Seberkas Sinar 1990
* Album Bintang Kehidupan – 1990
* Album Nyalakan Api – 1991
* Album Matahariku/Izinkanlah – 1991
* Album Biarkan Aku Mengalah 1993
* Album Duri Terlindung 1994
* Album Biarkan Cintamu Berlalu 1994
* Album Sandiwara Cinta – 1995
* Album Mama Aku Ingin Pulang – 1995
* Album Suara Hatiku – 1996
Singles released
* Star Of Life (bintang kehidupan english version) 1992
* Tinggalah kusendiri 1993
* Deru Debu (radio released)
* Cinta Kita 1995
* untuk Apa Lagi 1995
* Biarkanlah 1996
* Cinta Diantara Kita 1997
* Panggung Sandiwara 1997
* Ingin Kulupakan 1998
* Belengu Cinta 2000
Album kompilasi
* Bandung Rock Power 1988
* Gadis Foto Model 1989
* Album Ost Pocong – 1996
* BEST OF THE BEST VOL.1 -1999
* BEST OF THE BEST VOL.2 -2000
* BEST BEAT -2002
Singles soundtrack
* Ost Nuansa Gadis Suci 1992
* Ost Nakalnya Anak Muda 1992
* Ost Aksara Bisu 1992
* Ost Lupus 1992
* Ost Deru Debu 1994
Filmografi
* Kasmaran-1987
* Kabayan Saba Kota-1988
* Gadis Foto Model-1989
* Ricky Nakalnya Anak Muda-1990
* Lupus 4 – 1990
* Kabayan & Anak Jin-1991
* Cinta Anak Muda-1991
* Olga & Sepatu Roda-1992
* Kabayan Saba Metropolitan-1992
* Tiga Kamar Perawan-1992
* Kembali Lagi-1994
* Pocong-1996
Sinetron
* Perkawinan Pilihan – 1990
* Gara-Gara – 1990
* Pelangi Di Hatiku – 1991
* Bunga Kampus 1992
* Sukreni Gadis Bali 1993
* Trauma Marissa 1994
* Ceplas-Ceplos 1994
* Saputangan dari Bandung Selatan 1994
* None – 1994
* Warisan I & II 1995
* Jalur Putih – 1995
* Mentari Di Balik Awan – 1996
* Mutiara Cinta – 1996
Iklan
* Belia – 1993
* Sunsilk – 1993
* Vicee 500 – 1994
Penghargaan
* Penghargaan dari PT.POS INDONESIA dengan diterbitkannya kartu pos dan sampul surat peringatan setahun wafatnya Nike Ardilla pada pameran filateli remaja sedunia tahun 1996
* Diterbitkannya prangko Nike Ardilla oleh dua negara bagian Rusia yakni Abkasia dan Tauva tahun 1996 (prangko artis dunia diantaranya Michael Jackson, Madonna, Marilyn Monroe, Elvis Presley).
Trivia
* Tinggi badan Nike Ardilla adalah 1.68 meter dan berat 47 kilogram.
* Hobi Nike Ardilla adalah musik, berenang, dan badminton.
* Makanan kesukaannya adalah hamburger, mie bakso, jengkol goreng.
* Minuman kesukaannya adalah Coca-Cola, Yogurt.
* Nike mempunya beberapa nama kecil antara lain Nike, Neneng, Keke, dan Amoy.
* Mobil Honda Genio yang dipakai Nike saat kecelakaan berhasil dilelang seharga Rp 100 juta oleh seorang gadis bernama Lia Nathalia yang kini juga menjadi penyanyi.
* Pada acara 40 hari meninggalnya Nike Ardilla diadakan doa bersama di gedung Balai Sartika Bandung pada tanggal 26 April 1995. Acara yang merupakan bagian dari peringatan empat puluh hari meninggalnya Nike Ardilla dihadiri sekitar 200-an tamu undangan, termasuk puluhan artis ibu kota yang khusus datang dengan dua bus besar serta rekan-rekan dari PAPRI dan HAPMI Jawa Barat. Dalam peringatan ini hadir pula keluarga Nike.
* Pada 40 hari itu juga, makam Nike dikunjungi oleh lebih dari lima ribu penggemar.
* Bangunan makam Nike boleh dibilang amat megah. Tak berbeda dengan makam toko-tokoh nasional yang amat penting, makam Nike juga dilindungi bangunan cukup berundak-undak yang terbuat dari beton yang atapnya disangga empat pilar kokoh. Makamnya sendiri seluruhnya dilapis oleh kayu yang khusus di datangkan dari Kalimantan Timur. Makamnya juga di pagari tembok yang penuh tulisan kata-kata kenangan untuk Nike Ardilla, termasuk puisi dan doa-doa dari penggemar.
* Sepanjang karirnya, Nike telah menjual album yang kesemua albumnya mendapatkan multiplatinum, rata-rata terjual diatas satu atau dua juta kopi, kecuali album pertama yang ‘hanya’ terjual 500 ribu kopi. Bahkan setelah kematiannya terus bermunculan album-album berisi kumpulan lagu Nike Ardilla yang semuanya diperkirakan berjumlah 40 buah album.
* Nike Ardilla menjadi satu-satunya artis Indonesia yang kematiannya selalu diperingati oleh para fansnya. Diluar hal semacam ini terjadi pada Jhon Lennon, Marlyn Monroe, atau Bruce Lee.
* Nike Ardilla menjadi satu-satunya artis dengan penjualan album terbanyak sepanjang masa di Indonesia, data terakhir sudah terjual lebih dari 25 juta kopi album Nike yang terjual, termasuk penjualan di Malaysia dan negara-negara lainnya.
* Nama panggung Nike Ardilla sebelumnya adalah Nike Astrina yang diambil dari nama seniornya, Nicky Astria, Ini karena corak musik keduanya sama dan Nicky Astria juga adalah besutan Deddy Dores
* Video klip sandiwara cinta versi kedua atau lebih dikenal oleh para fansnya sebagai “versi Monroe” adalah video klip terakhir Nike semasa hidup dan disutradarai oleh Rizal Mantovani. Menampilkan Nike yang sekilas terlihat seperti idolanya, Marylin Monroe. Syutingnya dimulai 10 hari sebelum Nike tewas. Video ini sebetulnya belum selesai digarap, namun karena Nike kemudian tewas, Rizal mengubahnya menjadi seperti sebuah video dokumenter Nike sepanjang karirnya. Setelah kematiannya, video klip lagu Nike Ardilla biasanya menampilkan model yang mempunyai mirip dengan dirinya.
Tag: karier, kecil, Nike Ardila, rahasia, Taman Remaja
Tulisan ini dikirim pada pada 18 Nopember 2008 11:13 pm dan di isikan dibawah AKTUAL, PROFIL, UMUM. Anda dapat meneruskan melihat respon dari tulisan ini melalui RSS 2.0 feed. Anda dapat merespon, or trackback dari website anda.
23 Tanggapan ke “RAHASIA NIKE ARDILA”
1. danang Berkata:
24 Januari 2009 pukul 5:27 pm | Balas
klau saya tidak begitu tau tentang sosok nike ardila.karena waktu dia masih hidup saya masih kecil dan saya cuman tau nama dan lagunya sebagian saja itu pun ya hanya sekedar tau.tapi baru kemaren tgl 22-01-2009.pada waktu itu saya melihat acara di salah satu cenel yang menceritakan tentang perjalanan hidup nike dan saat itu pun saya tertarik untuk lebih tau tentang nike.saya sangat kagum dengan nike karena selain macan dia juga artis multi talenta yang banyak di tiru arits sekarang nike namanya hampir melejitya dengan warkop grup lawak yang paling saya suka akan kekocakanya.tapi di balik itu teryata nike nmanya masih di kenang oleh pengemarnya.
2. danang Berkata:
25 Januari 2009 pukul 1:04 pm | Balas
ooooooo…………..ya kemaren pada tgl 24 Januari 2009 pukul 5:27 pm saya lupa kasih tau kalau acara tv tersebut adalah trans tv dan jdul acarannya cerita pagi.mengisahkan tentang perjalanan hidup nike ardila.
3. beryl Berkata:
26 Januari 2009 pukul 12:04 pm | Balas
teh nike merupakan penyanyi rok yg g bs dgantikn oleh siapapun. karismanya bgt kuat. aq hafal smua lagu teh nike. teh nike penyanyi lady roker termuda di era nya dan dia sangat cantik. klo g salah dia jg jd trend center anak” muda pd wkt itu. rambut bob tanpa poni,pakai rok dng sepatu warrior nya.
4. Cakrawala Anugrah J. Berkata:
20 Februari 2009 pukul 2:20 pm | Balas
buat saya nike adalah sosok yang sederhana dan tidak terlalu neko-neko untuk melakukan sesuatu hal. Juga tidak silau oleh gemerlapnya dunia hiburan. Dan kepribadiannya itu yang selalu dikenang orang selamanya termasuk fansnya. sampai saat ini pun tidak ada artis yang mengikuti jejaknya,
5. n prasetyo Berkata:
24 Februari 2009 pukul 2:31 pm | Balas
bagi saya hanya nike ardilla yg popularitasnya tak tersaingi
bravo nike ardilla fans club d indonesia
6. yusufmuhammad Berkata:
27 Februari 2009 pukul 11:29 pm | Balas
Saya masih kecil waktu nonton film OLGA DAN SEPATU RODA acting Nike Ardilla dan Desy Ratnasari dan cerita persahabatan mereka di film itu membekas sampe sekarang.
7. alena Berkata:
18 Maret 2009 pukul 2:18 pm | Balas
NIKE, artis rendah hati, tapi selalu ditinggikan oleh org
Legenda & kebanggaan INDONESIA dan jg insan musik kita
LUV U SO MUCH
dia membuktikan diri bkn dgn cara murahan, tp dgn prestasi
karena itu dia layak jadi idola semua org
bahkan disaat udah g ada pun dia tetap meramaikan dunia musik kita
8. agoenk tama Berkata:
26 Maret 2009 pukul 1:58 am | Balas
i want to see her someday in the end of the day…
i love her song so much…
i love her so much…
i wish, she always be happy in heaven…. amien…
god.. take care of her for us…
9. Rahmat Berkata:
1 April 2009 pukul 12:52 am | Balas
Saya baru kenal Nike Ardilla hari ini, tapi saya langsung suka padanya.
10. slamet wahidun Berkata:
13 April 2009 pukul 7:56 pm | Balas
aku akan slalu mendoakanmu .karna kau lah pedoman tuk hidup lbih baik.
kau lah inspirasiku.
11. slamet wahidun Berkata:
13 April 2009 pukul 7:57 pm | Balas
tuhan yang mengatur semua ni.bagiku kau kan slalu hidup di hati sampai nanti.sampai kapanpun
12. swahid ardilla Berkata:
14 April 2009 pukul 12:18 pm | Balas
aku tidak tau tentang hati yang berasa.yang aku tau aku tidak bisa melupakannya dan aku juga ga mau mlupakannya.
slama aku bisa akan ku buktikan kau dalah 1 smangat tuk hidup lebih baik.aku tidak bisa pandang dia tapi hatiku terbayang dia di setiap doa.dia pasti bahagia di sana.itu pasti
13. keke Berkata:
16 April 2009 pukul 12:29 pm | Balas
kau rang yang sangat hebat orang yang terbaik yang pernah aku knal
14. amoy Berkata:
17 April 2009 pukul 12:37 pm | Balas
aku hanya mnuruti kata hati.hatiku bilang kau dalah wanita yang paling hebat yang pernah da.bukanya aku ga mau melupakanmu.aku hanya tidak bisa melupakanmu
aku juga ga mau melupakanmu
15. keke wahidun Berkata:
30 April 2009 pukul 9:00 pm | Balas
namamu bkan hanya untuk saat kau masih hidup tapi sampai kpanpun
kan slalu hidup di hatiku karna kau inspirasiku
16. naia verdina Berkata:
1 Mei 2009 pukul 9:39 pm | Balas
aq jg fans.a teh nike lo…usia q sama dgn usia wafat.a teh nike, pertama q jg kget klau teh nike wafat.a teh nike dgn hari,jam,nd tempat yg sama yaitu di bandung
17. nanadi pardiana Berkata:
11 Mei 2009 pukul 10:25 pm | Balas
w ngefans banget ma nike ardila.lagu2nya tak pernah mati,takan pernah ada yang bisa yang menggantikan suara emasnya dia I LOVE NIKE ARDILA>>>>>>>>
18. nanadi pardiana Berkata:
11 Mei 2009 pukul 10:28 pm | Balas
oh iya gmana sih caranya buat anggota fansclub nike ardila..n bisa punya kartu anggotanya…
19. jhon Berkata:
18 Mei 2009 pukul 9:29 pm | Balas
aku mencintaimu.sangat
20. EVrEiL Berkata:
20 Mei 2009 pukul 10:58 am | Balas
hhhhhhhhmmmmmmmmmmmm………..setelah terang….maut menjemput………. moga2 aja kakak nike diterima disisi Tuhan YME…amin..111
we LOve KAK nike ARDILLA………..
DARI.. anak-anak REMAJAx kEP Selayar..sULEWESI SELATAN………fANS KAK NIKEARDILLA…..!!!!!!!!!!!!!!!
KAK niKE 4-Ever!!!!!!!!!!!!!!!!!!!
21. R. Oktafiani Berkata:
26 Mei 2009 pukul 2:03 pm | Balas
.. buat ku kaulah bersinar bagaikan intan,
styap senyum, setiap tawa yang kau pancarkan
bagaikan sang surya yang selalu beersiinar ..
oh …. andaii akku dapat mendekaap harum tubuh mu !!!
22. R. Oktafiani Berkata:
26 Mei 2009 pukul 2:06 pm | Balas
.. akku suka banget sama nikke ,,
tapii Tuhan sudah berkehendak laiin ..
andaii akku berkesempatan betemu dengan mba nikke, akku akan
sangat bahagiia..
bagiiku mba adalah intan indonesia yang sesungguhnya …
dhiian marliina
*popeye caiiank oliive*
23. dhiian marliina Berkata:
26 Mei 2009 pukul 2:11 pm | Balas
ggue ngefans abiis am2 nikke ardilla ..
walau ggue gag pernah sempet liat karya’y, karna usia ggue dulu kematiian’y ggue masiih 3th ..
tapii wat ggue NIKE ARDILA adalah sosok yang sangat perfeck,
ggue sendirii aja sangat mangagumi dy ..
ggue selalu memutar lagu’y dan menyakan’y ..
andaii ggue bisa melihat senyuman’y yang begitu maniis …
dhiian akan selalu mengenang mba NIKE dalam hati ..
Tinggalkan Balasan
Klik di sini untuk membatalkan balasan.
Nama (wajib)
Surat (tidak akan dipublikasikan) (wajib)
Situs web
Notify me of follow-up comments via email.
Blog pada WordPress.com.
Masukan (RSS) dan Komentar (RSS).
Minggu, 31 Mei 2009
You Were Mine
DIXIE CHICKS
Dedicated For Remembering
F S E IN THE PAST TIME
"You Were Mine"
I Can't Find A Reason To Let Go
Even Though You've Found A New Love
And She's What Your Dreams Are Made Of
I Can Find A Reason To Hang On
What Went Wrong Can Be Forgiven
Without You, It Ain't Worth Livin' Alone
[Chorus #1:]
Sometimes I Wake Up Crying At Night
And Sometimes I Scream Out Your Name
What Right Does She Have To Take You Away
When For So Long, You Were Mine
I Took Out All The Pictures Of Our Wedding Day
It Was A Time Of Love And Laughter
Happy Ever After
But Even Those Old Pictures Have Begun To Fade
Please Tell Me She's Not Real
And That You're Really Coming Home To Stay
[Chorus #2:]
Sometimes I Wake Up Crying At Night
And Sometimes I Scream Out Your Name
What Right Does She Have To Take Your Heart Away
When For So Long, You Were Mine
I Can Give You Two Good Reasons
To Show You Love's Not Blind
He's Two And She's Four, And You Know They Adore You
So How Can I Tell Them You've Changed Your Mind
[Chorus #2]
I Remember When You Were Mine
Dedicated For Remembering
F S E IN THE PAST TIME
"You Were Mine"
I Can't Find A Reason To Let Go
Even Though You've Found A New Love
And She's What Your Dreams Are Made Of
I Can Find A Reason To Hang On
What Went Wrong Can Be Forgiven
Without You, It Ain't Worth Livin' Alone
[Chorus #1:]
Sometimes I Wake Up Crying At Night
And Sometimes I Scream Out Your Name
What Right Does She Have To Take You Away
When For So Long, You Were Mine
I Took Out All The Pictures Of Our Wedding Day
It Was A Time Of Love And Laughter
Happy Ever After
But Even Those Old Pictures Have Begun To Fade
Please Tell Me She's Not Real
And That You're Really Coming Home To Stay
[Chorus #2:]
Sometimes I Wake Up Crying At Night
And Sometimes I Scream Out Your Name
What Right Does She Have To Take Your Heart Away
When For So Long, You Were Mine
I Can Give You Two Good Reasons
To Show You Love's Not Blind
He's Two And She's Four, And You Know They Adore You
So How Can I Tell Them You've Changed Your Mind
[Chorus #2]
I Remember When You Were Mine
Jumat, 29 Mei 2009
COMPUTER TECHNOLOGIES AND TEACHING AND LEARNING: WHAT DO THE STUDENTS AND TEACHERS SAY?
