Pembangkit Listrik Tenaga Angin Dan Artikel Bahasa Inggris

PEMBANGKIT LISTRIK TENAGA ANGIN Pembangkit Listrik Tenaga Angin Pembangkit listrik tenaga angin adalah suatu pembangkit listrik yang menggunakan angin sebagai sumber energi untuk menghasilkan energi listrik. Pembangkit ini dapat mengkonversikan energi angin menjadi energi listrik dengan menggunakan turbin angin atau kincir angin. Sistem pembangkitan listrik menggunakan angin sebagai sumber energi merupakan sistem alternatif yang sangat berkembang pesat, mengingat angin merupakan salah satu energi yang tidak terbatas di alam. Komponen pada Sistem Pembangkit Listrik Tenaga Angin

Sistem pembangkit listrik tenaga angin ini merupakan pembangkit listrik yang menggunakan turbin angin (wind turbine) sebagai peralatan utamanya.

Wind Turbine Turbin angin terbagi dalam dua kelompok yaitu turbin sumbu horisontal, turbin angin sumbu horisontal biasanya baik memiliki dua atau tiga modul. Jenis lain yaitu turbin sumbu vertikal. Turbin ini berbilah tiga dioperasikan melawan angin, dengan modul menghadap ke angin. Turbin skala utility memiliki berbagai ukuran, dari 100 kilowatt sampa dengan beberapa megawatt. Turbin besar dikelompokkan bersama-sama ke arah angin,yang memberikan kekuatan massal ke jaringan listrik. turbin kecil tunggal, di bawah 100 kilowatt dan digunakan pada rumah, telekomunikasi, atau pemompaan air. Turbin kecil kadang-kadang digunakan dalam kaitannya dengan generator diesel, baterai dan sistem fotovoltaik. Sistem ini disebut sistem angin hibrid dan sering digunakan di lokasi terpencil di luar jaringan, di mana tidak tersedia koneksi ke jaringan utilitas. Komponen-komponen yang ada di dalam turbin angin yaitu :

Tampak isi dari wind turbine a. b. c.

:

Anemometer Mengukur kecepatan angin dan mengirimkan data kecepatan angin ke pengontrol. Blades Kebanyakan turbin baik dua atau tiga pisau. Angin bertiup di atas menyebabkan pisau pisau untuk mengangkat dan berputar. Brake Digunakan untuk menjaga putaran pada poros setelah gearbox agar bekerja pada titik aman saat terdapat angin yang besar. Alat ini perlu dipasang karena generator memiliki titik kerja aman dalam pengoperasiannya. Generator ini akan menghasilkan energi listrik maksimal pada saat bekerja pada titik kerja yang telah ditentukan. Kehadiran angin diluar diguaan akan menyebabkan putaran yang cukup cepat pada poros generator, sehingga jika tidak diatasi maka putaran ini dapat merusak generator. Dampak dari kerusakan akibat putaran berlebih diantaranya overheat, rotor breakdown, kawat pada generator putus karena tidak dapat menahan arus yang cukup besar.

Komponen pembangkit listrik tenaga angin d.

e.

f. g. h. i. j.

k.

Controller Pengontrol mesin mulai dengan kecepatan angin sekitar 8-16 mil per jam (mph) dan menutup mesin turbin sekitar 55 mph. tidak beroperasi pada kecepatan angin sekitar 55 mph di atas, karena dapat rusak karena angin yang kencang. Gear box Gears menghubungkan poros kecepatan tinggi di poros kecepatan rendah dan meningkatkan kecepatan sekitar 30-60 rotasi per menit (rpm), sekitar 1000-1800 rpm, kecepatan rotasi yang diperlukan oleh sebagian besar generator untuk menghasilkan listrik. gearbox adalah bagian mahal (dan berat) dari turbin angin dan insinyur generator mengeksplorasi direct-drive yang beroperasi pada kecepatan rotasi yang lebih rendah dan tidak perlu kotak gigi. Generator Biasanya standar induksi generator yang menghasilkan listrik dari 60 siklus listrik AC. High-speed shaft Drive generator. Low-speed shaft Mengubah poros rotor kecepatan rendah sekitar 30-60 rotasi per menit. Nacelle Nacelle berada di atas menara dan berisi gear box, poros kecepatan rendah dan tinggi, generator, kontrol, dan rem. Pitch Blades yang berbalik, atau nada, dari angin untuk mengontrol kecepatan rotor dan menjaga rotor berputar dalam angin yang terlalu tinggi atau terlalu rendah untuk menghasilkan listrik. Rotor Pisau dan terhubung bersama-sama disebut rotor

l.

Tower Menara yang terbuat dari baja tabung (yang ditampilkan di sini), beton atau kisi baja. Karena kecepatan angin meningkat dengan tinggi, menara tinggi memungkinkan turbin untuk menangkap lebih banyak energi dan menghasilkan listrik lebih banyak.

m.

Wind direction Ini adalah turbin pertama”yang disebut karena beroperasi melawan angin. turbin lainnya dirancang untuk menjalankan “melawan arah angin,” menghadap jauh dari angin. n. Wind vane Tindakan arah angin dan berkomunikasi dengan yaw drive untuk menggerakkan turbin dengan koneksi yang benar dengan angin.

Rincian dalam turbin angin o. p. q.

Yaw drive Yaw drive yang digunakan untuk menjaga rotor menghadap ke arah angin sebagai perubahan arah angin. Yaw motor Kekuatan dari drive yaw. Penyimpan energi (Battery) Karena keterbatasan ketersediaan akan energi angin (tidak sepanjang hari angin akan selalu tersedia) maka ketersediaan listrik pun tidak menentu. Oleh karena itu digunakan alat penyimpan energi yang berfungsi sebagai back-up energi listrik. Ketika beban penggunaan daya listrik masyarakat meningkat atau ketika kecepatan angin suatu daerah sedang menurun, maka kebutuhan permintaan akan daya listrik tidak dapat terpenuhi. Oleh karena itu kita perlu menyimpan sebagian energi yang dihasilkan ketika terjadi kelebihan daya pada saat turbin angin berputar kencang atau saat penggunaan daya pada masyarakat menurun.

