Kata baku adalah kata resmi yang selayaknya digunakan pada surat-menyurat atau penerbitan resmi, surat kabar, jurnal, karya tulis ilmiah, skripsi, tesis, dan disertasi. Sekalipun Pedoman Umum Ejaan yang Disempurnakan (EYD) dan Pedoman Umum Pembentukan Istilah (PUPI) telah diresmikan lebih dari dua puluh tahun yang lalu. Namun, masih saja penggunaan kata baku diabaikan oleh sebagian besar pemakai bahasa, termasuk di antaranya dalam penerbitan, pelajar, mahasiswa, guru, dosen, praktisi, media elektronik maupun cetak, biro, iklan, dan masyarakat luas. Mengapa hal itu terjadi? Padahal jelas, EYD dan PUPI mencantumkan aturan membakukan istilah asing (termasuk bahasa Inggris, Belanda, Spanyol, Cina, Arab dan lain-lain) ke dalam bahasa Indonesia. Pemakaian bahasa atau kata baku Indonesia kini makin mendapat sorotan tajam terutama dari kalangan media massa: Persoalan bahasa dan kata mencuat. Bahkan, sempat menghebohkan saat Pusat Pembinaan dan Pengembangan Bahasa (Pusat Bahasa) melemparkan sejumlah kata yang dianggap baku. Tentu saja mahasiswa, guru, dosen (pemakai bahasa) kaget ketika mengetahui bahwa kata yang baku adalah keterapilan bukan ketrapilan, jadwal bukan jadual, teknik bukan tehnik, apotek bukan opotik, pikir bukan fikir, paham bukan faham, zaman bukan jaman, Februari bukan Pebruari, nasihat bukan nasehat, November bukan Nopember, produktivitas bukan produktifitas, sistem bukan sistim, pamflet bukan famplet, praktik bukan praktek, apotek bukan apotik, utang bukan hutang, tampak bukan nampak, putra bukan putera, fotokopi bukan photokopy, hakikat bukan hakekat, sportivitas bukan sportifitas, aktivitas bukan aktifitas, pasacasarjana bukan pasca sarjana, izin bukan ijin, positif bukan positive, serta banyak lagi kata baku yang berjumlah lebih dari 1000 kata yang akan dijumpai dalam buku sederhana ini. Buku sederhana ini pula akan menuntun kita dalam membuat karya tulis ilmiah (artikel, laporan, skripsi, tesis, dan disertasi) dengan bahasa Indonesia yang benar.
Buku sederhana ini pula akan menuntun kita dalam membuat karya tulis ilmiah (artikel, laporan, skripsi, tesis, dan disertasi) dengan bahasa Indonesia yang benar.
Encourage sixth-grade students to build their reading comprehension and word study skills using daily practice activities. Great for after school, intervention, or homework, teachers and parents can help students gain regular practice through these quick, diagnostic-based activities that are correlated to College and Career Readiness and other state standards. Both fiction and nonfiction reading passages are provided as well as data-driven assessment tips and digital versions of the assessment analysis tools and activities. With these easy-to-use activities, sixth graders will boost their reading skills in a hurry!
Encourage sixth-grade students to build their reading comprehension and word study skills using daily practice activities.
"Pancasila adalah pandangan hidup bangsa Indonesia dan dasar Negara Kesatuan Republik Indonesia, jadi sangat ideal apabila warga negara Indonesia memahami Pancasila, lalu mempraktikkannya dalam kehidupan pribadi, kehidupan bermasyarakat, maupun dalam dunia kerja. Proses pembelajaran pendidikan Pancasila pada dasarnya dilakukan secara berkelanjutan dari pendidikan dasar, menengah, sampai tinggi. Pada tingkat pendidikan tinggi, hal tersebut diperkuat oleh UU Pendidikan Tinggi No. 12/2012 tanggal 10 Agustus 2012 Pasar 35 ayat(3) yang menyebutkan bahwa kurikulum pendidikan tinggi tidak hanya wajib memuat mata kuliah Agama, Kewarganegaraan, dan Bahasa Indonesia, tetapi juga Pancasila. Buku ini memaparkan antara lain proses pertumbuhan nilai-nilai budaya bangsa hingga perumusan rancangan dasar negara secara runtut dan komprehensif, implementasi Pembukaan dan Pancasila dalam UUD 1945, kontroversi tentang penggali dan lahirnya Pancasila untuk menghindari kesalahan persepsi, dan dinamika kehidupan bernegara sejak Proklamasi hingga dewasa ini. Sebagai salah satu rujukan bagi mahasiswa maupun dosen mata kuliah Pancasila, buku ini dilengkapi dengan standar kompetensi pendidikan Pancasila, di mana tiap bab menyertakan kompetensi dasar serta indikator pencapaiannya."