Carl L. Reynolds, Professor
University of Wyoming
Introduction
Since 1986, public school personnel throughout the state have been encouraged to
integrate computer technology in the classroom. The State Department of Education
mandated a computer aided instruction in-service course as part of teacher recertification
requirements. For example, The Wyoming State Technology Plan (September, 1997) has
within its long-range objectives the need to establish and evaluate integrated technology
practices within the public schools. School districts have requested numerous university
sponsored extension courses involving new instructional technologies. Almost every
district-sponsored staff development plan included some form of teacher in-service for
integrating computer technology in the classroom. During this same timeframe, the
College of Education implemented computer technology course requirements as part of
the undergraduate teacher education program. It is unclear as to what degree schools in
Wyoming have integrated computer technologies into their classrooms. Also, it is not
known as to whether the College of Education is providing the appropriate support to
facilitate the integration of computer technologies in public schools. Other states have
begun similar investigations to determine the status of this technology integration such as
the effort just begun in Missouri (University of Missouri, 1998).
179
Theoretical/Literature Base
Computer technologies have been hailed as the most likely innovation to effect
change in the public schools (Connick & Russo, 1995). The ability to access information
from world-wide sources (Leu, etal, 1997), create simulations with three dimensional
effects, manipulate graphic animations and sound, without the need for programming
skills on low-cost desktop and laptop computers has unleashed a power to learners that
require teachers to relinquish the role of provider of all information. Someone was once
quoted as saying “Overhead projectors were used in bowling alleys for 35 years before
they were commonly used in the classroom”. It is hoped that computer technology
integration is occurring at a better rate than what happened for the overhead projector.
It has been suggested that the role of the teacher in the classroom must change as
computer technologies are integrated in the classroom (Bielefeldt, 1997, Plater, 1995,
Rowe, 1993). Emphasis has been placed on the teacher as accepting a facilitative role in
guiding students through information access and processing, problem-solving, and
creative learning projects on the computer in a student-centered classroom rather than the
traditional image as the presenter in front of the class. It has also been suggested that
teacher-student interaction can be more electronic, such as email, during times other than
the official school day similar to the techniques employed in distance education (Lehman,
1995).
Teachers who have effectively integrated these technologies in their classrooms
have reported higher levels of motivation, interest in learning, increased problem-solving
skills, and improved achievement by the students (Mingus & Grassl, 1997, Rowe, 1993,
Sawyer, 1994). Based upon efforts with in-service activities with teachers in Wyoming,
180
primarily at the elementary school level, it was a natural question to ask if the same
motivation level and interest was occurring at the secondary level as well, or whether the
integration of computer technologies had occurred successfully in the 9-12 classrooms.
Objectives of the Study
The intent of the study was to determine the answers to the following questions:
1. What types and levels of computer technologies are being used by students
and teachers?
2. What effect, if any, have computer technologies had on teaching and learning
practices in schools?
3. What practices have been successful in promoting successful adoption of
computer technologies in schools?
4. Have computer technologies changed the way teachers teach and students
learn?
Procedures
Because there were limited reports of research efforts focused on the questions
listed above, a naturalistic inquiry approach was selected to conduct the study. This
approach was selected in order to facilitate on-site observations while schools were in
session and to enable unpredicted answers to be followed by additional inquiry during the
interviews (Lincoln & Guba, 1985). Selected high schools in Wyoming were contacted
requesting permission by the researcher to visit during the Fall, 1998. During the visit,
permission was obtained to visit students in classes, study halls, and computer labs to
determine their perceptions as to use of computers in their school. The groups were
selected on the basis of obtaining a representative sample of ninth through twelfth grade
181
students and no attempt was made to select or identify individuals on the basis of
academic versus vocational discipline areas. In conducting the interviews, the teacher
was excused for 20-30 minutes to take a break while the discussions with the students
took place. The students enjoyed the fact that a professor from the university was willing
to listen to their opinions. In all cases, the students began talking freely. Teachers were
interviewed as individuals or small groups of 2-3 persons, using the same set of questions
as those for the student interviews. Technology directors and school principals were
interviewed separately, again with the same question list as a guide. Teachers, technology
directors, and principals were asked to respond based on their particular roles in the
school. The data collected from subjects included field notes taken by the researcher
during the interviews.
Prior to conducting the interviews, a school was selected to pilot test to develop
and refine the interview questions. Through this pilot test procedure, the following openended
questions were developed for structuring the interviews with both students and
teachers:
1. What computer applications do you use at school?
2. Do computer technologies help you learn? If so, how?
3. In what ways do your teachers use computers either for homework
assignments or in teaching?
4. What has your school done to help make use of computers possible? Do they
need to do more?
5. Do you learn differently because of computers? Do teachers need to change
the way they teach because of computers?
182
To avoid researcher bias and to insure valid interpretations from the data, three
techniques were used. First, for each interview, permission was requested and obtained
from subjects to tape record the event. In all cases, permission was granted. Second,
notes were taken by the researcher and compared with the recordings. Third, a colleague
volunteered to randomly select two schools and compare the researcher's notes with the
tape recordings. The results from these techniques were used to edit and make any
corrections needed in the results narrative.
From the five schools selected for the study, a total of 179 students were
interviewed. Twenty-six teachers, and the technology coordinators and building
principals from each school were interviewed as well.
Results
The intent of the first interview question was to determine the level of technology
used in schools. It was overwhelming to note the consistency in responses by both
students and teachers in using word processing the most, followed by information
searching. The use of multimedia was extremely limited unless the student was in a class
designed for learning those techniques. Drawing/drafting was mentioned by a few
students enrolled in those technology-specific classes. One art teacher, however,
described at great length how her students use web pages to analyze the different types of
art, shapes, use of color, and texture in daily classes on the subject. Another teacher,
responsible for yearbook production, listed almost every application available on the
server in the school as technology she taught her students to use in the production of the
annual.
183
In response to the second question, students immediately focused on the power of
information access from the Internet. They also liked the way computer technologies
allowed them to work at their own pace. Several students expressed higher interest levels
because computers allowed them to be more creative and “ make learning more like
exploring.” They preferred that teachers allow them to find information using computers
rather than lecture. However, in response to a follow-up question, most all students
quickly expressed the need for the teacher to be present to assist them in dealing with
frustrations, and providing guidance to help insure success in accomplishing the task at
hand.
Most students think that teachers use only word processing and gradebook
software. Almost none reported such uses as presentation technology, field data
collection, simulations, or illustration purposes. Most teachers interviewed supported the
students’ perceptions. A few teachers, however, described heavy uses of the Internet to
update their instructional material. Three math and science teachers described how they
used programmable hand-held calculators to collect and graph field data from research
conducted during out-of-classroom laboratory sessions. It was interesting but not
explained why students didn’t mention these applications.
In response to question four, most students were fairly positive toward the
school’s efforts. They did have some good solutions to suggest in solving what seemed
to be the common problem, computer access. They complained that computer labs were
always tied up by scheduled classes and there was no place else to go. Several students
suggested that labs be open more often at night for student use. Several students
expressed frustration with the school’s reluctance to trust them with Internet and email.
184
In one school, for example, the policy is to issue email addresses and privileges to all
students who achieve a 3.0 grade point average or better. Those students who had not
earned the privilege understood the reason but still expressed dissatisfaction in being in
the ‘have-nots’ group. In regard to being able to do homework on computers, one student
offered an innovative solution; have laptop computers to check out from the library just
like books. One student suggested that the school rent computers just like the video
stores rent out VCRs and movies. These ideas surfaced in two different schools visited.
Most teachers were happy with the efforts made for hardware acquisition but
expressed the need for more applicable software for their respective subject areas. They
spent most of the time responding to this question by expressing serious frustration with
the lack of quality of in-service and technical support. In-service appears to follow the
typical model, “too much tell about it with not enough hands-on training”. In one school
however, where the approach has been to train the teacher to teach peers in the building,
most teachers stated positive thoughts about the technical support and in-service
provided.
Question five elicited most interesting ideas from the students. Most students first
began with the fun that computers provided, that learning at their own pace was most
ideal, and that computers allowed for more exploring. They also liked the fact that work
was easily redone when mistakes were found. One student talked at great length about
how computers allowed her to explore instead of just perform only routine tasks.
Students thought teachers should relax more about computer technology and admit when
they didn’t know how to use some applications. One student said, “I would like to teach
them (teachers) how to capture ‘cool stuff’ from the Internet”. Students thought that
185
teachers overused computers in some classes (i.e. English) but not enough in others.
Several students spoke out strongly about some traditional roles that teachers should still
do such as present information that is hard to find and help students more with difficult
assignments and problems. Only one student expressed this thought, “Teachers should
disappear and let me learn all I need to know on the computer.”
Most teachers responded positively to changes that computer technologies may
bring about. Most expressed gratitude for the ability to assign their students to search for
information on the Internet and know that something would be found. Some teachers
expressed desire to integrate computer technologies more if someone would show them
what is available, appropriate, and how to use it. One math teacher expressed how the
technology allowed him to focus on the exciting real-life problems rather than the
laborious arithmetic functions that took all his time before. In his case, the technology
used was in the form of hand-held programmable calculators. An art teacher said the
only thing holding her back was not having more computers in her room. Two young
teachers said they would hesitate a long time to consider leaving to another school
because of the strong technology support where they were. A few teachers did express
concerns about traditional learning skills such as spelling and handwriting that they
thought may be weakened by the use of computers, however the debate that ensued
indicated there was not general agreement on this issue. One teacher asked, “When do
we say we have changed enough?”
Conclusions/Implications
It was most interesting to hear how many students in the various schools
expressed the keen interest that computers and connectivity through Internet and email
186
provides. One student explained, “Using the Internet is like exploring; that’s why it’s so
much fun.” It was amazing to hear how many students saw computer technologies as a
way to learn on their own. They expressed a concern that many teachers maintain the
image that students cannot use any technology teachers don’t understand how to use
themselves. One student said, “they should let us teach them (teachers) how to use the
computers.” It was obvious from students’ comments that teachers must be more
student-centered in their approach and use computer technology to put fun, creativity, and
independent responsibility as well as academic challenge back into learning. Another
message to teachers was rather clear as well, the primary thought being, to lose their fears
about not knowing everything and to give students the opportunity to show what they
know. However, teachers should feel a great deal of pride in knowing that students value
their primary function as facilitator and mentor rather than attempting to be the source of
all knowledge.
The primary theme heard from teachers was that technology was occurring too
fast for them to keep up. Over and over again, they expressed concern with inadequate
in-service both in terms of quantity and quality. One teacher said, "We need more 'oneon-
one' workshops and less of the 'show-and-tell' sessions." A few teachers lamented that
they were not adequately informed of the applications available to them. It was
encouraging though, to hear how many of the teachers assigned research projects to
students to find information on the Internet. Each teacher interviewed was satisfied with
their personal access to a computer supplied by the school. After the interviews were
officially over, some of the teachers asked what the students were saying about their
roles. Teachers were relieved to hear that students expressed the need for teachers to be
187
present to guide, and facilitate learning, and that their role was important in the learning
process even with heavy use of computer technology.
Technology coordinators were as unique as the number of schools visited. One
unique practice employed by one coordinator was to conduct most of the inservice
through individual and small groups of teachers. The school district hired substitute
teachers to release their staff for these in-service activities. One common issue raised by
all coordinators was that the workload required to keep the local network functioning
often prevented them from conducting as much in-service as they would prefer. Most of
the coordinators described their roles as troubleshooters when the problems arose rather
than as directors of in-service activities. Only one coordinator, a former teacher, spoke
about including teaching strategies as part of the in-service training. Most of the time,
the impression was left that the primary focus of the coordinators was on the technology.
By determining the degree to which the integration of computer technology has
occurred in schools, we now better understand how to prepare teachers to teach in a way
that takes advantage of this technology. Students and school personnel are benefiting
from this project in several ways. By reflecting on the computer technology in their lives
at school and in the future, they are discussing how they can be more effective in its
integration. Teachers were also relieved to hear that students overwhelmingly still
expressed the need for teachers’ presence and interaction to effectively learn from
computers. Teachers were curious to hear how most students described the desirable
teacher-student interaction as facilitative rather than directed instruction. A better
understanding of how computer technology should be integrated into pre-service and inservice
teacher education will also benefit faculty at the university as well.
188
References
Bielefeldt, Talbot (1997). Systemic planning for technology. Oregon School
Study Council Bulletin, 40, (2), Eugene.
Connick, George & Russo, Jane (1995). Technology and the inevitability of
educational transformation. In E. Boschmann, (Ed.), The electronic classroom: A
handbook for education in the electronic environment. Medford, NJ, Learned
Information, Inc (pp. 14-20).
Lehman, James (1995). Computer networking in distance education. In E.
Boschmann, (Ed.), The electronic classroom: A handbook for education in the electronic
environment. Medford, NJ, Learned Information, Inc (pp. 147-155).
Leu, Donald, Leu, Deborah-Diadiun, & Len, Katherine (1997). Teaching with the
Internet: Lessons from the classroom. Noorwood, MA: Christopher-Gordon Publishers,
Inc.
Lincoln, Yvonna & Guba, Egon (1985). Naturalistic Inquiry. Beverly Hills, Ca:
Sage Publications, Inc.
Mingus, Tabitha, & Grassl, Richard (1997). Using technology to enhance
problem-solving and critical thinking skills. Mathematics and Computer Education, vol.
31, number 3, 293-300.
Rowe, Helga, etal (1993). Learning with personal computers: Issues,
observations, and perspectives. Australia, Victoria, Australian Council for Educational
Research, Ltd.
189
Plater, William, (1995). In search of the electronic classroom. In E. Boschmann,
(Ed.), The electronic classroom: A handbook for education in the electronic environment.
Medford, NJ, Learned Information, Inc (pp. 3-13).
University of Missouri (1998). 1998 Missouri school district census of
technology. Office of Social and Economic Data Analysis.
http://www.Oseda.missouri.edu/index.html (1998, December 7).
190
A CRITIQUE OF
A NATURALSTIC INQUIRY OF COMPUTER TECHNOLOGIES ON TEACHING
AND LEARNING AS PERCEIVED BY STUDENTS AND SCHOOL PERSONNEL
IN SELECTED PUBLIC SECONDARY SCHOOLS IN WYOMING
Re-titled Prior to Publication
COMPUTER TECHNOLOGIES AND TEACHING AND LEARNING: WHAT DO
THE STUDENTS AND TEACHERS SAY?
Michael K. Swan
Washington State University
Contributions and Significance of Research
Approaching a naturalistic study is just great. It is effective and tells us much
more than the survey method of collections of data. The author is commended on his
approach and interest. The results of this study add to the body of knowledge surrounding
computer technologies and student learning. The study will answer questions in
Wyoming about the practices of using technologies.
This study will provide a basis for including other technologies into the classroom
and in the area of in-service programs that need to be planned and delivered. Pre-service
programs will still need to develop a need and justification for the use of computer
technologies in the undergraduate program.
Procedural Considerations
The study was well designed and conducted. It was evident from examining the
related literature that a good and defensible base had been developed. Many hours of
effort in data collection are evident in this study. The methods used are on target and
were well planned.
Questions for Consideration
Students offering to teach teachers on the proper utilization of technologies is
very frightening to some professional teachers, how do we get them beyond this fear and
into the mold of being a facilitator of knowledge? How should we as teacher educators
be integrating the use of technology into pre-service preparation programs? Can and
should we divide technologies into groups for better training programs? What is the
impact of this study and where does it lead the profession?
University of Wyoming
Introduction
Since 1986, public school personnel throughout the state have been encouraged to
integrate computer technology in the classroom. The State Department of Education
mandated a computer aided instruction in-service course as part of teacher recertification
requirements. For example, The Wyoming State Technology Plan (September, 1997) has
within its long-range objectives the need to establish and evaluate integrated technology
practices within the public schools. School districts have requested numerous university
sponsored extension courses involving new instructional technologies. Almost every
district-sponsored staff development plan included some form of teacher in-service for
integrating computer technology in the classroom. During this same timeframe, the
College of Education implemented computer technology course requirements as part of
the undergraduate teacher education program. It is unclear as to what degree schools in
Wyoming have integrated computer technologies into their classrooms. Also, it is not
known as to whether the College of Education is providing the appropriate support to
facilitate the integration of computer technologies in public schools. Other states have
begun similar investigations to determine the status of this technology integration such as
the effort just begun in Missouri (University of Missouri, 1998).