Proses Pembangkitan Listrik Tenaga Angin

Suatu pembangkit listrik dari energi angin merupakan hasil dari penggabungan dari bebrapa turbin angin sehingga akhirnya dapat menghasilkan listrik. Cara kerja dari pembangkitan listrik tenaga angin ini yaitu awalnya energi angin memutar turbin angin. Turbin angin bekerja berkebalikan dengan kipas angin (bukan menggunakan listrik untuk menghasilkan listrik, namun menggunakan angin untuk menghasilkan listrik). Kemudian angin akan memutar sudut turbin, lalu diteruskan untuk memutar rotor pada generator di bagian belakang turbin angin. Generator mengubah energi gerak menjadi energi listrik dengan teori medan elektromagnetik, yaitu poros pada generator dipasang dengan material ferromagnetik permanen. Setelah itu di sekeliling poros terdapat stator yang bentuk fisisnya adalah kumparankumparan kawat yang membentuk loop. Ketika poros generator mulai berputar maka akan terjadi perubahan fluks pada stator yang akhirnya karena terjadi perubahan fluks ini akan dihasilkan tegangan dan arus listrik tertentu. Tegangan dan arus listrik yang dihasilkan ini disalurkan melalui kabel jaringan listrik untuk akhirnya digunakan oleh masyarakat. Tegangan dan arus listrik yang dihasilkan oleh generator ini berupa AC (alternating current) yang memiliki bentuk gelombang kurang lebih sinusoidal. Energi Listrik ini biasanya akan disimpan kedalam baterai sebelum dapat dimanfaatkan. Kelebihan dan Kekurangan Pembangkit Listrik Tenaga Angin Keuntungan utama dari penggunaan pembangkit listrik tenaga angin secara prinsipnya adalah disebabkan karena sifatnya yang terbarukan. Hal ini berarti eksploitasi sumber energi ini tidak akan membuat sumber daya angin yang berkurang seperti halnya penggunaan bahan bakar fosil. Oleh karenanya tenaga angin dapat berkontribusi dalam ketahanan energi dunia di masa depan. Tenaga angin juga merupakan sumber energi yang ramah lingkungan, dimana penggunaannya tidak mengakibatkan emisi gas buang atau polusi yang berarti ke lingkungan. Penetapan sumber daya angin dan persetujuan untuk pengadaan ladang angin merupakan proses yang paling lama untuk pengembangan proyek energi angin. Hal ini dapat memakan waktu hingga 4 tahun dalam kasus ladang angin yang besar yang membutuhkan studi dampak lingkungan yang luas. Emisi karbon ke lingkungan dalam sumber listrik tenaga angin diperoleh dari proses manufaktur komponen serta proses pengerjaannya di tempat yang akan didirikan pembangkit listrik tenaga angin. Namun dalam operasinya membangkitkan listrik, secara praktis pembangkit listrik tenaga angin ini tidak menghasilkan emisi yang berarti. Jika dibandingkan dengan pembangkit listrik dengan batubara, emisi karbon dioksida pembangkit listrik tenaga angin ini hanya seperseratusnya saja. Disamping karbon dioksida, pembangkit listrik tenaga angin menghasilkan sulfur dioksida, nitrogen oksida, polutan atmosfir yang lebih sedikit jika dibandingkan dengan pembangkit listrik dengan menggunakan batubara ataupun gas. Namun begitu, pembangkit listrik tenaga angin ini tidak sepenuhnya ramah lingkungan, terdapat beberapa masalah yang terjadi akibat penggunaan sumber energi angin sebagai pembangkit listrik, diantaranya adalah dampak visual , derau suara, beberapa masalah ekologi, dan keindahan. Dampak visual biasanya merupakan hal yang paling serius dikritik. Penggunaan ladang angin sebagai pembangkit listrik membutuhkan luas lahan yang tidak sedikit dan tidak mungkin untuk disembunyikan. Penempatan ladang angin pada lahan yang masih dapat digunakan untuk keperluan yang lain dapat menjadi persoalan tersendiri bagi penduduk setempat. Selain mengganggu pandangan

akibat pemasangan barisan pembangkit angin, penggunaan lahan untuk pembangkit angin dapat mengurangi lahan pertanian serta pemukiman. Hal ini yang membuat pembangkitan tenaga angin di daratan menjadi terbatas. Beberapa aturan mengenai tinggi bangunan juga telah membuat pembangunan pembangkit listrik tenaga angin dapat terhambat. Penggunaan tiang yang tinggi untuk turbin angin juga dapat menyebabkan terganggunya cahaya matahari yang masuk ke rumah-rumah penduduk. Perputaran sudu-sudu menyebabkan cahaya matahari yang berkelapkelip dan dapat mengganggu pandangan penduduk setempat. Efek lain akibat penggunaan turbin angin adalah terjadinya derau frekuensi rendah. Putaran dari sudu-sudu turbin angin dengan frekuensi konstan lebih mengganggu daripada suara angin pada ranting pohon. Selain derau dari sudu-sudu turbin, penggunaan gearbox serta generator dapat menyebabkan derau suara mekanis dan juga derau suara listrik. Derau mekanik yang terjadi disebabkan oleh operasi mekanis elemen-elemen yang berada dalam nacelle atau rumah pembangkit listrik tenaga angin. Dalam keadaan tertentu turbin angin dapat juga menyebabkan interferensi elektromagnetik, mengganggu penerimaan sinyal televisi atau transmisi gelombang mikro untuk perkomunikasian. Penentuan ketinggian dari turbin angin dilakukan dengan menganalisa data turbulensi angin dan kekuatan angin. Derau aerodinamis merupakan fungsi dari banyak faktor seperti desain sudu, kecepatan perputaran, kecepatan angin, turbulensi aliran masuk. Derau aerodinamis merupakan masalah lingkungan, oleh karena itu kecepatan perputaran rotor perlu dibatasi di bawah 70m/s. Beberapa ilmuwan berpendapat bahwa penggunaan skala besar dari pembangkit listrik tenaga angin dapat merubah iklim lokal maupun global karena menggunakan energi kinetik angin dan mengubah turbulensi udara pada daerah atmosfir. Pengaruh ekologi yang terjadi dari penggunaan pembangkit tenaga angin adalah terhadap populasi burung dan kelelawar. Burung dan kelelawar dapat terluka atau bahkan mati akibat terbang melewati sudu-sudu yang sedang berputar. Namun dampak ini masih lebih kecil jika dibandingkan dengan kematian burung-burung akibat kendaraan, saluran transmisi listrik dan aktivitas manusia lainnya yang melibatkan pembakaran bahan bakar fosil. Dalam beberapa studi yang telah dilakukan, adanya pembangkit listrik tenaga angin ini dapat mengganggu migrasi populasi burung dan kelelawar. Pembangunan pembangkit angin pada lahan yang bertanah kurang bagus juga dapat menyebabkan rusaknya lahan di daerah tersebut. Ladang angin lepas pantai memiliki masalah tersendiri yang dapat mengganggu pelaut dan kapal-kapal yang berlayar. Konstruksi tiang pembangkit listrik tenaga angin dapat mengganggu permukaan dasar laut. Hal lain yang terjadi dengan konstruksi di lepas pantai adalah terganggunya kehidupan bawah laut. Efek negatifnya dapat terjadi seperti di Irlandia, dimana terjadinya polusi yang bertanggung jawab atas berkurangnya stok ikan di daerah pemasangan turbin angin. Studi baru-baru ini menemukan bahwa ladang pembangkit listrik tenaga angin lepas pantai menambah 80 – 110 dB kepada noise frekuensi rendah yang dapat mengganggu komunikasi ikan paus dan kemungkinan distribusi predator laut. Namun begitu, ladang angin lepas pantai diharapkan dapat menjadi tempat pertumbuhan bibit-bibit ikan yang baru. Karena memancing dan berlayar di daerah sekitar ladang angin dilarang, maka spesies ikan dapat terjaga akibat adanya pemancingan berlebih di laut. Dalam operasinya, pembangkit listrik tenaga angin bukan tanpa kegagalan dan kecelakaan. Kegagalan operasi sudu-sudu dan juga jatuhnya es akibat perputaran telah menyebabkan beberapa kecalakaan dan kematian. Kematian juga

terjadi kepada beberapa penerjun dan pesawat terbang kecil yang melewati turbin angin. Reruntuhan puing-puing berat yang dapat terjadi merupakan bahaya yang perlu diwaspadai, terutama di daerah padat penduduk dan jalan raya. Kebakaran pada turbin angin dapat terjadi dan akan sangat sulit untuk dipadamkan akibat tingginya posisi api sehingga dibiarkan begitu saja hingga terbakar habis. Hal ini dapat menyebarkan asap beracun dan juga dapat menyebabkan kebakaran berantai yang membakar habis ratusan acre lahan pertanian. Hal ini pernah terjadi pada Taman Nasional Australia dimana 800 km 2 tanah terbakar. Kebocoran minyak pelumas juga dapat teradi dan dapat menyebabkan terjadinya polusi daerah setempat, dalam beberapa kasus dapat mengkontaminasi air minum. Meskipun dampak-dampak lingkungan ini menjadi ancaman dalam pembangunan pembangkit listrik tenaga angin, namun jika dibandingkan dengan penggunaan energi fosil, dampaknya masih jauh lebih kecil. Selain itu penggunaan energi angin dalam kelistrikan telah turut serta dalam mengurangi emisi gas buang. 2.5