"Pancasila adalah pandangan hidup bangsa Indonesia dan dasar Negara Kesatuan Republik Indonesia, jadi sangat ideal apabila warga negara Indonesia memahami Pancasila, lalu mempraktikkannya dalam kehidupan pribadi, kehidupan bermasyarakat, ...
This study aimed at developing some writing skills for second year secondary stage students and their attitudes towards writing through using the genre based approach. Hence, the problem of the study was stated in the following statement: "The students at Al Azhar secondary schools are not good at writing. As a result their writing skills are weak. Consequently, they develop a negative attitude towards writing". They need to be trained in the skill of writing and there is a dire need to use a genre-based approach to writing content. The study adopted the experimental design, i.e., using an experimental group and a control group. The experimental group received genre-based instruction while the control group received traditional writing instruction. The genre-based instruction was provided to the experimental group at Satamooni Al-Azhar Secondary Institute for Girls at Satamooni whereas the traditional writing instruction was provided to the control group at Roda Al-Azhar Secondary Institute for Girls at Roda; both institutes are located in Dakahlia Governorate. The instruction lasted for nine weeks for each group. The instruction took place in the second term of the academic year 2010/2011. The following instruments were designed by the researcher: A Writing Performance Test, A Holistic Scoring Rubric, An Analytic Scoring Rubric and A Writing Attitude Scale. The present study provided evidence for the effectiveness of using genre-based Approach in developing students' writing performance and attitudes towards writing. Further, the study highlighted the advantages of using genre-based approach in developing writing skills and attitudes towards writing. The following are appended: (1) Students' achievement test in the first term; (2) A list of writing skills expected from secondary stage students; (3) Student writing attitude scale; and (4) The pre-post writing performance test. (Contains 1 figure and 14 tables.).
This study aimed at developing some writing skills for second year secondary stage students and their attitudes towards writing through using the genre based approach.
The main purpose of the research was to investigate the effectiveness of genre-based approaches in teaching academic writing. The study was motivated by the researcher's perceptions about university students' difficulty in acquiring the essayist literacy of the academy, and the fact that very little empirical research had been conducted on the effect of genre-based writing interventions. The following questions guided the research: (1) Can genre-based approaches be justified theoretically? (2) How effective are genre-based academic writing interventions? (3) Which is more effective: a narrow-angled or a wide-angled approach? The theoretical framework combines foundational principles of Systemic Functional Grammar, Constructivism and Critical Literacies. A mixed methods design was used, including a survey of writing tasks, genre analysis, discourse analysis, and a quasi-experimental comparison of pre- and posttest essay ratings. The survey of writing tasks indicated that the academic essay was the written genre most frequently required by humanities departments, and that argumentation, discussion, explanation, description and analysis were the text types featuring most prominently in writing prompts. Since the materials of the Department of Historical and Heritage Studies contained the largest number of essay-length tasks, the subject-specific intervention was focused on students of history. The cross-disciplinary group included students with Economics, English, History, Philosophy, Political Sciences, Psychology and Sociology as majors. A genre-based presyllabus, comprising exploration, explicit instruction, joint construction, independent construction and critical reflection, was customized for the subject-specific and cross-disciplinary groups. The syllabus gave prominence to the use of rhetorical modes, logical development of an argument, and engagement with other authors. The statistical analyses of the essay scores show that the narrow-angled and the wide-angled genre-based interventions were effective. Although the size of the improvement on the four dimensions of the scoring instrument was not equal, the overall improvement of the students in each of the groups is statistically significant. Despite the more modest overall improvement of the students in the cross-disciplinary group, their mastery of stance and engagement exceeded that of their subject-specific counterparts. Even though both interventions were effective the subject-specific group performed significantly better than the cross-disciplinary group overall (p = 0.043). Their performance was also more consistent across the four dimensions of the scoring instrument. The results of the opinion survey indicate that students from both groups were generally positive about the effect of the respective interventions on their academic writing abilities. The only significant difference is the subject-specific group's more positive evaluation of the transferability of the skills they acquired. The more pronounced skills transfer was probably facilitated by the subject-specific group's deeper level of engagement with source materials and more opportunities for practising content-based writing. Main limitations of the study include the small sample size and non-parallel presentation of the two interventions.
The statistical analyses of the essay scores show that the narrow-angled and the wide-angled genre-based interventions were effective.
On resolving violent conflicts and separatist movements in Mindanao, Philippines.
On resolving violent conflicts and separatist movements in Mindanao, Philippines.