179
Theoretical/Literature Base
Computer technologies have been hailed as the most likely innovation to effect
change in the public schools (Connick & Russo, 1995). The ability to access information
from world-wide sources (Leu, etal, 1997), create simulations with three dimensional
effects, manipulate graphic animations and sound, without the need for programming
skills on low-cost desktop and laptop computers has unleashed a power to learners that
require teachers to relinquish the role of provider of all information. Someone was once
quoted as saying “Overhead projectors were used in bowling alleys for 35 years before
they were commonly used in the classroom”. It is hoped that computer technology
integration is occurring at a better rate than what happened for the overhead projector.
It has been suggested that the role of the teacher in the classroom must change as
computer technologies are integrated in the classroom (Bielefeldt, 1997, Plater, 1995,
Rowe, 1993). Emphasis has been placed on the teacher as accepting a facilitative role in
guiding students through information access and processing, problem-solving, and
creative learning projects on the computer in a student-centered classroom rather than the
traditional image as the presenter in front of the class. It has also been suggested that
teacher-student interaction can be more electronic, such as email, during times other than
the official school day similar to the techniques employed in distance education (Lehman,
1995).
Teachers who have effectively integrated these technologies in their classrooms
have reported higher levels of motivation, interest in learning, increased problem-solving
skills, and improved achievement by the students (Mingus & Grassl, 1997, Rowe, 1993,
Sawyer, 1994). Based upon efforts with in-service activities with teachers in Wyoming,
180
primarily at the elementary school level, it was a natural question to ask if the same
motivation level and interest was occurring at the secondary level as well, or whether the
integration of computer technologies had occurred successfully in the 9-12 classrooms.
Objectives of the Study
The intent of the study was to determine the answers to the following questions:
1. What types and levels of computer technologies are being used by students
and teachers?
2. What effect, if any, have computer technologies had on teaching and learning
practices in schools?
3. What practices have been successful in promoting successful adoption of
computer technologies in schools?
4. Have computer technologies changed the way teachers teach and students
learn?
Procedures
Because there were limited reports of research efforts focused on the questions
listed above, a naturalistic inquiry approach was selected to conduct the study. This
approach was selected in order to facilitate on-site observations while schools were in
session and to enable unpredicted answers to be followed by additional inquiry during the
interviews (Lincoln & Guba, 1985). Selected high schools in Wyoming were contacted
requesting permission by the researcher to visit during the Fall, 1998. During the visit,
permission was obtained to visit students in classes, study halls, and computer labs to
determine their perceptions as to use of computers in their school. The groups were
selected on the basis of obtaining a representative sample of ninth through twelfth grade
181
students and no attempt was made to select or identify individuals on the basis of
academic versus vocational discipline areas. In conducting the interviews, the teacher
was excused for 20-30 minutes to take a break while the discussions with the students
took place. The students enjoyed the fact that a professor from the university was willing
to listen to their opinions. In all cases, the students began talking freely. Teachers were
interviewed as individuals or small groups of 2-3 persons, using the same set of questions
as those for the student interviews. Technology directors and school principals were
interviewed separately, again with the same question list as a guide. Teachers, technology
directors, and principals were asked to respond based on their particular roles in the
school. The data collected from subjects included field notes taken by the researcher
during the interviews.
Prior to conducting the interviews, a school was selected to pilot test to develop
and refine the interview questions. Through this pilot test procedure, the following openended
questions were developed for structuring the interviews with both students and
teachers:
1. What computer applications do you use at school?
2. Do computer technologies help you learn? If so, how?
3. In what ways do your teachers use computers either for homework
assignments or in teaching?
4. What has your school done to help make use of computers possible? Do they
need to do more?
5. Do you learn differently because of computers? Do teachers need to change
the way they teach because of computers?
182
To avoid researcher bias and to insure valid interpretations from the data, three
techniques were used. First, for each interview, permission was requested and obtained
from subjects to tape record the event. In all cases, permission was granted. Second,
notes were taken by the researcher and compared with the recordings. Third, a colleague
volunteered to randomly select two schools and compare the researcher's notes with the
tape recordings. The results from these techniques were used to edit and make any
corrections needed in the results narrative.
From the five schools selected for the study, a total of 179 students were
interviewed. Twenty-six teachers, and the technology coordinators and building
principals from each school were interviewed as well.
Results
The intent of the first interview question was to determine the level of technology
used in schools. It was overwhelming to note the consistency in responses by both
students and teachers in using word processing the most, followed by information
searching. The use of multimedia was extremely limited unless the student was in a class
designed for learning those techniques. Drawing/drafting was mentioned by a few
students enrolled in those technology-specific classes. One art teacher, however,
described at great length how her students use web pages to analyze the different types of
art, shapes, use of color, and texture in daily classes on the subject. Another teacher,
responsible for yearbook production, listed almost every application available on the
server in the school as technology she taught her students to use in the production of the
annual.
183
In response to the second question, students immediately focused on the power of
information access from the Internet. They also liked the way computer technologies
allowed them to work at their own pace. Several students expressed higher interest levels
because computers allowed them to be more creative and “ make learning more like
exploring.” They preferred that teachers allow them to find information using computers
rather than lecture. However, in response to a follow-up question, most all students
quickly expressed the need for the teacher to be present to assist them in dealing with
frustrations, and providing guidance to help insure success in accomplishing the task at
hand.
Most students think that teachers use only word processing and gradebook
software. Almost none reported such uses as presentation technology, field data
collection, simulations, or illustration purposes. Most teachers interviewed supported the
students’ perceptions. A few teachers, however, described heavy uses of the Internet to
update their instructional material. Three math and science teachers described how they
used programmable hand-held calculators to collect and graph field data from research
conducted during out-of-classroom laboratory sessions. It was interesting but not
explained why students didn’t mention these applications.
In response to question four, most students were fairly positive toward the
school’s efforts. They did have some good solutions to suggest in solving what seemed
to be the common problem, computer access. They complained that computer labs were
always tied up by scheduled classes and there was no place else to go. Several students
suggested that labs be open more often at night for student use. Several students
expressed frustration with the school’s reluctance to trust them with Internet and email.
184
In one school, for example, the policy is to issue email addresses and privileges to all
students who achieve a 3.0 grade point average or better. Those students who had not
earned the privilege understood the reason but still expressed dissatisfaction in being in
the ‘have-nots’ group. In regard to being able to do homework on computers, one student
offered an innovative solution; have laptop computers to check out from the library just
like books. One student suggested that the school rent computers just like the video
stores rent out VCRs and movies. These ideas surfaced in two different schools visited.
Most teachers were happy with the efforts made for hardware acquisition but
expressed the need for more applicable software for their respective subject areas. They
spent most of the time responding to this question by expressing serious frustration with
the lack of quality of in-service and technical support. In-service appears to follow the
typical model, “too much tell about it with not enough hands-on training”. In one school
however, where the approach has been to train the teacher to teach peers in the building,
most teachers stated positive thoughts about the technical support and in-service
provided.
Question five elicited most interesting ideas from the students. Most students first
began with the fun that computers provided, that learning at their own pace was most
ideal, and that computers allowed for more exploring. They also liked the fact that work
was easily redone when mistakes were found. One student talked at great length about
how computers allowed her to explore instead of just perform only routine tasks.
Students thought teachers should relax more about computer technology and admit when
they didn’t know how to use some applications. One student said, “I would like to teach
them (teachers) how to capture ‘cool stuff’ from the Internet”. Students thought that
185
teachers overused computers in some classes (i.e. English) but not enough in others.
Several students spoke out strongly about some traditional roles that teachers should still
do such as present information that is hard to find and help students more with difficult
assignments and problems. Only one student expressed this thought, “Teachers should
disappear and let me learn all I need to know on the computer.”
Most teachers responded positively to changes that computer technologies may
bring about. Most expressed gratitude for the ability to assign their students to search for
information on the Internet and know that something would be found. Some teachers
expressed desire to integrate computer technologies more if someone would show them
what is available, appropriate, and how to use it. One math teacher expressed how the
technology allowed him to focus on the exciting real-life problems rather than the
laborious arithmetic functions that took all his time before. In his case, the technology
used was in the form of hand-held programmable calculators. An art teacher said the
only thing holding her back was not having more computers in her room. Two young
teachers said they would hesitate a long time to consider leaving to another school
because of the strong technology support where they were. A few teachers did express
concerns about traditional learning skills such as spelling and handwriting that they
thought may be weakened by the use of computers, however the debate that ensued
indicated there was not general agreement on this issue. One teacher asked, “When do
we say we have changed enough?”
Conclusions/Implications
It was most interesting to hear how many students in the various schools
expressed the keen interest that computers and connectivity through Internet and email
186
provides. One student explained, “Using the Internet is like exploring; that’s why it’s so
much fun.” It was amazing to hear how many students saw computer technologies as a
way to learn on their own. They expressed a concern that many teachers maintain the
image that students cannot use any technology teachers don’t understand how to use
themselves. One student said, “they should let us teach them (teachers) how to use the
computers.” It was obvious from students’ comments that teachers must be more
student-centered in their approach and use computer technology to put fun, creativity, and
independent responsibility as well as academic challenge back into learning. Another
message to teachers was rather clear as well, the primary thought being, to lose their fears
about not knowing everything and to give students the opportunity to show what they
know. However, teachers should feel a great deal of pride in knowing that students value
their primary function as facilitator and mentor rather than attempting to be the source of
all knowledge.
The primary theme heard from teachers was that technology was occurring too
fast for them to keep up. Over and over again, they expressed concern with inadequate
in-service both in terms of quantity and quality. One teacher said, "We need more 'oneon-
one' workshops and less of the 'show-and-tell' sessions." A few teachers lamented that
they were not adequately informed of the applications available to them. It was
encouraging though, to hear how many of the teachers assigned research projects to
students to find information on the Internet. Each teacher interviewed was satisfied with
their personal access to a computer supplied by the school. After the interviews were
officially over, some of the teachers asked what the students were saying about their
roles. Teachers were relieved to hear that students expressed the need for teachers to be
187
present to guide, and facilitate learning, and that their role was important in the learning
process even with heavy use of computer technology.
Technology coordinators were as unique as the number of schools visited. One
unique practice employed by one coordinator was to conduct most of the inservice
through individual and small groups of teachers. The school district hired substitute
teachers to release their staff for these in-service activities. One common issue raised by
all coordinators was that the workload required to keep the local network functioning
often prevented them from conducting as much in-service as they would prefer. Most of
the coordinators described their roles as troubleshooters when the problems arose rather
than as directors of in-service activities. Only one coordinator, a former teacher, spoke
about including teaching strategies as part of the in-service training. Most of the time,
the impression was left that the primary focus of the coordinators was on the technology.
By determining the degree to which the integration of computer technology has
occurred in schools, we now better understand how to prepare teachers to teach in a way
that takes advantage of this technology. Students and school personnel are benefiting
from this project in several ways. By reflecting on the computer technology in their lives
at school and in the future, they are discussing how they can be more effective in its
integration. Teachers were also relieved to hear that students overwhelmingly still
expressed the need for teachers’ presence and interaction to effectively learn from
computers. Teachers were curious to hear how most students described the desirable
teacher-student interaction as facilitative rather than directed instruction. A better
understanding of how computer technology should be integrated into pre-service and inservice
teacher education will also benefit faculty at the university as well.
188
References
Bielefeldt, Talbot (1997). Systemic planning for technology. Oregon School
Study Council Bulletin, 40, (2), Eugene.
Connick, George & Russo, Jane (1995). Technology and the inevitability of
educational transformation. In E. Boschmann, (Ed.), The electronic classroom: A
handbook for education in the electronic environment. Medford, NJ, Learned
Information, Inc (pp. 14-20).
Lehman, James (1995). Computer networking in distance education. In E.
Boschmann, (Ed.), The electronic classroom: A handbook for education in the electronic
environment. Medford, NJ, Learned Information, Inc (pp. 147-155).
Leu, Donald, Leu, Deborah-Diadiun, & Len, Katherine (1997). Teaching with the
Internet: Lessons from the classroom. Noorwood, MA: Christopher-Gordon Publishers,
Inc.
Lincoln, Yvonna & Guba, Egon (1985). Naturalistic Inquiry. Beverly Hills, Ca:
Sage Publications, Inc.
Mingus, Tabitha, & Grassl, Richard (1997). Using technology to enhance
problem-solving and critical thinking skills. Mathematics and Computer Education, vol.
31, number 3, 293-300.
Rowe, Helga, etal (1993). Learning with personal computers: Issues,
observations, and perspectives. Australia, Victoria, Australian Council for Educational
Research, Ltd.
189
Plater, William, (1995). In search of the electronic classroom. In E. Boschmann,
(Ed.), The electronic classroom: A handbook for education in the electronic environment.
Medford, NJ, Learned Information, Inc (pp. 3-13).
University of Missouri (1998). 1998 Missouri school district census of
technology. Office of Social and Economic Data Analysis.
http://www.Oseda.missouri.edu/index.html (1998, December 7).
190
A CRITIQUE OF
A NATURALSTIC INQUIRY OF COMPUTER TECHNOLOGIES ON TEACHING
AND LEARNING AS PERCEIVED BY STUDENTS AND SCHOOL PERSONNEL
IN SELECTED PUBLIC SECONDARY SCHOOLS IN WYOMING
Re-titled Prior to Publication
COMPUTER TECHNOLOGIES AND TEACHING AND LEARNING: WHAT DO
THE STUDENTS AND TEACHERS SAY?
Michael K. Swan
Washington State University
Contributions and Significance of Research
Approaching a naturalistic study is just great. It is effective and tells us much
more than the survey method of collections of data. The author is commended on his
approach and interest. The results of this study add to the body of knowledge surrounding
computer technologies and student learning. The study will answer questions in
Wyoming about the practices of using technologies.
This study will provide a basis for including other technologies into the classroom
and in the area of in-service programs that need to be planned and delivered. Pre-service
programs will still need to develop a need and justification for the use of computer
technologies in the undergraduate program.
Procedural Considerations
The study was well designed and conducted. It was evident from examining the
related literature that a good and defensible base had been developed. Many hours of
effort in data collection are evident in this study. The methods used are on target and
were well planned.
Questions for Consideration
Students offering to teach teachers on the proper utilization of technologies is
very frightening to some professional teachers, how do we get them beyond this fear and
into the mold of being a facilitator of knowledge? How should we as teacher educators
be integrating the use of technology into pre-service preparation programs? Can and
should we divide technologies into groups for better training programs? What is the
impact of this study and where does it lead the profession?
Senin, 11 Mei 2009
MEMO
The primary purpose of the business memorandum (commonly referred to as a memo) is to allow timely communication to a large number of employees or other members of an organization. The business memo is generally used in place of a traditional letter for internal communication, though memos may be used to communicate with individuals from other organizations in some instances.
Memos are used for a wide variety of purposes. They may be used to convey information such as policy changes, promotions or other personnel changes, a project status update, or increased offering of products and services. They can also be used to request that employees attend a meeting or make changes to work procedures or practices, or they can address a problem, such as employee tardiness or absence, or provide feedback on a product or program.
As you prepare to draft your memo, think about your intended audience, and send the memo only to those who need it. Also, be careful when communicating confidential information; a face-to-face meeting may be more appropriate in such circumstances.
The tone of a memo is generally fairly formal, so choose your wording appropriately. It is inappropriate to be too informal (using slang, for example), but don't be verbose or flowery, either. Conciseness and clarity in language are always best. Use active rather than passive voice whenever possible.
Memo Sections
Memorandums generally consist of a heading section, an opening paragraph or section, the body section, and a closing paragraph or section.
Heading
The heading section identifies the recipients of the memo, the sender, the date the memo was sent, and the subject (or purpose) of the memo. In the heading, determine to whom you are going to send the letter (that is, your audience). Include all those who really need to receive the information, but don't include anyone who doesn't—doing so just wastes their time and your money. Make sure to spell names correctly and to include the complete name and correct titles of recipients. The subject line should be specific enough to convey the main purpose of the memo (for example, "Mandatory Employee Benefits Meeting on Friday, June 4" rather than "Meeting"). The heading generally looks like this:
TO: (recipients' names and job titles)
FROM: (your name and job title)
DATE: (current date)
SUBJECT: (purpose of the memo)
You may choose to include your initials after your name and job title in the "From" line to show that you approve the contents of the memo (if you asked someone else, such as a secretary or administrative assistant) to write it on your behalf) or to authenticate the letter.
Opening
The opening paragraph or section states the purpose of the memo. It is generally quite brief—usually, no more than a few sentences. If, for example, the memo is in response to a particular problem, state the problem clearly. If, on the other hand, the purpose of the memo is to introduce a new policy or to provide a project update, briefly state that fact. Save the details of the memo for the next section. For longer memos (memos longer than about a page), the opening section might begin with a brief overview of the rest of the document (you can also include this information in a separate "Summary" section above the opening paragraph; NAME THAT CONTENT OF SUMMARY??). Memos do not begin with a salutation.