Perkembangan Pembangkit Listrik Tenaga Angin di Indonesia dan Dunia Pada saat ini, sistem pembangkit listrik tenaga angin mendapat perhatian yang cukup besar sebagai sumber energi alernatif yang bersih, aman, serta ramah lingkungan serta kelebihan-kelebihan lain yang telah disebutkan sebelumnya di atas. Turbin angin skala kecil mempunyai peranan penting terutama bagi daerah-daerah yang belum terjangkau oleh jaringan listrik .Pemanfaatan energi angin merupakan pemanfaatan energi terbaru yang paling berkembang saat ini. Berdasarkan data dari WWEA (World Wind Energi Association), sampai dengan tahun 2007 perkiraan energi listrik yang dihasilkan oleh turbin angin mencapai 93,85 GW dan menghasilkan lebih dari 1% dari total kelistrikan secara global. Amerika, Spanyol dan China merupakan negara terdepan dalam pemanfaatan energi angin. Diharapkan pada tahun 2010, total kapasitas pembangkit listrik tenaga angin secara global mencapai 170 GigaWatt. Indonesia, negara kepulauan yang 2/3 wilayahnya adalah lautan dan mempunyai garis pantai terpanjang di dunia yaitu ± 80.791,42 Km merupakan wilayah potensial untuk pengembangan pembanglit listrik tenaga angin, namun sayang potensi ini nampaknya belum dilirik oleh pemerintah. Sungguh ironis, disaat Indonesia menjadi tuan rumah konfrensi dunia mengenai pemanasan global di Nusa Dua, Bali pada akhir tahun 2007, pemerintah justru akan membangun pembangkit listrik berbahan bakar batubara yang merupakan penyebab nomor 1 pemanasan global. Namun, pada akhir tahun 2007 telah dibangun kincir angin pembangkit dengan kapasitas kurang dari 800 watt dibangun di empat lokasi, masing-masing di Pulau Selayar tiga unit, Sulawesi Utara dua unit, dan Nusa Penida, Bali, serta Bangka Belitung, masing-masing satu unit. Kemudian, di seluruh Indonesia, lima unit kincir angin pembangkit berkapasitas masing-masing 80 kilowatt (kW) mulai dibangun. Mengacu pada kebijakan energi nasional, maka pembangkit listrik tenaga bayu (PLTB) ditargetkan mencapai 250 megawatt (MW) pada tahun 2025.

BELANDA SANG NEGERI KINCIR ANGIN “Sejarah Awal Munculnya Teknologi Kincir Angin serta Peranannya yang Luar Biasa Penting di Belanda Sampai Sekarang”

Eka Sari Handayani, Jelita Sari Silalahi, Daniel Arief Firdaus Jurusan Sejarah, Univeritas Negeri Jakarta Abstrak Artikel ini mendiskusikan perihal sejarah awal munculnya teknologi kincir angin yang dilatarbelakangi oleh determinisme social dan sampai sejauh mana peranan penting teknologi kincir angin itu sendiri di Negeri Belanda. Kami akan memaparkan mengenai sejarah teknologi kincir angin hingga dampaknya di masyarakat. Dengan tinjauan ini ,penulis berpendapat bahwa Kincir angin yang menjadi simbol Negara Belanda merupakan difusi dari Negara Islam di Asia Minor dan lahir oleh tekanan masyarakat. Pendapat ini dijelaskan dengan menelusuri dan meninjau dari beberapa sumber yang terkait dengan sejarah kincir angin. Pendahuluan Angin merupakan salah satu bentuk energi yang tersedia secara melimpah di alam. Keberadaannya yang tidak terbatas membuatnya dapat dimanfaatkan dalam skala besar dan terus – menerus. Adanya tekanan dalam masyarakat memaksa manusia untuk mencari pembekalan energy untuk memenuhi kebutuhannya. Sampai abad ke 18, yang tersedia hanya tenaga angin yang di manfaatkan manusia sebagai prime mover dan oleh karena itu terlihatlah perkembangan teknologi mesin yang mengubah energi angin menjadi energi rotasi dengan cara baling-baling atau yang kita kenal sebagai kincir angin. Belanda adalah Negara yang sejak dulu terkenal dengan simbol kincir anginnya. Hingga sampai saat ini Belanda masih menggunakan peranan kincir angin dalam kehidupan sehariharinya. Tapi mengapa kincir angin merupakan teknologi yang sangat fundamental di Belanda hingga kebanyakan orang awam menganggap Belanda sebagai pelopor teknologi kincir angin. Hal ini membuat penulis tertarik untuk mengkaji mengenai asal usul kincir angin dan membuktikan apakah pelopor kincir angin itu Belanda. Roda Sebagai Basis Teknologi Kincir Angin Revolusi teknologi, dapat kita artikan sebagai tahapan-tahapan dimana terjadi akselerasi yang tinggi pada perkembangan produk teknologi. Revolusi ini biasanya ditandai oleh keadaan dimana sebelum revolusi terjadi, produk ini tidak pun terpikirkan oleh manusia, namun sesaat sesudah penemuannya, ratusan atau ribuan manfaat produknya kemudian dikembangkan dalam durasi waktu yang singkat. Kita harus menyadari bahwa teknologi berkembang dari satu hal yang sangat sederhana, yaitu roda. Kemudian dari penemuan roda dari kayu gelondongan oleh masyrakat- masyarakat Neolithikum dilembah Mesopotamia perlahan melahirkan revolusi dalam dunia “ roda” . Teknologi ini memegang peranan penting karena membawa penemuan, pengetahuan dan pembaharuan terhadap penemuan teknologi baru. Salah satunya kincir angin yang prinsip kerjanya sama dengan roda [1]. Penemuan Teknologi Kincir Angin Zaman Kuno Kincir angin zaman kuno di temukan pertama kali di Persia pada abad ke-7 M .Kincir angin zaman kuno merupakan cikal bakal dari perkembangan kincir angin modern saat ini. Kincir angin yang dengan jelas dimuat dalam Kitab Al- Hiyal (Buku tentang Alat-alat Mekanik) yang ditulis oleh Banu Musa bersaudara abad ke-3H (ke-9 M). Buku tersebut menyebutnya