Body
In the body (or discussion) section of the memo, include any information the reader might need to know. The most important (and most specific) information should come first, followed by less important (and more general) information. Do not include information that is not important for readers, but let them know enough that they can understand the seriousness of the problem, the reasons for the change in policy, the research that was conducted that brought the problem to your attention, the details about the promotion, problems that could occur if action is not taken, the current status of the project, et cetera. Keep in mind that memos are meant to be brief (most are not longer than a page).
If you have included an attachment—such as a graph, chart, list, or a more detailed summary of research findings—you may want to identify it here if appropriate, or you can do so in the closing section.
For longer memos, use headings to help the reader quickly grasp the main points of the memo. If your memo is longer than a page, repeat the "To" line, the date, and the subject line on and add a page number to subsequent pages. Numbered and bulleted lists also allow the reader to scan information quickly. Try to keep sentences and paragraphs short and concise.
Closing
In the closing paragraph or section, indicate your recommendations, the action you want the reader to take, or (if no particular action is necessary) end the memo on a positive note. This section can often be very brief, but don't make it so brief that the reader is unclear about what he or she is supposed to do. Make sure to include enough information to clearly convey your request. If possible, include (or reiterate) the benefits the reader will receive by completing the action (such as improving office safety by following the new policy), and indicate anything you are doing or will do to help or make it easier for the reader complete the action.
If some readers may not have it, then you should include your contact information, such as your work phone number or e-mail address.
Traditionally, memos have not included signature lines. The practice of doing so is becoming more common, however. In such cases, the written signature is followed below by the typed name of the sender. No closing remark such as Sincerely or Best regards is necessary.
If you have included any attachments with your memo, identify them here. For example:
Attached: May 25 Training Seminar Agenda
Memos are used for a wide variety of purposes. They may be used to convey information such as policy changes, promotions or other personnel changes, a project status update, or increased offering of products and services. They can also be used to request that employees attend a meeting or make changes to work procedures or practices, or they can address a problem, such as employee tardiness or absence, or provide feedback on a product or program.
As you prepare to draft your memo, think about your intended audience, and send the memo only to those who need it. Also, be careful when communicating confidential information; a face-to-face meeting may be more appropriate in such circumstances.
The tone of a memo is generally fairly formal, so choose your wording appropriately. It is inappropriate to be too informal (using slang, for example), but don't be verbose or flowery, either. Conciseness and clarity in language are always best. Use active rather than passive voice whenever possible.
Memo Sections
Memorandums generally consist of a heading section, an opening paragraph or section, the body section, and a closing paragraph or section.
Heading
The heading section identifies the recipients of the memo, the sender, the date the memo was sent, and the subject (or purpose) of the memo. In the heading, determine to whom you are going to send the letter (that is, your audience). Include all those who really need to receive the information, but don't include anyone who doesn't—doing so just wastes their time and your money. Make sure to spell names correctly and to include the complete name and correct titles of recipients. The subject line should be specific enough to convey the main purpose of the memo (for example, "Mandatory Employee Benefits Meeting on Friday, June 4" rather than "Meeting"). The heading generally looks like this:
TO: (recipients' names and job titles)
FROM: (your name and job title)
DATE: (current date)
SUBJECT: (purpose of the memo)
You may choose to include your initials after your name and job title in the "From" line to show that you approve the contents of the memo (if you asked someone else, such as a secretary or administrative assistant) to write it on your behalf) or to authenticate the letter.
Opening
The opening paragraph or section states the purpose of the memo. It is generally quite brief—usually, no more than a few sentences. If, for example, the memo is in response to a particular problem, state the problem clearly. If, on the other hand, the purpose of the memo is to introduce a new policy or to provide a project update, briefly state that fact. Save the details of the memo for the next section. For longer memos (memos longer than about a page), the opening section might begin with a brief overview of the rest of the document (you can also include this information in a separate "Summary" section above the opening paragraph; NAME THAT CONTENT OF SUMMARY??). Memos do not begin with a salutation.
Body
In the body (or discussion) section of the memo, include any information the reader might need to know. The most important (and most specific) information should come first, followed by less important (and more general) information. Do not include information that is not important for readers, but let them know enough that they can understand the seriousness of the problem, the reasons for the change in policy, the research that was conducted that brought the problem to your attention, the details about the promotion, problems that could occur if action is not taken, the current status of the project, et cetera. Keep in mind that memos are meant to be brief (most are not longer than a page).
If you have included an attachment—such as a graph, chart, list, or a more detailed summary of research findings—you may want to identify it here if appropriate, or you can do so in the closing section.
For longer memos, use headings to help the reader quickly grasp the main points of the memo. If your memo is longer than a page, repeat the "To" line, the date, and the subject line on and add a page number to subsequent pages. Numbered and bulleted lists also allow the reader to scan information quickly. Try to keep sentences and paragraphs short and concise.
Closing
In the closing paragraph or section, indicate your recommendations, the action you want the reader to take, or (if no particular action is necessary) end the memo on a positive note. This section can often be very brief, but don't make it so brief that the reader is unclear about what he or she is supposed to do. Make sure to include enough information to clearly convey your request. If possible, include (or reiterate) the benefits the reader will receive by completing the action (such as improving office safety by following the new policy), and indicate anything you are doing or will do to help or make it easier for the reader complete the action.
If some readers may not have it, then you should include your contact information, such as your work phone number or e-mail address.
Traditionally, memos have not included signature lines. The practice of doing so is becoming more common, however. In such cases, the written signature is followed below by the typed name of the sender. No closing remark such as Sincerely or Best regards is necessary.
If you have included any attachments with your memo, identify them here. For example:
Attached: May 25 Training Seminar Agenda
Minggu, 10 Mei 2009
Making a Business Call
In your resume and cover letter, it is usually a good idea to make a business call to ensure that your materials were, in fact, received. Your call also serves notice to your employer that you are very interested in the job.
When you do make the call, you want to be as professional as possible. If you are interested, two business call video scenarios are presented on the left. One video presents a caller who is both professional and prepared. The other video depicts the wrong way to make a call.
In addition, the resources on this page provide tips on how to make the call successfully. Although making business calls can seem a little intimidating at first, if you're prepared, your call can be a very effective way to get information about a business or provide a business with information about you.
TIPS & IDEAS
1. Always know what you want to say during the call. You may want to write down what you're planning to say and even practice for a minute before you call, especially if you feel nervous.
2. Write down any questions you need to ask so you can remember to ask them all during one call.
3. Don't talk too fast: pace yourself, and intentionally slow down and take a deep breath if you think you may be racing through the conversation.
4. Smile! Though it may seem silly to smile when no one can see you, the sound of your voice changes when you have a smile on your face. You sound more confident and happier when you're smiling.
5. When you introduce yourself, always give your first and last names. It's more professional.
6. If you suspect you may be calling at a bad time (loud conversation in the background, the person you're talking to seems distracted, several phones ringing at once, etc), ask if there's a better time to talk and call back then.
7. If a business person is expecting your call at a certain time, be punctual. Write the time down and don't forget about the call. They're interrupting their busy day to have a conversation with you. If they forget -- which happens even to people who have excellent intentions -- don't take it personally. Simply schedule another call.
8. Think about what information a business person may want to ask you during the call and have that information ready. Be prepared for the obvious: name, address, age/school year and any work history. Also think about answers to questions like: Why are interested in volunteering for us? What skills do you have to bring to this position? Do you have any references?
9. Be friendly and respectful to everyone you talk to during your call. Sometimes the person who seems the least important -- an assistant or secretary -- has important influence with the boss. If you become involved with a particular business, that assistant may be the person with whom you have the most direct contact. And, remember, the secretary or assistant probably monitors all of the boss's calls: if (s)he doesn't want you to get through, you won't!
10. Finally, don't make business calls when you're sleepy, distracted, angry, or otherwise impaired. You need to call when you can be alert, poised to ask and answer questions confidently.
These suggestions should help you approach business calls with more assurance. Don't worry, though, if you make a mistake -- if you can't answer a particular question right away, or sound a little nervous. While first impressions do count, most business people understand that you're just moving into the business world and may be inexperienced.
For more information about what works and doesn't work during a business call, read through the following examples.
CALL EXAMPLE #1: WHAT WORKS
Assistant: Hello? Sheef Printing Services.
Student: Hi. This is Mary Brown. May I speak to Mr. Sheef please?
Assistant: Sure, I'll see if he is available. Can you hold for a minute?
Mary: Yes. Thanks.
[Try to remember so say please and thank you.]
Mr. S: Hello, this is Mr. Sheef.
Mary: Hi, this is Mary Brown. I'm calling to see if you have any internship opportunities available at your office. I'm very interested in the printing business and would like to get some experience before I go to college.
[Mary introduced herself properly and got right to the point of the call.]
Mr. S: Oh, well, I haven't had an intern in a while, but I could use some extra help, especially with this new project... Hmmm. What school do you go to?
Mary: I'm a senior at Mark Morris High School. We just finished using Printshop to publish our own newsletters for English class and I really enjoyed that, so I wanted to find out more about printing in general.
[Mary anticipated other questions -- what grade are you in? why are you interested? -- and answered them clearly.]
Mr. S.: Do you have any work experience?
Mary: Well, I've babysat for people in my neighborhood, but I haven't had any formal work experience yet. I'm very responsible though, and learn fast.
[Mary did not get flustered -- she answered the question positively and promoted herself without begging for the internship.]
Mr. S.: Maybe you can come by the office sometime this week and we can talk about what I might have for you to do. What do you think?
Mary: I would appreciate that. When is a good time for you?
[Mary lets Mr. Sheef set the appointment time and rearranges her schedule to accommodate him.]
Mr. S.: I'm looking forward to meeting with you, Mary. See you on Wednesday.
Mary: Thank you for your time, Mr. Sheef -- I'll see you then.
CALL EXAMPLE #2: WHAT Doesn't WORK
Assistant: Hello? Sheef Printing Services.
Student: Hi. Is Ms. Sheef there?
Assistant: I'll see if she's available. Hold please.
[Martin is less polite, and doesn't identify himself, so the assistant responds with less enthusiasm.]
Ms. S: Hello, this is Ms. Sheef.
Martin: Hi, this is Marty. Um, I have to find an internship for my high school. Do you, uh, have any?
[Martin only gave his first name -- an informal nick name -- and bluntly asks for an internship. He shows no special interest in Sheef Printing Services or in the printing business. He does not sound confident because his speech is full of pauses.]
Ms. S: Oh, well, I haven't had an intern in a while... Hmm. What school do you go to?
Martin: Mark Morris High School.
Ms. S.: Do you have any work experience?
Martin: Well, uh, I guess I worked mowing lawns the past few summers -- but I haven't really worked in an, uh, office before.
[Martin answers the question with hesitation and uncertainty. He does not come across as capable or energetic.]
Ms. S.: Okay, well, I'll see what I have and then maybe I'll give you a call.
Martin: Alright. Bye.
When you do make the call, you want to be as professional as possible. If you are interested, two business call video scenarios are presented on the left. One video presents a caller who is both professional and prepared. The other video depicts the wrong way to make a call.
In addition, the resources on this page provide tips on how to make the call successfully. Although making business calls can seem a little intimidating at first, if you're prepared, your call can be a very effective way to get information about a business or provide a business with information about you.
TIPS & IDEAS
1. Always know what you want to say during the call. You may want to write down what you're planning to say and even practice for a minute before you call, especially if you feel nervous.
2. Write down any questions you need to ask so you can remember to ask them all during one call.
3. Don't talk too fast: pace yourself, and intentionally slow down and take a deep breath if you think you may be racing through the conversation.
4. Smile! Though it may seem silly to smile when no one can see you, the sound of your voice changes when you have a smile on your face. You sound more confident and happier when you're smiling.
5. When you introduce yourself, always give your first and last names. It's more professional.
6. If you suspect you may be calling at a bad time (loud conversation in the background, the person you're talking to seems distracted, several phones ringing at once, etc), ask if there's a better time to talk and call back then.
7. If a business person is expecting your call at a certain time, be punctual. Write the time down and don't forget about the call. They're interrupting their busy day to have a conversation with you. If they forget -- which happens even to people who have excellent intentions -- don't take it personally. Simply schedule another call.
8. Think about what information a business person may want to ask you during the call and have that information ready. Be prepared for the obvious: name, address, age/school year and any work history. Also think about answers to questions like: Why are interested in volunteering for us? What skills do you have to bring to this position? Do you have any references?
9. Be friendly and respectful to everyone you talk to during your call. Sometimes the person who seems the least important -- an assistant or secretary -- has important influence with the boss. If you become involved with a particular business, that assistant may be the person with whom you have the most direct contact. And, remember, the secretary or assistant probably monitors all of the boss's calls: if (s)he doesn't want you to get through, you won't!
10. Finally, don't make business calls when you're sleepy, distracted, angry, or otherwise impaired. You need to call when you can be alert, poised to ask and answer questions confidently.
These suggestions should help you approach business calls with more assurance. Don't worry, though, if you make a mistake -- if you can't answer a particular question right away, or sound a little nervous. While first impressions do count, most business people understand that you're just moving into the business world and may be inexperienced.
For more information about what works and doesn't work during a business call, read through the following examples.
CALL EXAMPLE #1: WHAT WORKS
Assistant: Hello? Sheef Printing Services.
Student: Hi. This is Mary Brown. May I speak to Mr. Sheef please?
Assistant: Sure, I'll see if he is available. Can you hold for a minute?
Mary: Yes. Thanks.
[Try to remember so say please and thank you.]
Mr. S: Hello, this is Mr. Sheef.
Mary: Hi, this is Mary Brown. I'm calling to see if you have any internship opportunities available at your office. I'm very interested in the printing business and would like to get some experience before I go to college.
[Mary introduced herself properly and got right to the point of the call.]
Mr. S: Oh, well, I haven't had an intern in a while, but I could use some extra help, especially with this new project... Hmmm. What school do you go to?
Mary: I'm a senior at Mark Morris High School. We just finished using Printshop to publish our own newsletters for English class and I really enjoyed that, so I wanted to find out more about printing in general.
[Mary anticipated other questions -- what grade are you in? why are you interested? -- and answered them clearly.]
Mr. S.: Do you have any work experience?
Mary: Well, I've babysat for people in my neighborhood, but I haven't had any formal work experience yet. I'm very responsible though, and learn fast.
[Mary did not get flustered -- she answered the question positively and promoted herself without begging for the internship.]
Mr. S.: Maybe you can come by the office sometime this week and we can talk about what I might have for you to do. What do you think?
Mary: I would appreciate that. When is a good time for you?
[Mary lets Mr. Sheef set the appointment time and rearranges her schedule to accommodate him.]
Mr. S.: I'm looking forward to meeting with you, Mary. See you on Wednesday.
Mary: Thank you for your time, Mr. Sheef -- I'll see you then.
CALL EXAMPLE #2: WHAT Doesn't WORK
Assistant: Hello? Sheef Printing Services.
Student: Hi. Is Ms. Sheef there?
Assistant: I'll see if she's available. Hold please.
[Martin is less polite, and doesn't identify himself, so the assistant responds with less enthusiasm.]
Ms. S: Hello, this is Ms. Sheef.
Martin: Hi, this is Marty. Um, I have to find an internship for my high school. Do you, uh, have any?
[Martin only gave his first name -- an informal nick name -- and bluntly asks for an internship. He shows no special interest in Sheef Printing Services or in the printing business. He does not sound confident because his speech is full of pauses.]
Ms. S: Oh, well, I haven't had an intern in a while... Hmm. What school do you go to?
Martin: Mark Morris High School.
Ms. S.: Do you have any work experience?
Martin: Well, uh, I guess I worked mowing lawns the past few summers -- but I haven't really worked in an, uh, office before.
[Martin answers the question with hesitation and uncertainty. He does not come across as capable or energetic.]
Ms. S.: Okay, well, I'll see what I have and then maybe I'll give you a call.
Martin: Alright. Bye.
Sabtu, 09 Mei 2009
Curriculum Vite
Nama saya Zulfirman Zani, lahir pada minggu pagi tanggal 09 Agustus 1987, saya terlahir sebagai anak pertama dari dua bersaudara. Ayah saya seorang petani dan ibu saya bertugas dirumah sebagai ibu rumah tangga. Sewaktu kecil saya termasuk anak yang penurut dengan apa perkataan orang tua saya, sebagai anak pertama mungkin orang tua saya menaruh harapn yang besar pada keberhasilan kelak di masa yang akan datang nanti. Pada waktu itu melihat cerianya teman-teman sepermainan mandi pagi-pagi ke sungai terus mereka pergi kesekolah sambil sekali-kali bercanda dijalan menjalang tiba disekolah, hal itu membuat saya menuntut untuk disekolahkan pada tahun itu juga, meskipun umurku belum genap tujuh tahun. Saya bersekolah di SD 071 yang menjadi SD 055 sekarang, enam tahun kedepan saya melanjutkan pendidikan saya kejenjang yang lebih tinggi yaitu SMP 5 Kampar dan dilanjutkan SMA 3 kampar. Setelah tamat SMA saya mengnggur satu tahun dan masuk perguruan tinggi UIN suska pada tahun 2006. saya memilih Bahasa Inggris Sebagai jurusan saya di Universitas Islam Negeri tersebut.
Pengalaman pahit yang pernah saya alami adalah sewaktu saya tamat dari SMA, saya tidak melanjutkan pendidikanku ke jenjang Universitas karena terkendala ekonomi keluarga yang kurang mendukung, padahal waktu itu guru Bahasa Inggris saya telah menyarankan untuk melanjutkan pendidikanku dengan cara sedikit mudah yaitu dengan memasukkan namaku sebagai calon mahasiswa PBUD perwakilan sekolah saya untuk didaftar kan sebagai mahasiswa di Universitas Riau. Kabar berita yang saya dengar, nilaiku mencukupi untuk kuliah melaui jalur PBUD tersebut. Tetapi sayangnya saya harus menolak tawaran tersebut karena yang saya tau orang tua saya tidak akan sanggup menyekolahkan saya ke salah satu perguruan tinggi yang terkenal di Riau tersebut.
Pengalaman yang menyenangkan yang pernah saya rasakan terjadi kira-kira ketika saya berumur 12 tahun, saya mendapat perungkat kedua terbaik dalam lomba baca Al-Qur’an di surau tempat saya mengaji. Saya sangat bahagia dan membuat bangga orang tua saya. Bayangkan saja, pemberian hadianya diberikan oleh para pemuka-pemuka adat dan para pejabat-pejabat daerah yang sengaja diundang pada hari pemberian hadiah tersebut. Hari itu adalah hari yang sangat menyenangkan dalam hidupku, karna saya dapat membuat orang tua saya bangga dengn prestasi yang saya dapatkan.
Alasan saya mengambil jurusan Bahasa Inggris karena menurut saya bahasa inggris adalah bahasa yang sangat dibutuhkan dalam menghadapi kehidupan global yang sangat menantang. Kita tidak akan bisa bersaing jika kita tidak mengusai Bahasa Inggris.
Prospek saya kedepan ialah ingin menjadi orang besar dalam dunia pendidikan, saya ingin meningkatkan kualitas pendidikan di keluarga saya, desa tempat kelahiran saya kemudian Tanah Air yang saya cinta Indonesia. Saya ingin mengembalikan gengsi yang dulu pernah kita dapatkan dari Negara-negara lain di Dunia.
Sekian dari saya, terima kasih.. Wassalam…, untuk informasi lebi lanjut tentang saya, silahkan kunjungi:
Website : www.zulfirman.webs.com
Blog : cumafirman.blogspot.com
Pengalaman pahit yang pernah saya alami adalah sewaktu saya tamat dari SMA, saya tidak melanjutkan pendidikanku ke jenjang Universitas karena terkendala ekonomi keluarga yang kurang mendukung, padahal waktu itu guru Bahasa Inggris saya telah menyarankan untuk melanjutkan pendidikanku dengan cara sedikit mudah yaitu dengan memasukkan namaku sebagai calon mahasiswa PBUD perwakilan sekolah saya untuk didaftar kan sebagai mahasiswa di Universitas Riau. Kabar berita yang saya dengar, nilaiku mencukupi untuk kuliah melaui jalur PBUD tersebut. Tetapi sayangnya saya harus menolak tawaran tersebut karena yang saya tau orang tua saya tidak akan sanggup menyekolahkan saya ke salah satu perguruan tinggi yang terkenal di Riau tersebut.
Pengalaman yang menyenangkan yang pernah saya rasakan terjadi kira-kira ketika saya berumur 12 tahun, saya mendapat perungkat kedua terbaik dalam lomba baca Al-Qur’an di surau tempat saya mengaji. Saya sangat bahagia dan membuat bangga orang tua saya. Bayangkan saja, pemberian hadianya diberikan oleh para pemuka-pemuka adat dan para pejabat-pejabat daerah yang sengaja diundang pada hari pemberian hadiah tersebut. Hari itu adalah hari yang sangat menyenangkan dalam hidupku, karna saya dapat membuat orang tua saya bangga dengn prestasi yang saya dapatkan.
Alasan saya mengambil jurusan Bahasa Inggris karena menurut saya bahasa inggris adalah bahasa yang sangat dibutuhkan dalam menghadapi kehidupan global yang sangat menantang. Kita tidak akan bisa bersaing jika kita tidak mengusai Bahasa Inggris.
Prospek saya kedepan ialah ingin menjadi orang besar dalam dunia pendidikan, saya ingin meningkatkan kualitas pendidikan di keluarga saya, desa tempat kelahiran saya kemudian Tanah Air yang saya cinta Indonesia. Saya ingin mengembalikan gengsi yang dulu pernah kita dapatkan dari Negara-negara lain di Dunia.
Sekian dari saya, terima kasih.. Wassalam…, untuk informasi lebi lanjut tentang saya, silahkan kunjungi:
Website : www.zulfirman.webs.com
Blog : cumafirman.blogspot.com
Senin, 04 Mei 2009
conversation
A : Hi friend, good morning
B : Good morning, how are you ?
A : Not too bad
B : By the way, what day is today ?
A : Today is Monday
B : When do we get holiday?
A : It is on Sunday
B : What day is after Sunday?
A : It is Monday
B : What day is before Friday ?
A : It is Thursday
B : ok, see you..
A : SEE YOU....
B : Good morning, how are you ?
A : Not too bad
B : By the way, what day is today ?
A : Today is Monday
B : When do we get holiday?
A : It is on Sunday
B : What day is after Sunday?
A : It is Monday
B : What day is before Friday ?
A : It is Thursday
B : ok, see you..
A : SEE YOU....
Rabu, 04 Maret 2009
puisi cinta bahasa inggris
I Will Never
I laughed enough
to stop being happy
I cried enough
to stop feeling sad
I broke too much
to stop destroying
I walked too far
to stop searching
I tried hard enough
to give up without regret
But I will never
love you enough
to stop wanting you
And I will never
hurt myself too much
just to love you
I laughed enough
to stop being happy
I cried enough
to stop feeling sad
I broke too much
to stop destroying
I walked too far
to stop searching
I tried hard enough
to give up without regret
But I will never
love you enough
to stop wanting you
And I will never
hurt myself too much
just to love you
Selasa, 03 Maret 2009
Proposal
A Comparative Study Between Male and Female Students’ Ability of English Speaking of the First Year Students of Madrasah Aliyah
* View
* clicks
Posted December 14th, 2008 by abi zaim
* Bahasa Inggris
abstraks:
The title of this research is A Comparative Study Between Male and Female Students’ Ability of English Speaking of the First Year Students of Madrasah Aliyah Hubbulwathan Duri.
This research consits of two variables: independent variable symbolized as “X” and depent variable symbolized as “Y”. Independent variable “Y” is sex of the students, while dependent variable “Y” is the students’ score in English speaking test.
The research was carried out of Madrasah Aliyah Hubbulwathan Duri that conducted in February to the end of March 2008. The subject of this research is to find out the student’s ability in speaking, while the object is to find out their differences in ability of speaking.
To collect the data of this study, the writer used speaking test. The writer interviewed the respondents. Then the collected data were analysed by using serial correlation formula, as follows:
And to know the level of the students’ ability in English speaking is classified into five proficiencies category:
Proficiency Description 1 2 3 4 5 6
Pronunciation 0 1 2 2 3 4
Grammar 6 12 18 24 30 36
Vocabulary 4 8 12 16 20 24
Comprehension 4 8 12 15 19 23
Fluency 2 4 6 8 10 12
Keitges (1987)
CHAPTER I
INTRODUCTION
A. Background of The Problem
English is a compulsory subject in Indonesia which had been taught formally to Indonesian students since they were in Junior High School. The English subject consists of four skills such as listening, speaking, reading, and writing. Speaking skill has become the first priority to be taught between the four skills since communicative approach implementation has been influential in foreign language learning. It is based on instruction goal of curriculum 2006 of KTSP (Disdiknas 2006). English teachers should create active learning condition and develop their technique to help learners communicate more effectively by considering suitable activities for each group of learners. Brown and Yule (1983:103) say that one of the main aims of most English teachers is to make their students able to communicate and convey information effectively in spoken English. Besides, the teachers should create active learning condition and develop their techniques. They should attend factor of sex differences of their students.
The sex differences’ factor can not be ignored in learning language, because it can effect the students’ achievement and proficiency in learning. It is clear that the students may be grouped into two different sexes, male and female (girl and boy). As the writer’s observation, when he practiced teaching, he observed toward the students of the first year whom he taught. He found that most of the female students like to study English. They are able to finish more quickly than male students in making a short conversation. They also do better on the conversation in front of the class. Besides, many linguists believe that there is a significant difference between the two sex groups in the acquisition of the language. For example, Trudgill (1985:90-92 found that 60 percent of female use standard-high status speech forms while males use non standard, low-status speech forms. In working class speech, female get 68 percent in over-reporting. Farhady (1982) found that female students are significantly better than male students on a listening comprehension test in the study of 800 university students who take a placement test. Women are superior in verbal ability than men. One of the statement supporting this theory is women are more likely to excel in verbal ability, but men, in mechanical ability (Papalia and Olds, 1985:263).
In addition, Papalia and Olds also say that from adolescence throughout adulthood, females out-perform male in reading, speaking, spelling and grammar. They start to talk earlier and do better on vocabulary.
However, in measuring speaking ability, it is highly probable that performance on this theory is positively related to general ability to converse in a foreign language, although, as will be explained directly, it is still lack very reliable criteria to measure out the differentiation. General fluency, too, is fairly easy to assess, at least in gross terms. It usually takes only a few minutes of listening to determine whether a foreign speaker is able to approximate the speed and ease with which native speakers of the language typically produce their utterances. It is only when we come to the crucial matter of pronunciation that we are confronted with a really serious problem of evaluation.
The central reason is the lack of general agreement on what ‘good’ pronunciation of a second language really means: is comprehensibility to be the sole basis of judgment, or must we demand a high degree of both phonemic and allophonic accuracy? And can we be certain that two or more native speakers will find the utterance of a foreign speaker equally comprehensible, or do some listeners decode a foreign accent with greater facility than others? Until we can agree on precisely how speech is to be judged and have determined that the judgments will have stability, we cannot put much confidence in oral ratings (Harris, 1974: 83)
From the explanation above, the writer can make conclusion that the females are more consistent in using sentences and variety of words than male. The problem can be seen from the symptoms as follows:
1. Females usually do better in measuring verbal fluency than males.
2. Females are better in using sentences and a greater of words than male.
3. Females learn a little earlier than males to talk but clear in speaking.
Based on the background and the symptoms above, the writer is interested to conduct a research about “ A Comparative Study Between Male and Female Students’ Ability of English Speaking at the First Year Students of Madrasah Aliyah Hubbulwathan Duri.”
B. The Problem
1. Identification of the Problem
In classroom, most of the students do not use English as much as that suggested and required by the curriculum or by their teachers. They only speak when they are asked by their teachers. A statement to support this is, “One of the characteristics of this new method is an active student. But it’s difficult to do it here,” said Muljanto, who is a staff lecturer at the IKIP Muhammadiyah on a seminar about communicative language teaching in English for SMA (Hello, 1996:58). That fact can be seen because the communication itself has to use different abilities of language as series of speaking. They have also use language components. Harris (1974:81) states:
“Speaking is a complex skill requiring the simultaneous use of a number of different abilities which after develop at different rates, either four of five components are generally recognizing in a analyzing of speech process.”
At schools, generally, the students are taught in sex-mixed classroom. The male and the female students study in the same class. However, there is no sex segregation in the treatment. There is no special consideration of the sex backgrounds. There is no certain consideration whether the text belongs to certain sex groups such as the character of one sex group in the text. Therefore, being in the sex-mixed classroom causes different success in learning achievement of the sex groups.
Gatra (1997:106) supposes that there is an inclination that females are more successful than males. The learning of foreign language is not males’ world. The females have high motivation than males. They are more cooperative than males while males are more competitive. However, the females are not true yet given more favor in foreign language learning. According to Farhady (1982), females have approximately 30-40 percent more lowly in IQ than males in England.
The above description will probably raise a question: is it true that women are superior to men? If it is true, is the comparison significant or is it just a co-incident?
2. The Limitation of the Problem
The present study is limited to the ability of male and female students on speaking skill only. The writer compares their ability in English speaking.
3. The Formulation of The Problem
The problem of this study is formulated as follows:
a. Is there a significant difference between male and female students’ ability in English speaking?
b. How does the ability of speaking of female students differ from the male students?
C. The Objective and the Need of the Study
1. The Objective of the Study
a. To verify whether or not there is any difference in English speaking ability between male and female students at the first year students of Madrasah Aliyah Hubbulwathan Duri.
b. To interpret English speaking ability of the two groups of the students at the first year of Madrasah Aliyah Hubbulwathan Duri.
2. The Need of the Study
a. To give contribution in educational world, especially in teaching-learning process of English at Senior High School.
b. To give contribution and information dealing with the research findings, particularly to English teachers, so that better learning outcomes can possibly be achieved.
c. To give contribution to the teachers and curriculum designers to select the most appropriate teaching strategy of speaking and method to certain categories of students in teaching English as a foreign language.
d. To help the writer enlarge his knowledge in this topic.
D. The Definition of the Terms
In order to avoid misunderstanding and misinterpretation in reading this study, the definitions of the terms are described as follows:
Speaking Ability: The capacity of a speaker to tell something well to other persons as his listeners in speaking, thereby the listeners can catch or understand his message or what he say and then give respond as a evident of the oral communication could run smoothly. The speaker expresses his needs and communicates information at least in short bursts (Brown and Yule: 1983). Especially for the first year students, they are hoped to be able to express their ideas, thoughts, opinions, and feelings in simple form in English speaking, to ask and answer question about everything, to do short dialogue smoothly, and to explain about things, people or place, and series of events simply.
Comparative Study: Explanation of similarities and differences, but comparative tends to emphasize differences or contrast rather than similarities (Gay, LR, 1990:15).
E. Theoretical Framework and Operational Concept
1. The Nature of Speaking
The major goal of learning is to enable students to communicate with other people by using English language being learned. The communication here means is to talk to others orally or in the spoken form. So, what does speaking mean? It means a process using a language that is done by speakers by combining both codes and messages. Chastain (1975:334) states:
“Speech combines both a code and a message. The code is composed of the sounds, vocabulary, and structures of the language. These components are organized into appropriate combinations in order to convey the speaker’s ideas and opinions.”
On the other hand, speaking is a productive skill. People make sentences to share their ideas and opinions in social interaction. It is performed in face to face and occurs as parts of a dialogue or other form of verbal exchange.
In speaking, mastering of a number of words, pronunciation and grammar are very important for a speaker. The speaker can communicate with others if he/she has mastered them. Harris (1974:108) states that speaking is a complex skill that needs different abilities which often develop at different rates.
2. Speaking Ability
Speaking ability is the ability to communicate orally. It is not only to apply the grammatically correct sentences, but also to know when and where to use these sentences and to whom. Canale and Swain in Ommaggio (1986:3) state that the ability of communication is related to the rules of language use and the rule of grammar.
Furthermore, Savignon (1983) in Ommaggio (1986:4-5) states that spoken language is an oral phenomenon in communicative competence out of written language. Communicative competence depends on the negotiation of meaning between two or more persons who share some knowledge of language. In this sense, then, communicative competence can be said to be an interpersonal rather than an intrapersonal trait.
As the writer mentioned previously, in foreign of target language teaching, the ability to speak is the primary goal of learning a language. Finocchiaro and Bonomo (1973:11) explain that the learners must do simultaneously the points below to reach the aim; to decide what they want to say, to choose the pattern they are going to use, to select appropriate words, to use the correct accent, and to say it in appropriate situation.
3. Factors Influencing Speaking Ability
In accordance with the factors that can influence speaking ability of the students, there are four components of speech should be noted; pronunciation, vocabulary, grammar, and comprehension.
According to Harris (1974:81) pronunciation includes vowels, consonants, stresses, and intonation patterns.
In speaking, perfect pronunciation of all sounds is not necessary in order to communicate, but lack of the ability may influence sounds of the words that utterance. If the students are having difficulty with any given sound, the teacher should assist them by describing tongue and lip movements (Chastain, 1975:338)
In accordance with the components of speaking, Chastain (1975:340) gives explanation that vocabulary items are needed to talk. Vocabulary is normally studied in dialogue or conversation. This way will help the students to be more active in communication.