sebagai roda angin “yang jamak dipakai oleh rakyat”. Deskripsi rinci alat ini terdapat pada Kitab Nukhbat Al-Dahr (Kosmografi) oleh Al-Dimauntsyqi, ditulis sekitar tahun 700H/1300M.[2] Walaupun mekanismenya sederhana, tetapi kincir angin ini telah dikenal oleh seluruh peradaban lainnya pada masa itu, dan beberapa negara masih menggunakan mekanisme seperti ini hingga di era modern ini. Bisa dibilang, kincir angin kuno yang awalnya tampak seperti roda dayung besar ini merupakan cikal bakal kincir angin modern yang digunakan sebagai pembangkit listrik tenaga angin. Kincir angin menjadi sumber energy yang penting yang dipergunakan bukan hanya untuk memipil jagung dan memompa air, tetapi juga untuk menghaluskan gula tebu, sebagai kincir penggiling (crushing mill), dan lain-lain. Penggunaan tenaga untuk menggerakan kincir angin telah di kenal pada masa khalifah Umar Bin al-Khathtab (wafat abad ke-7M). [3] Dari Kincir Angin Horizontal ke Kincir Angin Vertikal Ada yang membedakan antara kincir angin di Timur dengan kincir angin di Barat, dimana dunia islam menggunakan kincir angin Horizontal berporos vertical sedangkan Barat khususnya Belanda menggunakan kincir angin Vertikal berporos horizontal. Hal ini yang mendasari mengapa kincir angin di Eropa dikatakan sebagai penemuan independen. Ada yang berpendapat bahwa tentara salib mungkin telah terinspirasi oleh kincir angin di Timur Tengah, meskipun seorang spesialis dalam teknologi abad pertengahan Eropa, Lynn White Jr berpendapat bahwa kincir angin Eropa adalah ”penemuan independen”, tidak mungkin kincir angin menyebar ke Eropa pasca Perang Salib karena kincir angin Vertical berporos horizontal- Eropa secara signifikan berbeda desain dengan kincir angin Horizontal poros vertical-Iran". Horizontal Kincir angin dengan sumbu horizontal mempunyai sudut yang berputar dalam bidang vertikal seperti halnya propeler pesawat terbang. Kincir angin biasanya mempunyai sudu dengan bentuk irisan melintang khusus di mana aliran udara pada salah satu sisinya dapat bergerak lebih cepat dari aliran udara di sisi yang lain ketika angin melewatinya. Fenomena ini menimbulkan daerah tekanan rendah pada belakang sudu dan daerah tekanan tinggi di depan sudu. Perbedaan tekanan ini membentuk gaya yang menyebabkan sudu berputar. Dapat diketahui bahwa kincir angin yang dimaksudkan bertipe horizontal, dan dikelilingi dindingdinding untuk menahannya dari angin kecuali pada satu sisi. Angin menggerakkan roda seperti layaknya sebuah turbin. Vertikal. Kincir angin dengan sumbu vertikal bekerja dengan prinsip yang sama seperti Halnya kelompok horizontal. Namun, sudunya berputar dalam bidang yang paralel dengan tanah, seperti mixer kocokan telur. Setiap jenis turbin angin memiliki ukuran dan efisiensi yang berbeda. Kincir Angin Belanda hasil Difusi Teknologi dari Asia Minor Bangsa Arab merupakan bangsa yang mengembangkan kincir angin pertama kali. Kincir angin banyak di pakai di Persia pada abad ke-7 M yang sekarang kita kenal dengan Negara Iran, Sebagaimana dicatat oleh geografer Istakhri pada abad 9M. Disana terdapat banyak

wilayah yang kering, di mana air saja cukup langka, apalagi sungai yang dapat dimanfaatkan sebagai sumber energi. Karena itu, di daerah yang kekurangan air tetapi memiliki angin yang stabil, kincir angin dapat dikembangkan sebagai alternatif sumber energi untuk industri. Terbuat dari enam hingga duabelas layar yang terbuat dari textil kincir angin dipakai untuk menggiling biji-bijian, menaikkan air, juga untuk menghaluskan gula tebu, serta sebagai kincir penggiling (crushing mill). Pengembangan teknologi kincir angin dimuat jelas dalam Kitab al-Hiyal karya Banu Musa bersaudara. Sama dengan Sejarawan Joseph Needham yang menuliskan “sejarah kincir angin benar-benar diawali oleh kebudayaan Islam” (Joseph Needham, 1986. Science and Civilization in China: Volume 4, Physics and Physical Technology, Part 2, Mechanical Engineering. Taipei: Caves Books Ltd. Vol 4). [4] Mengingat rentan waktu dimana kincir angin pertama di Eropa muncul di abad ke-12 dan abad ke-13 Belanda pertama kali menggunakannya. Joseph Needham berpikir bahwa “ hal ini jelas penyebaran kearah barat dari Iberia yang dulunya berasal dari Spanyol muslim”. Dari Iran dan Afganistan kincir angin ini lambat tersebar secara luas di seluruh Timur Tengah dan Asia Tengah , dan kemudian menyebar ke China dan India. Kemudian di masa Perang Salib kincir angin menjalar ke Eropa[5]. Jadi kincir angin sebenarnya bukan di pelopori oleh Belanda. Kincir angin sangat cocok untuk menjalankan pompa untuk mengeringkan lahan. Kalau sekarang praktis tidak kelihatan lagi di Asia Minor dan Mesir dia justru menjadi ciriciri khas untuk negeri Belanda hanya bentuknya telah berubah : dimana Persian wildmill menggunakan kincir angin Horizontal berporos vertical sedangkan Eropa khususnya Belanda menggunakan kincir angin Vertikal berporos horizontal, konstruksinya pun disempurnakan. Arah sumbunya misalnya dapat disesuaikan oleh angin. Begitu pula sayapnya dapat diatur sesuai dengan derasnya angin itu dikarenakan perkembangan teknologi dan arsitektur. Walaupun beberapa pihak mengasumsikan bahwa kincir-kincir angin di Eropa adalah "penemuan independen", seperti dikemukakan oleh Lynn White Jr, seorang spesialis dalam teknologi abad pertengahan Eropa.

Belanda Sang Negeri Kincir Angin Belanda merupakan salah satu Negara yang berada Eropa Barat, selain sebagai Negara kincir angin, Belanda juga mendapat julukan Negara bunga tulip dan Negara seribu tanggul. Disebut negeri seribu tanggul karena di Belanda banyak sekali tanggul raksasa yang berfungsi untuk membendung air laut agar tidak mengalir ke daratan. Ibukota Belanda adalah Amsterdam. Secara astronomis Belanda terletak antara 500 LU-530 LU dan 30 BT-70 BT. Dari luas wilayah Belanda 41.160 KM2 Gunung Falselburg (321M) sebagai puncak tertinggi di negeri Belanda. Daerah tertinggi ada diantara 20M- 100M diatas permukaan laut. Hal ini merujuk kepada nama nama ’Nederland’ yang artinya letak tanah yang rendah (’neder’ = rendah). Daerah yang tingginya berada di bawah permukaan air laut pasang, daerah ini dapat ditempati dengan berkat adanya tanggul dan pompa dengan memanfaatkan kincir angin untuk mengeringkan lahan : air tanah itu di pompa keluar lahan yang di namakan dengan polder. Adanya angin secara teratur menjamin pompa itu dapat berfungsi secara teratur menjamin pompa itu dapat berfungsi secara teratur pula[6]. Sejak berabad-abad Belanda secara massive telah menggunakan kincir angin baik untuk menggiling gandum maupun untuk memompa air

demi mengeringkan negerinya yang lebih rendah dari laut. Walaupun semua kincir angin di Belanda hampir terlihat sama, sebenarnya terdapat berbagai jenis dari kincir angin tersebut. Menurut fungsinya, kincir angin dibagi menjadi dua jenis yaitu kincir angin untuk kepentingan industri dan kincir angin untuk penyaluran air. Kincir angin untuk kepentingan industri terdapat banyak jenisnya dan mereka diberi nama sesuai dengan penggunaan mereka, contohnya kincir angin untuk menggergaji (sawmill ) atau kincir angin untuk menggiling jagung (cornmill). Jenis kincir angin yang paling tua adalah kincir angin standar (standaardmolen atau postmill ). Kincir angin ini dapat menangkap dan mengalihkan banyak angin dan terlebih lagi dengan kincir air yang terpasang di dalamnya, dapat membantu proses pengalihan dan pengeringan air lebih cepat. Oleh karena itu, kincir angin tipe ini banyak ditemukan di pusat kota di Belanda, karena bermanfaat sekali untuk proses pengalihan angin dan air. Masih banyak jenis-jenis lain dari kincir angin, seperti contohnya kincir angin kecil (wipmolen) dan menara kincir angin (torenmolen). Selain digunakan untuk membantu proses irigasi, menggiling hasil panen, dan kadang kincir angin juga digunakan sebagai sarana informasi: kalau anggota keluarga si pemilik kincir angin meninggal, maka posisi kincir menyimpang dari biasanya. Fungsi dari kincir angin pun sekarang bertambah, antara lain untuk mengalihkan air dan angin, mengasah kayu, memproduksi kertas, mengeluarkan minyak dari biji juga sebagai objek wisata. Kinderdijk, dari 1000 yang berada di Belanda 19 ada ditempat tersebut. Kincir angin tersebut tertata rapi sehingga menghasilkan pemandangan menarik untuk pengunjungnya. Banyak lukisan dan fotografi di buat di sini, karena lokasi ini sangatlah indah untuk dilihat terutama pada saat matahari terbenam. Selain di Kinderdijk, kamu juga bisa datang ke kincir angin yang dimiliki oleh perseorangan. Setiap hari Sabtu pertama dalam setiap bulan atau setiap tanggal 13 Mei, yang merupakan hari kincir angin, mereka akan membuka kincir angin mereka untuk umum. Namun, rata-rata pemilik kincir angin ini membukannya setiap hari, karena mereka bangga akan kincir angin mereka dan mereka biasanya memberikan keterangan tentang cara kerja dari kincir angin tersebut. Dari segi ekonomi, sumber energi angin mampu mengurangi penggunaan bahan bakar minyak, menciptakan lapangan pekerjaan baru di bidang pembuatan dan pemeliharaan kincir angi maupun distribusinya,kincir angin juga berperan dalam bidang objek wisata. Dari sisi lingkungan hidup, energi angin tidak menghasilkan polusi, tak memerlukan bahan bakar, tak menimbulkan efek rumah kaca, tak menghasilkan zat berbahaya dan sampah radioaktif. Tidak salah kalau Belanda mendapat julukan Negara Kincir Angin. Kesimpulan Paparan di atas menggambarkan secara jelas bahwa kincir angin merupakan salah satu produk dari perkembangan teknologi akibat revolusi roda.[7] Kincir angin zaman kuno yang pertama kali dikembangkan di Persia merupakan cikal bakal dari perkembangan teknologi kincir angin modern. Sempat menuai perdebatan tentang bentuk kincir angin horizontal di dunia Islam dan kincir angin vertical di dunia Barat. Tapi menurut argumen kami, penemuan kincir angin di Eropa khususnya Belanda bukan bersifat independen melainkan merupakan hasil dari difusi teknologi dari Asia Minor (Persia). Terkait dengan bentuknya yang berbeda kami berpendapat bahwa kincir angin yang ada di Eropa telah berinovasi dan konstruksinya pun disempurnakan. Arah sumbunya misalnya dapat disesuaikan oleh angin. Begitu pula sayapnya dapat diatur sesuai dengan derasnya angin itu dikarenakan perkembangan teknologi

dan arsitektur. Sejarawan Joseph Needham pun menuliskan “sejarah kincir angin benar-benar diawali oleh kebudayaan Islam” (Joseph Needham, 1986. Science and Civilization in China: Volume 4, Physics and Physical Technology, Part 2, Mechanical Engineering. Taipei: Caves Books Ltd. Vol 4). Mengingat rentan waktu dimana kincir angin pertama di Eropa muncul di abad ke-12 dan abad ke-13 Belanda pertama kali menggunakannya. Joseph Needham berpikir bahwa “ hal ini jelas penyebaran kearah barat dari Iberia yang dulunya berasal dari Spanyol muslim”. Hal ini mengacu pada teori difusi inovasi yang dipopulerkan oleh Everett Rogers tentang bagaimana sebuah ide dan teknologi baru tersebar dalam sebuah kebudayaan[8]. Kami berpendapat bahwa dari Iran dan Afganistan kincir angin ini lambat tersebar secara luas di seluruh Timur Tengah dan Asia Tengah , dan kemudian menyebar ke China dan India. Kemudian di masa Perang Salib kincir angin menjalar ke Eropa. Jadi kincir angin sebenarnya bukan di pelopori oleh Belanda secara independen. Seperti di Timur, kincir angin di Belanda juga hadir karena determisme social. Keadaan alam kedua wilayah tersebut membuat mereka mencari solusi untuk kebutuhan rill dan tekanan social dimasyaraktnya. Kincir angin sangat cocok untuk menjalankan pompa untuk mengeringkan lahan. Perannnya sangat penting di belanda, dari segi ekonomi, sumber energi angin mampu mengurangi penggunaan bahan bakar minyak, menciptakan lapangan pekerjaan baru di bidang pembuatan dan pemeliharaan kincir angi maupun distribusinya,kincir angin juga berperan dalam bidang objek wisata. Dari sisi lingkungan hidup, energi angin tidak menghasilkan polusi, tak memerlukan bahan bakar, tak menimbulkan efek rumah kaca, tak menghasilkan zat berbahaya dan sampah radioaktif. Tidak salah kalau Belanda mendapat julukan Negara Kincir Angin. Daftar Pustaka : Noerdin Isjrin,1996.Perkembangan Sains dan Teknologi 1 (Prime Movers),Jakarta: Universitas Terbuka Poeradisastra.SI.Sumbangan Islam Kepada Ilmu dan Peradaban Modern, 2008, Jakarta: Komunitas Bambu Al-Hassan, Ahmad Y dan Donald R. Hill, Teknologi dalam Sejarah Islam. 1993,Bandung id.wikipedia.org/wiki/history_of_windmill (diakses Sabtu, 04-06-2011, 16:43 WIB) Mercu, Buana. 2009. “Makalah Telaah Pembangkit Listrik Tenaga Angin Berdasarkan Manfaat Dan Aplikasinya”. Dilihat Senin, 13 Juni 2011 < http://endah09industri.blog.mercubuana.ac.id/files/2011/01/wind-turbine.pdf> Ilyas, Suhrawardi.2006. Revolusi Teknologi. Dilihat Kamis, 16 Juni 2011. Hlmn.1 http://www.keudekupi.com/index2.php?option=com_content&do_pdf Rogers, Everett, M. 2003. Diffusions of Innovations; Fifth Edition. Simon & Schuster Publisher [1] Ilyas, Suhrawardi.2006. Revolusi Teknologi. Dilihat 16 Juni 2011. Hlmn.1 [2] Al-Hassan, Ahmad Y dan Donald R. Hill, Teknologi dalam Sejarah Islam. 1993,Bandung,

hlmn. 82 [3] Poeradisastra.SI, Sumbangan Islam Kepada Ilmu dan Peradaban Modern, 2008, Jakarta: Komunitas Bambu. Hlmn.28 [4] Al-Hassan, Ahmad Y dan Donald R. Hill, Teknologi dalam Sejarah Islam. 1993,Bandung, hlmn. 82 [5] Noerdin Isjrin, Perkembangan Sains dan Teknologi 1 (Prime Movers),1996,Jakarta :Universitas Terbuka.hlmn 42 [6] ibid [7] Ibid [8] Rogers, Everett, M. (2003). Diffusions of Innovations; Fifth Edition. Simon & Schuster Publisher

makalah bahasa inggris tentang pendidikan bahasa inggris yang berkarakter

CHAPTER I INTRODUCTION A. Background Character Education is a system of cultivation of character values to the school community, which includes knowledge, awareness or volition, and actions to implement those values, both to God Almighty (YME), ourselves, others, the environment, and nationhood so a man perfect man. In Character Education at the school, all of the components (stakeholders) should be involved, including the components of education itself, the content of the curriculum, learning and assessment, quality of relationships, handling or management subjects, school management, the implementation of the activities or co-curricular activities , empowerment infrastructure, financing, and working ethos of all citizens and the school environment. Character education can be integrated into learning in each subject. Instructional material relating to norms or values in each subject should be developed, dieksplisitkan, associated with the context of everyday life. Thus, learning the values of the characters not only on the cognitive level, but touched on internalization, and practice in the life of everyday learners in the community. One is the English language subjects. English subjects are core subjects studied by all levels of education in Indonesia, formal or informal ranging from elementary school (SD) to High Peguruan. This course is designated as absolutely mandatory subjects

studied, because in this globalization era English language lessons is a subject that is used in a variety of disciplines. Expected in the future, with the knowledge of English language students can compete in all areas. Given the important role of the English language, then English lessons in schools are appropriately becoming a great attention by the school. So far, most of the opinions expressed by the students, that the English subjects are difficult subjects even scary for them, it is not uncommon that students truant students do not go on this subject. On the other hand sometimes students just being passive while learning the English language, in the sense of sitting still and not knowing what is being studied. This situation can not be left alone, if you want to young people to compete in the current era of globalization, especially in the future. Since there is no such dipelajaran ability. It is therefore worth exploring the causes of students have barriers to learning English subjects. Then the teacher can implement character education english. With the expectation that students are more excited and enthusiastic in learning English. This is what should be considered and addressed by the school as well as policy makers. C. Problem Formulation 1. What causes students encounter in learning English? 2. How to overcome barriers to students to learn English? 3. How do teachers implement teaching Britain character? B. Destination 1. Knowing the barriers students in learning English. 2. Knowing how to overcome hamabatan students to learn English. 3. Knowing how teachers implement Britons language teaching character to students.