Communication in speaking will run smoothly if its grammar can be understood. In order to be understood, the students should organize the words in the sentences compactly and efficiently. They should build grammatical sentences in order the listener can easily catch the meaning carried in their utterances.
The next component of speaking is comprehension. It involves combining all of the speaking skill. It is very complex skill. To get a message from the conversation, a speaker will do the speaking skill (Chastain: 1975).
In the process of communication, there are some influencing aspects in speaking. According to Rives and Temporally (1981:4) there are two aspects involved in speaking: skill getting and skill using. The first includes the cognition (knowledge) of the language and its production; the second is the comprehension of a message (reception) and the conveying personal meaning (expression) in real communication.
Furthermore, Savignon (1983) in Ommaggio (1986:4) says that the aspects of speaking are the language user’s knowledge of linguistic rules (usage) and his ability to use this knowledge in a truly communication setting (use). She states these aspects as being linguistic and communicative competence.
The sentences above focus factors influencing speaking ability on grammatical or structural system and its use in real communication.
4. The Difference in Language Learning
The most obvious difference between males and females is biological difference. They are also different in many other factors such as ability, interest and personality traits. Papalia and Olds (1985) states that the most consistence differences between males and females occur impersonality characteristic and emotional adjustment. Girls are more emotional than boys are likely to be behavior problems, even as the preschool years, girls show more affection, and these patterns persist into adulthood.
The different in ability is important to be examined especially in education field. There are some differences in some specific abilities such as verbal abilities involving vocabulary and mechanical abilities. As stated by Papalia and Olds, girls are generally superior in verbal items involving vocabulary, memory, language manipulation and the like, while boys are superior in performance items involving spatial relation, mechanical abilities and numerical manipulation.
The male and female students have different characteristics in language learning strategy. In relation to this, Sunderland (1994:140) stated that learning strategies and style seem to be related to sex differences. The characteristics of female and males in learning strategies are as below:
Global (Females) Analytic (Males)
Subjective Objective
Feeling Thinking
Field dependent Field independent
Right-brain dominant Left-brain dominant
Extroverted Introverted
Cooperative Competitive
Mary F. Belenky et al (1986) in Sunderland (1994:141) find that most women who were interviewed about ‘ways of knowing’ prefer to be subjective, feeling oriented, global style rather than an objective, thinking-oriented, analytic style. When learning a new language, males and females take different ways. Males tend to favor objectivity. They have tendency to learn the rules, facts, and logic of the language they are learning. Females, in learning a new language are usually subjective. They put the priority in using their feeling, cultural sensitivity and empathy.
The relationship between field independence/dependence and language learning is not clear cut. Oxford and Stansfield in Sunderland (1994:142) say that field-independent learners, often males, may have an edge in non-analytic aspects of communicative such as sociolinguistic competence, discourse competence and strategic competence.
Sunderland also points out that in learning process, girls and women are more come cooperative. They usually work together in doing something. Boys and men are competitive, an attitude which is suitable with learning technical fields.
5. The Difference in Using Language for Speaking
The differences in sex between men and women seem to be some differences in their learning achievement. These differences can be seen from their ability in using language for communication.
There are some differences between what girls do and what boys do to organize the components of speaking in the communication. Myers (1987) says that not only girls are superior in verbal ability, but also in the use of sentence and variety of words. The measure of verbal fluency, girls usually do better than boys. Girls learn a little earlier than boys to talk, to use a greater variety of words. They also speak more clearly, read earlier and consistently better than boys in test of spelling and grammar.
There is a difference between the way a woman to articulate a word in English and the way of men do. Sunderland (1994:34) says:
“Gender-linked phonetic varieties in English differences in pronunciation have revealed in numerous studies. Peter Trudgill’s work (1975) has been particularly influential. His finding indicated that for any given social class, if the variable of context is held constant, women are consistently closer in their pronunciation to the prestige form than man.”
In addition, he states that the other differences between women and men is in conversational style such as markers: yeah, uhhuh and mmm sounds, other markers of active listening such as nodding, and learning forward, expressions like perhaps, supposed, modal auxiliary such as could, might and so on, pauses between turns, interruption, overlap and repetition, tag questions, and topic introduction and development.
Furthermore, Trudgill (1983:82) states that the differences involved the phonologically shape of particular verb forms in the America Indian language Koasati, a language of the Muskogean family, spoken in Louisiana.
Grammatical differences may also be involved. Sex variety in English has come from some of the urban surveys carried out in Britain and America. It has been shown that, allowing for other factors such as social class, ethnic group and age, women consistently use forms which more closely approach those of the standard variety or the prestige accent than those used by men. In other words, female speakers of English, like their Koasati counterparts, use linguistic forms that are considered to be better than men forms (trudgill, 1985:85).
Trudgil adds that in different parts of the English-speaking world, female speakers have been found to use form considered to be ‘better’ or more ‘correct’ then those used by men. It is caused by those women, generally speaking, more status-conscious than men. For this reason, they will be more sensitive to the social significance of social-class related linguistic variables such as multiple negations. Secondly, it seems that working-class speech, as certain other aspects of working-class culture has connotations of or associations with masculinity, which may lead men to be more favorably disposed to non-standard linguistic forms than women.
There is a condition that ca be seen in our environment. Many women and girls make groups of communication such as rumor overtime and everywhere. This facts support the women and girls become more flexible in their pronunciation. As Trudgill says that:
“Men’s and women’s speech, as we have demonstrated, is not only different; women’s speech is also (socially) better than men’s speech.”
6. Operational Concept
An operational concept is the main element to avoid misunderstanding in a scientific study, because it is still operated in an abstract form of a researched planning that must be interpreted into particular words in order to be easy to measure it empirically.
Because of the above reason that will be some expected factors to be operated, it becomes indicators for being clear description. The indicators can be seen as follow:
a. Every males or females student master English speaking fluently.
b. Every males or females student is better in measuring verbal fluency.
c. Every males or females student master in using sentences and a greater of words to speak.
d. Every male and female students understand the pictures given correctly.
e. In understanding the picture, every males and females student is able to differentiate each activity shown
* View
* clicks
Posted December 14th, 2008 by abi zaim
* Bahasa Inggris
abstraks:
The title of this research is A Comparative Study Between Male and Female Students’ Ability of English Speaking of the First Year Students of Madrasah Aliyah Hubbulwathan Duri.
This research consits of two variables: independent variable symbolized as “X” and depent variable symbolized as “Y”. Independent variable “Y” is sex of the students, while dependent variable “Y” is the students’ score in English speaking test.
The research was carried out of Madrasah Aliyah Hubbulwathan Duri that conducted in February to the end of March 2008. The subject of this research is to find out the student’s ability in speaking, while the object is to find out their differences in ability of speaking.
To collect the data of this study, the writer used speaking test. The writer interviewed the respondents. Then the collected data were analysed by using serial correlation formula, as follows:
And to know the level of the students’ ability in English speaking is classified into five proficiencies category:
Proficiency Description 1 2 3 4 5 6
Pronunciation 0 1 2 2 3 4
Grammar 6 12 18 24 30 36
Vocabulary 4 8 12 16 20 24
Comprehension 4 8 12 15 19 23
Fluency 2 4 6 8 10 12
Keitges (1987)
CHAPTER I
INTRODUCTION
A. Background of The Problem
English is a compulsory subject in Indonesia which had been taught formally to Indonesian students since they were in Junior High School. The English subject consists of four skills such as listening, speaking, reading, and writing. Speaking skill has become the first priority to be taught between the four skills since communicative approach implementation has been influential in foreign language learning. It is based on instruction goal of curriculum 2006 of KTSP (Disdiknas 2006). English teachers should create active learning condition and develop their technique to help learners communicate more effectively by considering suitable activities for each group of learners. Brown and Yule (1983:103) say that one of the main aims of most English teachers is to make their students able to communicate and convey information effectively in spoken English. Besides, the teachers should create active learning condition and develop their techniques. They should attend factor of sex differences of their students.
The sex differences’ factor can not be ignored in learning language, because it can effect the students’ achievement and proficiency in learning. It is clear that the students may be grouped into two different sexes, male and female (girl and boy). As the writer’s observation, when he practiced teaching, he observed toward the students of the first year whom he taught. He found that most of the female students like to study English. They are able to finish more quickly than male students in making a short conversation. They also do better on the conversation in front of the class. Besides, many linguists believe that there is a significant difference between the two sex groups in the acquisition of the language. For example, Trudgill (1985:90-92 found that 60 percent of female use standard-high status speech forms while males use non standard, low-status speech forms. In working class speech, female get 68 percent in over-reporting. Farhady (1982) found that female students are significantly better than male students on a listening comprehension test in the study of 800 university students who take a placement test. Women are superior in verbal ability than men. One of the statement supporting this theory is women are more likely to excel in verbal ability, but men, in mechanical ability (Papalia and Olds, 1985:263).
In addition, Papalia and Olds also say that from adolescence throughout adulthood, females out-perform male in reading, speaking, spelling and grammar. They start to talk earlier and do better on vocabulary.
However, in measuring speaking ability, it is highly probable that performance on this theory is positively related to general ability to converse in a foreign language, although, as will be explained directly, it is still lack very reliable criteria to measure out the differentiation. General fluency, too, is fairly easy to assess, at least in gross terms. It usually takes only a few minutes of listening to determine whether a foreign speaker is able to approximate the speed and ease with which native speakers of the language typically produce their utterances. It is only when we come to the crucial matter of pronunciation that we are confronted with a really serious problem of evaluation.
The central reason is the lack of general agreement on what ‘good’ pronunciation of a second language really means: is comprehensibility to be the sole basis of judgment, or must we demand a high degree of both phonemic and allophonic accuracy? And can we be certain that two or more native speakers will find the utterance of a foreign speaker equally comprehensible, or do some listeners decode a foreign accent with greater facility than others? Until we can agree on precisely how speech is to be judged and have determined that the judgments will have stability, we cannot put much confidence in oral ratings (Harris, 1974: 83)
From the explanation above, the writer can make conclusion that the females are more consistent in using sentences and variety of words than male. The problem can be seen from the symptoms as follows:
1. Females usually do better in measuring verbal fluency than males.
2. Females are better in using sentences and a greater of words than male.
3. Females learn a little earlier than males to talk but clear in speaking.
Based on the background and the symptoms above, the writer is interested to conduct a research about “ A Comparative Study Between Male and Female Students’ Ability of English Speaking at the First Year Students of Madrasah Aliyah Hubbulwathan Duri.”
B. The Problem
1. Identification of the Problem
In classroom, most of the students do not use English as much as that suggested and required by the curriculum or by their teachers. They only speak when they are asked by their teachers. A statement to support this is, “One of the characteristics of this new method is an active student. But it’s difficult to do it here,” said Muljanto, who is a staff lecturer at the IKIP Muhammadiyah on a seminar about communicative language teaching in English for SMA (Hello, 1996:58). That fact can be seen because the communication itself has to use different abilities of language as series of speaking. They have also use language components. Harris (1974:81) states:
“Speaking is a complex skill requiring the simultaneous use of a number of different abilities which after develop at different rates, either four of five components are generally recognizing in a analyzing of speech process.”
At schools, generally, the students are taught in sex-mixed classroom. The male and the female students study in the same class. However, there is no sex segregation in the treatment. There is no special consideration of the sex backgrounds. There is no certain consideration whether the text belongs to certain sex groups such as the character of one sex group in the text. Therefore, being in the sex-mixed classroom causes different success in learning achievement of the sex groups.
Gatra (1997:106) supposes that there is an inclination that females are more successful than males. The learning of foreign language is not males’ world. The females have high motivation than males. They are more cooperative than males while males are more competitive. However, the females are not true yet given more favor in foreign language learning. According to Farhady (1982), females have approximately 30-40 percent more lowly in IQ than males in England.
The above description will probably raise a question: is it true that women are superior to men? If it is true, is the comparison significant or is it just a co-incident?
2. The Limitation of the Problem
The present study is limited to the ability of male and female students on speaking skill only. The writer compares their ability in English speaking.
3. The Formulation of The Problem
The problem of this study is formulated as follows:
a. Is there a significant difference between male and female students’ ability in English speaking?
b. How does the ability of speaking of female students differ from the male students?
C. The Objective and the Need of the Study
1. The Objective of the Study
a. To verify whether or not there is any difference in English speaking ability between male and female students at the first year students of Madrasah Aliyah Hubbulwathan Duri.
b. To interpret English speaking ability of the two groups of the students at the first year of Madrasah Aliyah Hubbulwathan Duri.
2. The Need of the Study
a. To give contribution in educational world, especially in teaching-learning process of English at Senior High School.
b. To give contribution and information dealing with the research findings, particularly to English teachers, so that better learning outcomes can possibly be achieved.
c. To give contribution to the teachers and curriculum designers to select the most appropriate teaching strategy of speaking and method to certain categories of students in teaching English as a foreign language.
d. To help the writer enlarge his knowledge in this topic.
D. The Definition of the Terms
In order to avoid misunderstanding and misinterpretation in reading this study, the definitions of the terms are described as follows:
Speaking Ability: The capacity of a speaker to tell something well to other persons as his listeners in speaking, thereby the listeners can catch or understand his message or what he say and then give respond as a evident of the oral communication could run smoothly. The speaker expresses his needs and communicates information at least in short bursts (Brown and Yule: 1983). Especially for the first year students, they are hoped to be able to express their ideas, thoughts, opinions, and feelings in simple form in English speaking, to ask and answer question about everything, to do short dialogue smoothly, and to explain about things, people or place, and series of events simply.
Comparative Study: Explanation of similarities and differences, but comparative tends to emphasize differences or contrast rather than similarities (Gay, LR, 1990:15).
E. Theoretical Framework and Operational Concept
1. The Nature of Speaking
The major goal of learning is to enable students to communicate with other people by using English language being learned. The communication here means is to talk to others orally or in the spoken form. So, what does speaking mean? It means a process using a language that is done by speakers by combining both codes and messages. Chastain (1975:334) states:
“Speech combines both a code and a message. The code is composed of the sounds, vocabulary, and structures of the language. These components are organized into appropriate combinations in order to convey the speaker’s ideas and opinions.”
On the other hand, speaking is a productive skill. People make sentences to share their ideas and opinions in social interaction. It is performed in face to face and occurs as parts of a dialogue or other form of verbal exchange.
In speaking, mastering of a number of words, pronunciation and grammar are very important for a speaker. The speaker can communicate with others if he/she has mastered them. Harris (1974:108) states that speaking is a complex skill that needs different abilities which often develop at different rates.
2. Speaking Ability
Speaking ability is the ability to communicate orally. It is not only to apply the grammatically correct sentences, but also to know when and where to use these sentences and to whom. Canale and Swain in Ommaggio (1986:3) state that the ability of communication is related to the rules of language use and the rule of grammar.
Furthermore, Savignon (1983) in Ommaggio (1986:4-5) states that spoken language is an oral phenomenon in communicative competence out of written language. Communicative competence depends on the negotiation of meaning between two or more persons who share some knowledge of language. In this sense, then, communicative competence can be said to be an interpersonal rather than an intrapersonal trait.
As the writer mentioned previously, in foreign of target language teaching, the ability to speak is the primary goal of learning a language. Finocchiaro and Bonomo (1973:11) explain that the learners must do simultaneously the points below to reach the aim; to decide what they want to say, to choose the pattern they are going to use, to select appropriate words, to use the correct accent, and to say it in appropriate situation.
3. Factors Influencing Speaking Ability
In accordance with the factors that can influence speaking ability of the students, there are four components of speech should be noted; pronunciation, vocabulary, grammar, and comprehension.
According to Harris (1974:81) pronunciation includes vowels, consonants, stresses, and intonation patterns.
In speaking, perfect pronunciation of all sounds is not necessary in order to communicate, but lack of the ability may influence sounds of the words that utterance. If the students are having difficulty with any given sound, the teacher should assist them by describing tongue and lip movements (Chastain, 1975:338)
In accordance with the components of speaking, Chastain (1975:340) gives explanation that vocabulary items are needed to talk. Vocabulary is normally studied in dialogue or conversation. This way will help the students to be more active in communication.
Communication in speaking will run smoothly if its grammar can be understood. In order to be understood, the students should organize the words in the sentences compactly and efficiently. They should build grammatical sentences in order the listener can easily catch the meaning carried in their utterances.
The next component of speaking is comprehension. It involves combining all of the speaking skill. It is very complex skill. To get a message from the conversation, a speaker will do the speaking skill (Chastain: 1975).
In the process of communication, there are some influencing aspects in speaking. According to Rives and Temporally (1981:4) there are two aspects involved in speaking: skill getting and skill using. The first includes the cognition (knowledge) of the language and its production; the second is the comprehension of a message (reception) and the conveying personal meaning (expression) in real communication.