CHAPTER II DISCUSSION A. Definition of Learning The definition of learning according to Fontana is a process of change that is relatively fixed in individual behavior as a result of experience. Definitions are focused on three things. That is:



That study should enable individual behavioral change



That change should be the fruit of experience



That change occurred in the behavior of individuals who may

Learning in a general sense is a quest for knowledge and new experiences in order to overcome the problems in his life. Included in this sense is looking to gain new abilities.. According to Cronbach cited by Sumadi Suryabrata, said that learning is a change in behavior sebgai results (because of) experience. According to Harold Spears, he said learning is observing, reading, imitate, try, listen and follow directions (learning is to observe, to read, to imitate, to try something Themselves, to listen, to follow direction). While Mc.Geoh say that learning is a change in appearance as a result (effect) of practice (running something activity / activities). From some opinions on the above points can be drawn that notion: 1) Learning will bring (cause actual) actual change in behavior or potential both 2) By studying a person will get a new skill 3) ) Changes in behavior and new skills acquired through a business, according to the analysis Sumadi Suryabrata. B. Obstacles in Learning The learning process experienced by students is not always smooth as expected. Sometimes they have difficulties or obstacles that may interfere with the smooth however small study. Barriers can be categorized as follows: a. Barriers to Student Self Arising from Self. These barriers can be: 1) Biological, are barriers that are physical: a) Disability body, Is the lack of body perfection, like broken legs, a broken arm, leg tapers (polio), lack of hearing or deaf, the blind, can interfere with the smooth learning. Furthermore it may cause frustration and low selfesteem, which obviously greatly affect students' learning activities. b) Health, a healthy person means free from disease. Board unhealthy fast can cause fatigue, easy drowsiness, lack of passion in learning and consequently interfere with the smooth study. 2) Psychological barriers are psychological nature such as:

a) Intelligence. Students who have low intelligence learning progress will be hampered. b) Talent. Is the ability to learn a new look when someone is learning. Talent is very influential in student learning and in one particular area. c) Interests. Is one factor that will determine the success of the study. Students who are not interested in studying a particular area will be hard to achieve good performance. d) Attention. Is shown in the active life of a particular object. b. Barriers arising from outside the student. 1) Such constraints come from the family. a) The indifferent attitude of the parents, indulgence, over-protective, helps a lot, too much pressure on children with strict discipline can impede the learning progress. b) Economic conditions also play a role in supporting family learning success. c) Mismatched relationship between family members. 2) School. a) The state of the building that are not representative of the classroom is a place that will determine the success or failure of a lesson. b) When school is not suitable for learning. c) Teaching and learning methods that do not fit determine the effectiveness of learning. d) Homework too much. e) The lack of school facilities and infrastructure can also hinder students' progress. 3) Environment. a) Friends hanging out is not good. b) The influence of the mass media are negative. c) Event organization too much. C. Principles of Learning Learning principles proposed by Rothwall (1961) as follows: 1) Principles of Preparedness is an individual condition that allows him to learn. That included readiness here is maturity and physical growth, intelligence background experiences, learning outcomes raw, motivation, perception and other factors that allow a buffer study.

2) The principle motivation is the condition of the student to initiate activities, set direction of the activity, and maintaining authenticity. 3) The principle of interpretation that perception of the situation alive. Each individual sees the world in his own way that is different from other 4) The principle purpose of the specific objectives to be achieved by someone. 5)

The principle of individual differences.

6)

The principle of transfer and retention. Whatever is learned in one situation will eventually be used in other situations, the process is known as the transfer process. The ability to reuse someone learning outcomes is called retention.

7) Cognitive learning principles include associations between elements, concept formation, problem-finding and problem-solving skills are further establish the new behavior. 8) Principles of effective learning which includes the value of emotions, encouragement, interests and attitudes. 9)

Psychomotor learning principles that determine how a person is able to control his physical activities.

10) The principle of evaluation is how to test the progress in achieving the objectives. D. The driving factor of learning that can be done by the teacher. 1. Internal motivation. Strong motivation in students, not dissuaded from their parents or because it will be rewarded. He is merely a valuable boost personal satisfaction that can not be dimaterikan. To bring this internal motivation, may need social engineering or its "snap" like "meet bule", and wanted to know English. That impromptu nature necessarily subjective, that can be done is creating space that Enables creativity to emerge, Prof. mengitup language. John Halsey (professor of education at Flinders University), namely the need for a mechanism that allows the creativity it would appear. As a teacher, the teacher has a strategic role with the backing of the government's policy to create an environment that fosters a love for the English language. One thing you can do is bring the Bule directly in the classroom, bringing successful people learn English, and other efforts in order mensitumulasi tumbuhnyainternal motivation.

2.

External motivation. This method is different from the first, more reinforcing factors that are beyond the student concerned. But also to influence the growth of learning motivation. Giving gifts and other forms of competitions is one of the efforts to make students more eager to learn English. Provision of facilities and infrastructure as well as the. However, the motivation for students is menentukkan for entry and no brain sciences to students. This fact will be more powerful when balanced with the means and infrastructure are inadequate anyway.

E. Methods of teaching english English in primary school will seem interesting and not boring if the teacher as an agent of knowledge can transfer the knowledge, science and English language skills in a fun and acceptable to children. Many things can be done by a teacher pengampu English in elementary school. Teachers can use a variety of media and methods are appropriate and fun for children.

Learning English by story telling for Indonesian children. a picture from http://www.wayantulus.com One method of teaching English that appeal to children is through story telling (telling). Storytelling in which teachers tell stories and stories in English. difficult as it sounds because the child does not know the meaning of words and phrases spoken by the teacher. But here there is a positive side. Children will be familiar with the words, phrases and sentences in English. To overcome these teachers can use media images or video stories. Teachers can use a picture or video that will help children understand the story. So that the real story and stimulate the child's emotions and responses of teachers in bringing the stories involve expression and emotion as if the teacher's role in the story. Story telling can also use the help of the full video. Teachers simply rotate children's stories in English. When finished playing the video stories can ask questions of teachers in children. Talking about the story material for story telling teachers can use books of folklore (folk

tales, fairy tales, legends, fable, etc). The book can be obtained at the library, or by e-book downloaded on the internet. in addition to e-book, teachers can download / download story in the form of mp3 files or videos. To support teacher learning can also create media images relating to stories that are used. Some sites that can serve as a reference. To support and facilitate story telling is ideally teachers using laptops and LCD projectors. With the help of these two tools will greatly facilitate teachers in presenting the material story telling. Story telling is one method of teaching English in primary schools can improve children's ability in listening and speaking. The kids here are not just passively listening to it because after listening to the story the teacher can encourage children to discuss duah related stories seen and heard. The children will get used to be involved and are exposed in the use of language. Students accustomed to the atmosphere of a real English.