Furthermore, Savignon (1983) in Ommaggio (1986:4) says that the aspects of speaking are the language user’s knowledge of linguistic rules (usage) and his ability to use this knowledge in a truly communication setting (use). She states these aspects as being linguistic and communicative competence.
The sentences above focus factors influencing speaking ability on grammatical or structural system and its use in real communication.
4. The Difference in Language Learning
The most obvious difference between males and females is biological difference. They are also different in many other factors such as ability, interest and personality traits. Papalia and Olds (1985) states that the most consistence differences between males and females occur impersonality characteristic and emotional adjustment. Girls are more emotional than boys are likely to be behavior problems, even as the preschool years, girls show more affection, and these patterns persist into adulthood.
The different in ability is important to be examined especially in education field. There are some differences in some specific abilities such as verbal abilities involving vocabulary and mechanical abilities. As stated by Papalia and Olds, girls are generally superior in verbal items involving vocabulary, memory, language manipulation and the like, while boys are superior in performance items involving spatial relation, mechanical abilities and numerical manipulation.
The male and female students have different characteristics in language learning strategy. In relation to this, Sunderland (1994:140) stated that learning strategies and style seem to be related to sex differences. The characteristics of female and males in learning strategies are as below:
Global (Females) Analytic (Males)
Subjective Objective
Feeling Thinking
Field dependent Field independent
Right-brain dominant Left-brain dominant
Extroverted Introverted
Cooperative Competitive
Mary F. Belenky et al (1986) in Sunderland (1994:141) find that most women who were interviewed about ‘ways of knowing’ prefer to be subjective, feeling oriented, global style rather than an objective, thinking-oriented, analytic style. When learning a new language, males and females take different ways. Males tend to favor objectivity. They have tendency to learn the rules, facts, and logic of the language they are learning. Females, in learning a new language are usually subjective. They put the priority in using their feeling, cultural sensitivity and empathy.
The relationship between field independence/dependence and language learning is not clear cut. Oxford and Stansfield in Sunderland (1994:142) say that field-independent learners, often males, may have an edge in non-analytic aspects of communicative such as sociolinguistic competence, discourse competence and strategic competence.
Sunderland also points out that in learning process, girls and women are more come cooperative. They usually work together in doing something. Boys and men are competitive, an attitude which is suitable with learning technical fields.
5. The Difference in Using Language for Speaking
The differences in sex between men and women seem to be some differences in their learning achievement. These differences can be seen from their ability in using language for communication.
There are some differences between what girls do and what boys do to organize the components of speaking in the communication. Myers (1987) says that not only girls are superior in verbal ability, but also in the use of sentence and variety of words. The measure of verbal fluency, girls usually do better than boys. Girls learn a little earlier than boys to talk, to use a greater variety of words. They also speak more clearly, read earlier and consistently better than boys in test of spelling and grammar.
There is a difference between the way a woman to articulate a word in English and the way of men do. Sunderland (1994:34) says:
“Gender-linked phonetic varieties in English differences in pronunciation have revealed in numerous studies. Peter Trudgill’s work (1975) has been particularly influential. His finding indicated that for any given social class, if the variable of context is held constant, women are consistently closer in their pronunciation to the prestige form than man.”
In addition, he states that the other differences between women and men is in conversational style such as markers: yeah, uhhuh and mmm sounds, other markers of active listening such as nodding, and learning forward, expressions like perhaps, supposed, modal auxiliary such as could, might and so on, pauses between turns, interruption, overlap and repetition, tag questions, and topic introduction and development.
Furthermore, Trudgill (1983:82) states that the differences involved the phonologically shape of particular verb forms in the America Indian language Koasati, a language of the Muskogean family, spoken in Louisiana.
Grammatical differences may also be involved. Sex variety in English has come from some of the urban surveys carried out in Britain and America. It has been shown that, allowing for other factors such as social class, ethnic group and age, women consistently use forms which more closely approach those of the standard variety or the prestige accent than those used by men. In other words, female speakers of English, like their Koasati counterparts, use linguistic forms that are considered to be better than men forms (trudgill, 1985:85).
Trudgil adds that in different parts of the English-speaking world, female speakers have been found to use form considered to be ‘better’ or more ‘correct’ then those used by men. It is caused by those women, generally speaking, more status-conscious than men. For this reason, they will be more sensitive to the social significance of social-class related linguistic variables such as multiple negations. Secondly, it seems that working-class speech, as certain other aspects of working-class culture has connotations of or associations with masculinity, which may lead men to be more favorably disposed to non-standard linguistic forms than women.
There is a condition that ca be seen in our environment. Many women and girls make groups of communication such as rumor overtime and everywhere. This facts support the women and girls become more flexible in their pronunciation. As Trudgill says that:
“Men’s and women’s speech, as we have demonstrated, is not only different; women’s speech is also (socially) better than men’s speech.”
6. Operational Concept
An operational concept is the main element to avoid misunderstanding in a scientific study, because it is still operated in an abstract form of a researched planning that must be interpreted into particular words in order to be easy to measure it empirically.
Because of the above reason that will be some expected factors to be operated, it becomes indicators for being clear description. The indicators can be seen as follow:
a. Every males or females student master English speaking fluently.
b. Every males or females student is better in measuring verbal fluency.
c. Every males or females student master in using sentences and a greater of words to speak.
d. Every male and female students understand the pictures given correctly.
e. In understanding the picture, every males and females student is able to differentiate each activity shown
Minggu, 01 Maret 2009
Zainuddin MZ Mundur dari Panggung Politik
Jakarta (ANTARA News) - Tokoh sentral Partai Bintang Reformasi (FBR) Kiai Haji Zainuddin MZ menyatakan mundur dari panggung politik dan akan kembali mengurus umat.
"Dilandasi keikhlasan dan mengharap rida Allah SWT dengan ini saya menyatakan istirahat dari dunia atau panggung politik," kata tokoh yang pernah dikenal dengan julukan Dai Sejuta Umat itu kepada wartawan di kediamannya di Jakarta, Jumat.
Pada kesempatan itu Zainuddin juga menyatakan mengundurkan diri dari jabatan Ketua Dewan Syuro PBR yang dipercayakan padanya oleh Muktamar Islah di Bali, 22-25 April 2006.
Zainuddin mengatakan telah jenuh dengan politik, dan selaku Ketua Umum PBR pertama dia telah mengantarkan partai melaksanakan muktamar dengan baik dan menghasilkan ketua umum PBR yang baru, Bursah Zarnubi.
"Semoga di bawah kemimpinannya (Bursah Zarnubi -- red) PBR dapat lebih baik di masa yang akan datang," ujarnya.
Sehubngan dengan jabatan Ketua Dewan Syuro yang ditinggalkannya Zainuddin menjelaskan, tugas Lembaga Dewan Syuro sangat berat terlebih di tengah banyaknya saran, harapan dan desakan baik dari kalangan ulama maupun masyarakat luas yang menginginkan dirinya kembali ke dunia dakwah.
Namun, Zainuddin menyatakan tidak akan meninggalkan PBR, partai yang didirikannya.
Meski terpilih sebagai Ketua Dewan Syuro secara aklamasi, Zainuddin mengatakan belum secara langsung menyatakan di hadapan peserta muktamar mengenai kesediaannya menempati posisi itu sebagaimana yang diatur di dalam tata tertib pemilihan Ketua Dewan Syuro.
Mengernai keinginan Zaenal Ma`arif mundur dari jabatan wakil Ketua DPR RI setelah gagalan menjadi Ketua Umum PBR, Zainuddin menyatakan telah meminta Zaenal agar tetap menjaga hasil perjuangan partai dengan tetap berada pada posisinya itu.(*)
"Dilandasi keikhlasan dan mengharap rida Allah SWT dengan ini saya menyatakan istirahat dari dunia atau panggung politik," kata tokoh yang pernah dikenal dengan julukan Dai Sejuta Umat itu kepada wartawan di kediamannya di Jakarta, Jumat.
Pada kesempatan itu Zainuddin juga menyatakan mengundurkan diri dari jabatan Ketua Dewan Syuro PBR yang dipercayakan padanya oleh Muktamar Islah di Bali, 22-25 April 2006.
Zainuddin mengatakan telah jenuh dengan politik, dan selaku Ketua Umum PBR pertama dia telah mengantarkan partai melaksanakan muktamar dengan baik dan menghasilkan ketua umum PBR yang baru, Bursah Zarnubi.
"Semoga di bawah kemimpinannya (Bursah Zarnubi -- red) PBR dapat lebih baik di masa yang akan datang," ujarnya.
Sehubngan dengan jabatan Ketua Dewan Syuro yang ditinggalkannya Zainuddin menjelaskan, tugas Lembaga Dewan Syuro sangat berat terlebih di tengah banyaknya saran, harapan dan desakan baik dari kalangan ulama maupun masyarakat luas yang menginginkan dirinya kembali ke dunia dakwah.
Namun, Zainuddin menyatakan tidak akan meninggalkan PBR, partai yang didirikannya.
Meski terpilih sebagai Ketua Dewan Syuro secara aklamasi, Zainuddin mengatakan belum secara langsung menyatakan di hadapan peserta muktamar mengenai kesediaannya menempati posisi itu sebagaimana yang diatur di dalam tata tertib pemilihan Ketua Dewan Syuro.
Mengernai keinginan Zaenal Ma`arif mundur dari jabatan wakil Ketua DPR RI setelah gagalan menjadi Ketua Umum PBR, Zainuddin menyatakan telah meminta Zaenal agar tetap menjaga hasil perjuangan partai dengan tetap berada pada posisinya itu.(*)
Selasa, 24 Februari 2009
puisi cinta
ADAKAH ENGKAU MENCINTAIKU
beribu hari ku lalui bersama mu….
namun kau tak pernah peduli kan hadirku….
berjuta masa ku menemani raga mu…
namun bathinmu tak pernah ingin kan ku…
hingga ambang batas rasa cintaku….
ku langkahkan kaki menjauhi mu….
namun tetap tak kau relakan….
apa yang sebenarnya ada dalam kalbumu???
cinta atau kah sebatas keinginan dan ke egoisan???
ku terdiam sejenak tuk memutuskan…
namun cinta ku pada mu tetap berkobar…
dan kuputuskan untuk tetap tinggal di dekat mu…
hari pun silih berganti…
namun kau tetap seperti yang dulu…
acuh dan tak peduli pada cintaku…
dan hingga batas waktu ini…
slalu dan kan slalu kUpertanyakan…
ADAKAH ENGKAU MENCINTAIKU
beribu hari ku lalui bersama mu….
namun kau tak pernah peduli kan hadirku….
berjuta masa ku menemani raga mu…
namun bathinmu tak pernah ingin kan ku…
hingga ambang batas rasa cintaku….
ku langkahkan kaki menjauhi mu….
namun tetap tak kau relakan….
apa yang sebenarnya ada dalam kalbumu???
cinta atau kah sebatas keinginan dan ke egoisan???
ku terdiam sejenak tuk memutuskan…
namun cinta ku pada mu tetap berkobar…
dan kuputuskan untuk tetap tinggal di dekat mu…
hari pun silih berganti…
namun kau tetap seperti yang dulu…
acuh dan tak peduli pada cintaku…
dan hingga batas waktu ini…
slalu dan kan slalu kUpertanyakan…
ADAKAH ENGKAU MENCINTAIKU
Jumat, 20 Februari 2009
Linux
Turbo Linux, Dan Ubuntu Linux
1. Turbo Linux
Turbo Linux adalah Linux yang terkenal dan populer di Asia. Bahkan di Jepang dan Cina pun Linux ini terkenal, Turbo Linux menduduki peringkat pertama distribusi linux pilihan. Turbo Linux dibuat dari berbagai under Linux/UNIX, baik komersial maupun freeware untuk kepentingan jaringan skala besa. Pihak vendor mengklaim pihak mereka sebagai Linux tercepat saat ini dengan backup dari perusahaa-perusahaan terkemuka saat ini, seperti: Compaq, Dell, Fujitsu, Intel, NEC, Tishiba, Novel, dan SCO. Seperti dengan SuSE, Tuurbo Linux mengkhususkan diri di bidang clustering computer, setara dengan super komputer di Jerman untuk kepentingan jaringan di China dan Jepang. Bahkan di China, Turbo Linux diadaptasi sebagai sistem komputer utama mereka, dan dimasyarakatkan dalam bahasa China kepada masyarakatnya guna menyaingi dominasi dari Microsoft. Untuk jelas anda dapat melihat situs Turbo Linux di http://www.turbolinux.com.
2. Ubuntu Linux
Linux Ubuntu adalah salah satu dari jenis Linux yang ada di dunia. Ubuntu Linux merupakan sebuah distro baru yang langsung mendapatkan tempat dihati para pengguna Linux khususnya bagi para Debian mania. Bagaimana tidak Ubuntu memiliki lebih banyak kelebihan dibandingkan debian sendiri. Ubuntu menawarkan semua kelebihan yang dimiliki oleh Debian ditambah dengan update berkala setiap 3 bulan, dukungan komunitas yang sangat banyak, dukungan dana yang melimpah, bahkan anda bisa mendapatkan CD Installernya secara gratis. Ubuntu adalah sebuah kata kuno dari Africa yang berarti “Humanity towards other” yang kurang lebih artinya adalah kemanusian untuk membantu yang lain. Tujuan dari proyek ini adalah menciptakan sebuah Sistem Operasi Desktop yang gratis dengan dukungan aplikasi serta dokumentasinya. Project ini disponsori oleh Canonical Ltd.
Ubuntu berbasiskan GNOME dan bagi anda yang lebih menyukai KDE anda bisa memilih Kubuntu Linux. Walaupun tampilan kedua distro ini berbeda tapi keduanya sama-sama keluar dari “pabrik” yang sama dan tentu saja kedua distro ini mempunyai kelebihan dan kekurangan masing-masing. Kalau anda lebih menyukai tampilan dengan ciri khas “Mac OS” anda bisa memakai Ubuntu tapi apabila anda lebih menyukai tampilan yang “agak” mirip dengan Windows [bahkan menurut saya lebih bagus dari Windows] anda bisa memakai Kubuntu tapi kalau anda hanya ingin menjadikan komputer anda sebagai server anda bisa memakai salah satu dari keduanya karena pada dasarnya “base system” keduanya sama [hanya berbeda Desktop Manager dan tambahan aplikasinya saja].
[K]Ubuntu Linux hadir dalam 2 versi yaitu versi LiveCD dan versi Install. Anda bisa memakai versi LiveCD kalau anda tidak ingin menginstallnya kedalam Komputer, cukup masukan LiveCD tersebut kedalam CD-ROM Drive anda, booting dari CD-ROM Drive maka anda sudah dapat menikmati Linux. Tentu saja LiveCD ini mempunyai banyak batasan karena semua perubahan pada konfigurasi yang anda buat akan langsung hilang ketika komputer dimatikan dan tentu saja flexibilitas LiveCD ini akan sangat jauh apabila dibandingkan dengan versi Installnya. [K]Ubuntu Linux ini juga hadir dalam 3 Arsitektur komputer yaitu : Intel x86, PowerPC dan AMD64. Kini Ubuntu telah hadir dengan versi terbarunya yaitu versi 7.4 yang dikeluarkan tepatnya tanggal 19 April 2007 dan menurut kabar yang saya dapatkan bahwa versi terbarunya lagi yaitu 7.10 akan di rilis pada tanggal 18 oktober 2007. untuk lebih lanjutnya anda dapat lihat di www.ubuntu.com atau di www.canonical.com dan juga di www.wikipedia.com
1. Turbo Linux
Turbo Linux adalah Linux yang terkenal dan populer di Asia. Bahkan di Jepang dan Cina pun Linux ini terkenal, Turbo Linux menduduki peringkat pertama distribusi linux pilihan. Turbo Linux dibuat dari berbagai under Linux/UNIX, baik komersial maupun freeware untuk kepentingan jaringan skala besa. Pihak vendor mengklaim pihak mereka sebagai Linux tercepat saat ini dengan backup dari perusahaa-perusahaan terkemuka saat ini, seperti: Compaq, Dell, Fujitsu, Intel, NEC, Tishiba, Novel, dan SCO. Seperti dengan SuSE, Tuurbo Linux mengkhususkan diri di bidang clustering computer, setara dengan super komputer di Jerman untuk kepentingan jaringan di China dan Jepang. Bahkan di China, Turbo Linux diadaptasi sebagai sistem komputer utama mereka, dan dimasyarakatkan dalam bahasa China kepada masyarakatnya guna menyaingi dominasi dari Microsoft. Untuk jelas anda dapat melihat situs Turbo Linux di http://www.turbolinux.com.