CHAPTER III CLOSING A. CONCLUSION Based on the discussions that have been described above can be summarized as follows: 1) Barriers pebelajaran students in the English language include barriers arising from the student and barriers arising from outside the student. 2) Overcoming barriers students in learning the English language to do oleg teachers through students' willingness to learn driving factors and methods tepadu and interesting. 3) Implementation of English education in character, more adequate development in an integrated curriculum model and integrated learning with integrated learning methods as well. B. ADVICE To realize the goal of character education English language learners of creating a knowledgeable not only of students that could be because rote. Character education activities are expected to be a discussion, simulation, and performance for a variety of school activities, teachers are also expected to be more active in their learning.

REFERENCES http://ikhsanu.blogspot.com/2011/01/makalah-bahasa-inggris.html#ixzz2EtEc7SJF http://www.wayantulus.com http://edukasi.kompasiana.com/2012/10/02/pendidikan-karakter-atau-pendidikan-berkarakter498437.html http://aceh.tribunnews.com/2012/03/01/pendidikan-berkarakter http://www.pendidikankarakter.com/pentingnya-pendidikan-karakter-dalam-duniapendidikan/ http://liyanasunanto.wordpress.com/2012/02/19/implementasi-dan-pengembanganpendidikan-karakter-dalam-pembelajaran-di-sekolah-dasar/

HE EFECTIVENESS OF PREVIEWING AS PRE READING ACTIVITY TO IMPROVE STUDENTS READING COMPREHENSION

INTRODUCTION This chapter gives a brief description of some fundamental reasons underlying the topic of the research. In detail, this chapter consists of

background statement of the problem, the scope of the research, the aim of the research, hypothesis, research method, research procedure.

Background Not all teachers realize the important of teaching reading. In teaching reading, there are some teachers that just say “Please turn to page 34. Read the passage and answer the questions.” The teachers who start the lesson in this way are hardly likely to motivate students to read. It can make students just read the text and do not comprehend the text; while in the competence standard, it is stated that students have to comprehend the text. To comprehend the text, the students need some motivation, background knowledge, and some strategies and skills. Students may fail to comprehend the texts while researching text. Lazar (1993:76) groups such problems as motivation, comprehension, making interpretations, and inadequate reading strategies. Those kinds of failure occur, because of the lack of appropriate knowledge structures. To solve those problems, pre-reading activity is appropriate. Eddie Williams (1989: 37) states the functions of pre-reading activity are to introduce and arouse interest in the topic of the text, to motivate learners by giving a reason for reading, and to provide some language preparation for the text. In line with Williams, Chastain (1988) states that the purpose of pre-reading activities is to motivate the students to read the assignment and to prepare them to be able to read it. There are some research such as The Effects of Pre-Reading Activities on ELT Trainee Teachers’ Comprehension of Short Stories, Increasing Comprehension by Activating Prior Knowledge and Sehema Theory-Based

Pre-Reading Tasks: A Neglected Essential in the ESL, Reading Class that investigate the effectiveness of pre-reading activity in improving students’ reading comprehension. And the result of their researches showed that the use of pre-reading activity in improving students’ reading comprehension is effective. The researchers use different reading activity for the different subject. Pre-reading activity creates an opportunity to challenge the students to call on their collective experiences (prior knowledge). Pre-Reading activity has been developed to help students relate new information in written discourse to their prior knowledge. Prior knowledge is an important element in reading process. It is an essential factor in comprehension that makes sense of reading experiences. A number of organized pre-reading approaches and methods have been proposed in the literature for facilitating reading through activation of background knowledge. Lazar (1993) classifies the provide knowledge that the reader lack as: previewing, providing background knowledge, pre-questioning, and brainstorming. In this research, the writer will use previewing as pre-reading activity. Previewing the text by using the title, pictures, illustrations, or subtitles of a text as stimuli, can help students predict or make some educated guesses about what is in the text and thus activate effective top-down processing for reading comprehension. Through this process, the teacher moves students from memorizing information to meaningful reading activity and begins the process of connecting reading activity rather than remembering bits and pieces. In this research, referring to those descriptions, writer would like to observe the effectiveness of previewing as pre-reading activity to improve students’ reading comprehension ability.

Research Question In order to reach the aims of the research, it is a must for the writer to select the problem that is going to be investigated. According to Arikunto (1998), to enable the research to be conducted appropriately, a researcher should formulate the problem as clear as possible. Relating to the theory above, this research address the following questions: 1. Would the use of previewing as a pre-reading activity lead to significantly higher reading comprehension than when they read without previewing? 2. What is students’ perception of the use of previewing as a pre-reading activity to improve students’ reading comprehension?

The Scope of the Study This study focused on investigating the effectiveness of previewing as pre-reading activity to improve student’ reading comprehension and students’ perceptions toward previewing.

The Aims of the Study In conducting the study, the researcher has aims to achieve. There are two aims as follow : 1. To investigate whether the use of previewing lead to significantly higher comprehension than when they read without previewing. 2. To discover whether the students’ perception toward the use of previewing improve their reading comprehension.

Hypothesis According to Hatch and Farhady (1982) hypothesis is a tentative statement about the outcome of research. It means that a hypothesis should be formulated before starting a research. Thy hypothesis proposed in this research is “previewing is effective to improve students’ reading comprehension”.

Research Method To get the empirical data, the quantitative method was employed since the goal is to find out the effectiveness of previewing to improve students’ reading comprehension, the experimental study used is quasiexperimental design. This category of design is most frequently used in the evaluation of education program when it is not possible for the researcher to use random assignment (Gribbons and Herman, 1997). This design was used due to the reason that there is limited of time. As Hatch and Farhady (1982:23) state: Because of these and many other limitations, constructing a true experimental design may be difficult if not impossible. However, it does not mean that we should abandon research that our studies need to be approximate as closely as possible the standards of true experimental design. The some care we take, the more confident we can be that we can share with others. In this research, the method used is quasi-experimental design with formula :

G1 : Experimental group

G2 : Control group X : Treatment T1 : Pretest T2 : Posttest

Research Procedure The research employed some procedures of follows: Data Collection 1. Library research The writer read lot journals, research papers, books, and other literary related to the research. 2. Preparing the investigation a. Observation on the spot b. Preparing questionnaire 3. Giving a pretest 4. Treatment Treatment was given only to the experimental group. 5. Giving Posttest 6. Giving questionnaire.

Population and Sample A group of subjects who were chosen as a population was simply a group that had or more similar characteristic in common. In this research, the population was the second year students of SMP NEGERI 12 Bandung. The samples of this research were two classes which were selected based on the classification made by school.

Instruments The instruments used in this study were reading comprehension test and questionnaires. The reading comprehension test was used in pretest and post test. The pretest and posttest ware given to both experimental and control groups. The pretest was conducted at the beginning and the post test was given at the end of the research. The purpose is to measure students’ reading comprehension. The questionnaire was given only to the experimental group to investigate students’ perceptions toward previewing.

Data Analysis The data analysis performed in this research involved several statistical processes. First, analyzing the students’ scores on try-out test to investigate the validity and reliability of the instruments. Second, analyzing the experimental and the control groups’ scores in the pretest and post test using t-test formula to investigate whether the tow groups are equivalent or not. Third, analyzing the scores of pretest and posttest of each group to investigate whether there was a significant improvement in students’ scores. Fourth, analyzing the students’ perceptions using percentage. The last is interpreting the research findings.

Clarification of Terms In this study, there are some terms need to be clarified to avoid misinterpretation and unnecessary misunderstanding of the terms used in this paper. Some terms are clarified as follow:

a. Previewing: predict or make some educated guesses about what is in the text by using several stimuli in a text such as title, photographs, illustrations, or subtitles. b. Pre-reading: the activity that introduce the topic of the text, motivate the learners to read, and provide some language preparation for the text. c. Reading: a process of retrieving and comprehending some form of stored information or ideas. d. Reading comprehension: the process of inferring the ideas and information that depends on that depends on the information contained and the background information available with the reader.