2. Ubuntu Linux
Linux Ubuntu adalah salah satu dari jenis Linux yang ada di dunia. Ubuntu Linux merupakan sebuah distro baru yang langsung mendapatkan tempat dihati para pengguna Linux khususnya bagi para Debian mania. Bagaimana tidak Ubuntu memiliki lebih banyak kelebihan dibandingkan debian sendiri. Ubuntu menawarkan semua kelebihan yang dimiliki oleh Debian ditambah dengan update berkala setiap 3 bulan, dukungan komunitas yang sangat banyak, dukungan dana yang melimpah, bahkan anda bisa mendapatkan CD Installernya secara gratis. Ubuntu adalah sebuah kata kuno dari Africa yang berarti “Humanity towards other” yang kurang lebih artinya adalah kemanusian untuk membantu yang lain. Tujuan dari proyek ini adalah menciptakan sebuah Sistem Operasi Desktop yang gratis dengan dukungan aplikasi serta dokumentasinya. Project ini disponsori oleh Canonical Ltd.
Ubuntu berbasiskan GNOME dan bagi anda yang lebih menyukai KDE anda bisa memilih Kubuntu Linux. Walaupun tampilan kedua distro ini berbeda tapi keduanya sama-sama keluar dari “pabrik” yang sama dan tentu saja kedua distro ini mempunyai kelebihan dan kekurangan masing-masing. Kalau anda lebih menyukai tampilan dengan ciri khas “Mac OS” anda bisa memakai Ubuntu tapi apabila anda lebih menyukai tampilan yang “agak” mirip dengan Windows [bahkan menurut saya lebih bagus dari Windows] anda bisa memakai Kubuntu tapi kalau anda hanya ingin menjadikan komputer anda sebagai server anda bisa memakai salah satu dari keduanya karena pada dasarnya “base system” keduanya sama [hanya berbeda Desktop Manager dan tambahan aplikasinya saja].
[K]Ubuntu Linux hadir dalam 2 versi yaitu versi LiveCD dan versi Install. Anda bisa memakai versi LiveCD kalau anda tidak ingin menginstallnya kedalam Komputer, cukup masukan LiveCD tersebut kedalam CD-ROM Drive anda, booting dari CD-ROM Drive maka anda sudah dapat menikmati Linux. Tentu saja LiveCD ini mempunyai banyak batasan karena semua perubahan pada konfigurasi yang anda buat akan langsung hilang ketika komputer dimatikan dan tentu saja flexibilitas LiveCD ini akan sangat jauh apabila dibandingkan dengan versi Installnya. [K]Ubuntu Linux ini juga hadir dalam 3 Arsitektur komputer yaitu : Intel x86, PowerPC dan AMD64. Kini Ubuntu telah hadir dengan versi terbarunya yaitu versi 7.4 yang dikeluarkan tepatnya tanggal 19 April 2007 dan menurut kabar yang saya dapatkan bahwa versi terbarunya lagi yaitu 7.10 akan di rilis pada tanggal 18 oktober 2007. untuk lebih lanjutnya anda dapat lihat di www.ubuntu.com atau di www.canonical.com dan juga di www.wikipedia.com
Selasa, 17 Februari 2009
tips wat tman2 yg mo wat tugas akhir skripsi
sebelumnya aq mo bilang klo pas entri tips ne, aq sndri masih smster 6 n juga dah mulai pusing mo bikin skripsi. tpi pas maen2 intrnt aq nemuin situs yang ngasih tips2 bkin skripsi.. met baca yaaa
TIPS BUAT YANG LAGI BIKIN SKRIPSI DAN TESIS
Skripsi atau tesis menjadi momok yang menakutkan. Menjadi mimpi buruk. Selalu hinggap di ingatan saat makan,
jalan-jalan, atau beraktivitas sehari-hari lainnya. Oleh karena itu begitu banyak para mahasiswa yang kedodoran dalam
penyelesaiannya, hingga berbulan-bulan, tak terasa biaya kuliah membengkak karena tetap harus bayar uang kuliah
ataupun ancaman drop out dari penyelenggara perkuliahan. Perlu diketahui
sampai saat ini masih ada teman saya yang belum juga menyelesaikan skripsinya sejak sama-sama masuk kampus di tahun
2000.
Apa daya, dengan sangat terpaksa, banyak dari mahasiswa tersebut menyewa jasa konsultan penulisan tugas akhir untuk
membantu mereka. Alhasil selain dana lebih yang harus dianggarkan untuk membayar fee, bantuan ini juga rawan dari masalah plagiat, serta tak lupa minimalis dalam
pertanggungjawaban di sidang komprehensif.
Ini semua hanya bertumpu pada kemalasan, tiadanya semangat di dada, dan tiadanya faktor pemicu untuk bergerak. Dan
tentunya seribu macam alasan lainnya.
So, pada kali ini ada yang harus saya tularkan kepada Anda semua tentang keberhasilan saya dalam menanggulangi
kemalasan yang mendarah daging. Terutama saat membuat tugas akhir kuliah kita berupa skripsi atau tesis. Karena
biasanya-dan sudah menjadi penyakit bagi masyarakat kita yang sedari kecil tidak pernah diajarkan untuk menuangkan
gagasan yang berada di otak kita dalam bentuk tulisan-mengarang menjadi pelajaran yang dibenci banyak siswa. Ia
adalah sesuatu yang menyulitkan tiada terperi, dulu hingga kini.
Mau bukti? saya tantang Anda untuk membuat satu paragraf yang terdiri dari empat kalimat tentang keadaan di sekitar
Anda dalam waktu lima menit. Dahi Anda akan mengerenyit, pikiran Anda akan berputar-putar mencari-cari kata demi kata
atau kalimat demi kalimat agar terbentuk satu paragraf, tersusun dengan pas dan sesuai dengan rasa bahasa. Bagi yang
sudah terbiasa, hal ini bukan sebuah kesulitan. Tapi bagi yang tidak biasa, ini akan memakan waktu lebih dari lima
menit. Saya pun sama dengan Anda.
Jadi bagaimana mungkin membuat skripsi atau tesis sedangkan untuk membuat satu paragraf saja susah. Sebenarnya satu
saja kuncinya: banyak latihan. Okelah saya sudah melenceng jauh dari keinginan saya untuk memberikan tips yang sesuai
judul di atas. Tapi setidaknya di saat kita sudah terbiasa menulis dan menuangkan gagasan di atas kertas (sekarang
bukan zamannya lagi) atau di layar komputer, ini akan sangat membantu sekali mempercepat masa penyelesaian penulisan
tersebut.
Jadi tips pertama adalah perbanyak latihan menulis.
Selanjutnya, agar kita segera bisa terpacu, coba berusaha untuk mengumpulkan teman-teman yang mempunyai problem sama.
Adakan pertemuan khusus membahas ini. Biasanya akan muncul gagasan baru, semangat baru, dan perencanaan baru secara
bersama-sama. Hal ini sukses dilakukan oleh salah seorang teman saya yang dapat mengumpulkan hingga kurang lebih
empat orang untuk bersama-sama membuat tesis.
Seringnya berkumpul, mencari data bersama-sama, hingga menulis pun bersama-sama mampu membuat mereka lulus pada tahun
yang sama. Saya pastikan bahwa tips yang kedua ini adalah: ajak teman
untuk bekerja sama.
Jika tips kedua ini tak bisa dilaksanakan karena ternyata tidak ada teman yang mau diajak bekerja sama atau
pergerakan teman kita terlalu lambat sedangkan kita sudah mempunyai semangat yang membara di dada, maka saya anjurkan
kepada Anda untuk langsung jalan sendiri saja. Tips ketiga ini adalah: jika engkau tidak menemukan teman, segera restart diri Anda.
Setelah itu, tips yang keempat adalah: jangan pernah terlewat satu hari
pun untuk tidak memikirkan skripsi/tesis. Implementasi dari tips ini adalah dengan minimal sehari ada satu
jurnal atau referensi yang harus dibaca, mencari data ke perpustakaan dan sumber-sumber referensi lainnya. Jangan
berputus asa bahwa sehari itu Anda belum mampu membuat satu paragraf tertera dalam karya tulis Anda. Karena bagi
saya, dengan sedikit saja Anda sudah membaca atau setidaknya memikirkan skripsi/tesis, itu berarti Anda sudah punya
proggres yang baik. Sekali lagi: ciptakan progess sekecil apapun.
Tips kelima adalah mencari satu contoh skripsi/tesis sebagai rujukan
utama. Hal ini sudah saya buktikan dengan sukses oleh saya. Saya mencari di internet dengan menggunakan
search engine terkemuka Goggle. Eureka…! Eureka…! Eureka…! Ketemu dan langsung saya cetak.
Karena bagi saya lebih enak membaca hardcopy dibandingkan dengan
memelototi layar komputer. Temuan itu dijadikan rujukan untuk bisa diketahui alur berpikirnya, cara penyajiannya,
metode-metode penulisannya dan masih banyak lagi yang lainnya.
Tips keenam: jalin hubungan baik dengan dosen pembimbing. Ini
sudah lazim dan kudu dilakukan oleh kita sebagai mahasiswa yang memang
lagi butuh kebijakan, saran, dan tentunya kemurahan sang dosen, lebih-lebih kalau dosennya langsung menyetujui
proposal penelitian ataupun karya lengkap kita. Ini yang patut disyukuri.
Tips ketujuh: struggle,
man! Sekuat tenaga dah kita lakuin, kalo perlu jabanin ampe gak bisa tidur ngerjain skripsi/tesis. Semua ini memang butuh pengorbanan.
Main games, chating,
fordis harus dilupakan dulu agar fokus kita tidak pecah. Dan tentunya
agar kita punya waktu untuk memikirkan semua ini.
Yup, mungkin ini saja yang baru bisa saya sampaikan kepada Anda. Tujuh tips ini tidak akan berguna kalau Anda sendiri
tidak menyerahkan segala daya dan upaya kepada Allah Yang Mahakuat, karena sesungguhnya IA-lah yang membuat saya dan
Anda mampu melewati masa-masa sulit. Semoga kita tercerahkan.
***
Sepuluh bulan kuliah, setahun nganggur, dua bulan ngebut, selesai juga akhirnya. Saya bisa Anda pasti bisa.
Riza Almanfaluthi
dedaunan di ranting cemara
22.30 22 Januari 2007
TIPS BUAT YANG LAGI BIKIN SKRIPSI DAN TESIS
Skripsi atau tesis menjadi momok yang menakutkan. Menjadi mimpi buruk. Selalu hinggap di ingatan saat makan,
jalan-jalan, atau beraktivitas sehari-hari lainnya. Oleh karena itu begitu banyak para mahasiswa yang kedodoran dalam
penyelesaiannya, hingga berbulan-bulan, tak terasa biaya kuliah membengkak karena tetap harus bayar uang kuliah
ataupun ancaman drop out dari penyelenggara perkuliahan. Perlu diketahui
sampai saat ini masih ada teman saya yang belum juga menyelesaikan skripsinya sejak sama-sama masuk kampus di tahun
2000.
Apa daya, dengan sangat terpaksa, banyak dari mahasiswa tersebut menyewa jasa konsultan penulisan tugas akhir untuk
membantu mereka. Alhasil selain dana lebih yang harus dianggarkan untuk membayar fee, bantuan ini juga rawan dari masalah plagiat, serta tak lupa minimalis dalam
pertanggungjawaban di sidang komprehensif.
Ini semua hanya bertumpu pada kemalasan, tiadanya semangat di dada, dan tiadanya faktor pemicu untuk bergerak. Dan
tentunya seribu macam alasan lainnya.
So, pada kali ini ada yang harus saya tularkan kepada Anda semua tentang keberhasilan saya dalam menanggulangi
kemalasan yang mendarah daging. Terutama saat membuat tugas akhir kuliah kita berupa skripsi atau tesis. Karena
biasanya-dan sudah menjadi penyakit bagi masyarakat kita yang sedari kecil tidak pernah diajarkan untuk menuangkan
gagasan yang berada di otak kita dalam bentuk tulisan-mengarang menjadi pelajaran yang dibenci banyak siswa. Ia
adalah sesuatu yang menyulitkan tiada terperi, dulu hingga kini.
Mau bukti? saya tantang Anda untuk membuat satu paragraf yang terdiri dari empat kalimat tentang keadaan di sekitar
Anda dalam waktu lima menit. Dahi Anda akan mengerenyit, pikiran Anda akan berputar-putar mencari-cari kata demi kata
atau kalimat demi kalimat agar terbentuk satu paragraf, tersusun dengan pas dan sesuai dengan rasa bahasa. Bagi yang
sudah terbiasa, hal ini bukan sebuah kesulitan. Tapi bagi yang tidak biasa, ini akan memakan waktu lebih dari lima
menit. Saya pun sama dengan Anda.
Jadi bagaimana mungkin membuat skripsi atau tesis sedangkan untuk membuat satu paragraf saja susah. Sebenarnya satu
saja kuncinya: banyak latihan. Okelah saya sudah melenceng jauh dari keinginan saya untuk memberikan tips yang sesuai
judul di atas. Tapi setidaknya di saat kita sudah terbiasa menulis dan menuangkan gagasan di atas kertas (sekarang
bukan zamannya lagi) atau di layar komputer, ini akan sangat membantu sekali mempercepat masa penyelesaian penulisan
tersebut.
Jadi tips pertama adalah perbanyak latihan menulis.
Selanjutnya, agar kita segera bisa terpacu, coba berusaha untuk mengumpulkan teman-teman yang mempunyai problem sama.
Adakan pertemuan khusus membahas ini. Biasanya akan muncul gagasan baru, semangat baru, dan perencanaan baru secara
bersama-sama. Hal ini sukses dilakukan oleh salah seorang teman saya yang dapat mengumpulkan hingga kurang lebih
empat orang untuk bersama-sama membuat tesis.
Seringnya berkumpul, mencari data bersama-sama, hingga menulis pun bersama-sama mampu membuat mereka lulus pada tahun
yang sama. Saya pastikan bahwa tips yang kedua ini adalah: ajak teman
untuk bekerja sama.
Jika tips kedua ini tak bisa dilaksanakan karena ternyata tidak ada teman yang mau diajak bekerja sama atau
pergerakan teman kita terlalu lambat sedangkan kita sudah mempunyai semangat yang membara di dada, maka saya anjurkan
kepada Anda untuk langsung jalan sendiri saja. Tips ketiga ini adalah: jika engkau tidak menemukan teman, segera restart diri Anda.
Setelah itu, tips yang keempat adalah: jangan pernah terlewat satu hari
pun untuk tidak memikirkan skripsi/tesis. Implementasi dari tips ini adalah dengan minimal sehari ada satu
jurnal atau referensi yang harus dibaca, mencari data ke perpustakaan dan sumber-sumber referensi lainnya. Jangan
berputus asa bahwa sehari itu Anda belum mampu membuat satu paragraf tertera dalam karya tulis Anda. Karena bagi
saya, dengan sedikit saja Anda sudah membaca atau setidaknya memikirkan skripsi/tesis, itu berarti Anda sudah punya
proggres yang baik. Sekali lagi: ciptakan progess sekecil apapun.
Tips kelima adalah mencari satu contoh skripsi/tesis sebagai rujukan
utama. Hal ini sudah saya buktikan dengan sukses oleh saya. Saya mencari di internet dengan menggunakan
search engine terkemuka Goggle. Eureka…! Eureka…! Eureka…! Ketemu dan langsung saya cetak.
Karena bagi saya lebih enak membaca hardcopy dibandingkan dengan
memelototi layar komputer. Temuan itu dijadikan rujukan untuk bisa diketahui alur berpikirnya, cara penyajiannya,
metode-metode penulisannya dan masih banyak lagi yang lainnya.
Tips keenam: jalin hubungan baik dengan dosen pembimbing. Ini
sudah lazim dan kudu dilakukan oleh kita sebagai mahasiswa yang memang
lagi butuh kebijakan, saran, dan tentunya kemurahan sang dosen, lebih-lebih kalau dosennya langsung menyetujui
proposal penelitian ataupun karya lengkap kita. Ini yang patut disyukuri.
Tips ketujuh: struggle,
man! Sekuat tenaga dah kita lakuin, kalo perlu jabanin ampe gak bisa tidur ngerjain skripsi/tesis. Semua ini memang butuh pengorbanan.
Main games, chating,
fordis harus dilupakan dulu agar fokus kita tidak pecah. Dan tentunya
agar kita punya waktu untuk memikirkan semua ini.
Yup, mungkin ini saja yang baru bisa saya sampaikan kepada Anda. Tujuh tips ini tidak akan berguna kalau Anda sendiri
tidak menyerahkan segala daya dan upaya kepada Allah Yang Mahakuat, karena sesungguhnya IA-lah yang membuat saya dan
Anda mampu melewati masa-masa sulit. Semoga kita tercerahkan.
***
Sepuluh bulan kuliah, setahun nganggur, dua bulan ngebut, selesai juga akhirnya. Saya bisa Anda pasti bisa.
Riza Almanfaluthi
dedaunan di ranting cemara
22.30 22 Januari 2007
Langganan:
Postingan (Atom)