The Nature of Reading Reading is a process of deriving meaning from written or printed text. Although reading is a receptive skill, reading is a active and interactive process. Anderson (1999) states that reading is an active process that involves the reader and the reading material in building meaning. Furthermore, Reading is a selective process. (Goodman, 1970: 260) states: Reading is a selective process. It involves partial use of available minimal language cues selected from perceptual input on the basis of the reader’s expectation. As this partial information is processed, tentative decisions are made to be confirmed, rejected or refined as reading progresses.

Moreover, Mackay and Mountford (1997) make inferences from the definition proposed by Goodman above as follows: 1. The definition assumes that reading is an active process. 2. Reading must be viewed as a two-fold phenomenon involving process

comprehending-and product-comprehension 3. Reading involves an interaction between thought and language. Additionally, according to Wallace (1992): .….texts do not contain meaning; rather they have potential for meaning. This potential is realized only in the interaction between text reader. That is, meaning is created in the course of reading as the reader draws both on existing linguistic and schematic knowledge and the input provided by the printed or written text.

Furthermore, reading is viewed as a kind of interaction that occurs between the reader and the text (Carrell and Eisterhold, 1983; Grabe, 1983). The meaning, as an outcome of the interaction between the reader and the text, not only resides in the text itself, but also lies in the interaction between the reader and the text (Grabe, 1991). Grabe and Stoller (2002:18) state that reading is also interactive in term that linguistic information from the text interacts with information activated by the reader from long-run memory, as background knowledge. In addition, Jones (2003) states that the keys to comprehension are the activation of background knowledge, active engagement in content, and metacognition. Furthermore, Hayes and Tierney (1982) states that presenting background information related to the topic to be learned help readers learn from texts regardless of how that background information is presented or how specific or general it is. Reading is an activity with purpose. A person may read in order to gain information or verify existing knowledge, or in order to critique a writer’s ideas or writing style. Grabe & Stoller (2002:18) says that reading is always purposeful not only in the sense that readers read in varied ways

derived from differing reading purposes, but also in the sense that some individual purpose or task, whether imposed internally or externally, activate any motivation to read a given text. According to Grabe & Stoller (2002:18) there are seven purposes of reading, those are reading to reach for simple information, to skim quickly, to learn from text, to get an integrate information, to search information needed for writing, to critique texts and to achieve general comprehension. Lastly, both teachers and students need to recognize the knowledge of reading definition and purposes. It facilitates teachers to determine the appropriate approach for teaching reading. For students, it helps students’ awareness of reading process and reading strategies.

The Characteristics of Good Readers Reading is an interactive process that goes on between the reader and the text, resulting in comprehension. The text presents letters, words, sentences, and paragraphs that encode meaning. The reader uses knowledge, skills, and strategies to determine what that meaning is. According to Solomon (1990:12) there are several characteristics of good readers. Those characteristics are: a. Concern with meaning rather than making sounds b. Reading quickly and not focusing on every letter or word c. Leaving out unknown words when fluency is more important than accuracy d. Using different reading strategies depending on the content and purpose of reading e. Paying attention only to the relevant information f. Guessing and predicting ahead

g. Looking quickly through something unfamiliar before reading it in detail h. Picking up key words to get an idea of what it is about In addition, according to Byrnes (National Capital Language Resource Center, 2004) there are six characteristic of a good reader, those are read extensively, integrate information in the text with existing knowledge, have a flexible reading style depending on what they are reading, have motivation, rely on different skills interacting, and read for a purpose in the sense that reading serves a function. Furthermore, according to Duke and Pearson (1999) a good reader has several strategies: a. Have clear goals for their reading b. Look over the text before reading c. Activate prior knowledge d. Make predictions e. Use meaning and expect the text to make sense f. Makes connections: text to self, text to text, text to world g. Used text features (pictures, headings, boldface type) h. Identify important ideas and words.

One of the main purpose of teaching reading is to teach student to be a good reader. To accomplish it, teachers need to comprehend the characteristics of good readers.

Reading Comprehension Grabe & Stoller (2002:17) state that reading comprehension is the ability to understand information in a text and interpret it appropriately. Reading

comprehension is the process through which the dynamic interaction of the reader’s background knowledge, the information inferred from the written language, and the reading situation context is constructing meaning (Dutcher 1990). In reading comprehension, processes in reading play an important role. According to Grabe & Stoller (2002 : 17) there are several processes involved in reading comprehension; those are interactive process, strategic process, and evaluating process. Interactive process means that linguistic information from the text interacts with information activated by the reader from long-term memory, as background knowledge strategic process mean that reader able to read flexibly in line with changing purposes and the ongoing monitoring of comprehension. Evaluating process mean that reader must decide if the information being read is coherent and matches the purpose of reading. Reading comprehension is one of the purposes of teaching reading, so teacher must recognize the process to achieve it.

The Concept of Teaching Reading in Classroom Traditionally, the purpose of teaching reading in a language is to encourage the students to develop their reading skills and strategies thus they can read efficiently and effectively. Therefore, an appropriate teaching technique should be organized in order to achieve teaching reading objectives. Brown (2001: 315) states that reading technique is divided into three activities; pre-reading activity, during-reading, and after reading activity. Pre-reading activity is the time for introducing a topic and activating students’ schemata (students’ knowledge). During reading activity is the

time for acquiring the information from the text. After reading activity is the time for checking students’ reading comprehension. Furthermore, according to Byrnes (National Capital Language Resource Center, 2004) instructors can help their students become effective readers by teaching them how to use strategies before, during, and after reading. Reading strategies play an important role in reading process. According to Duke and Pearson (2005) there are six reading strategies that can be used by teachers in helping students improving their comprehension, those are prediction, think aloud, text structure, visual representation of text, summarization, and questioning. Effective language instructors show students how they can adjust their reading behavior to deal with a variety of situations, types of input, and reading purposes. They help students develop a set of reading strategies and match appropriate strategies to each reading situation.

Pre-reading Activity as an Activity on Teaching Reading According to Chastain (1988), the purpose of pre-reading activities is to motivate the students to want to read the assignment and to prepare them to be able to read it. Ringler and Weber (1984) call pre-reading activities enabling activities, because they provide a reader with necessary background to organize activity and to comprehend the material. These experiences involve understanding the purpose (s) for reading and building a knowledge base necessary for dealing with the content and the structure of the material. They say that pre-reading

activities elicit prior knowledge, build background, and focus attention. Furthermore, Parviz Ajideh (2003) says that pre-reading activities have tended to focus exclusively on preparing the reader for likely linguistic difficulties in a text; more recently attention has shifted to cultural or conceptual difficulties. However, pre-reading, activities may not just offer compensation for second language reader’s supposed linguistic or sociocultural inadequacies; they may also remind readers of what they do, in fact, already know and think, that is to activate existing schematic knowledge. There are many kinds of pre-reading activity that can be used in reading teaching. The experience-text-relationship (ETR) method of Au (1979) consists of students expressing their own experience of knowledge about the topic prior to reading. After the student have adequately shared their knowledge, the text become the focus of the class. During this segment of the lesson, the teacher asks the students to read short sections of the text and then questions about the content. The teacher must be sensitive to those text areas that could elicit misunderstandings and work through any difficulties that the students may have. In the final stage, the teacher aids the students to draw relationships between personal experience and the material discussed in the text stage. This provides an opportunity for each student to make comparisons and contrasts with what they already know and to accommodate the new information into their preexisting schemata. Through this process, student’s schemata become redefined and extended. The teacher has the responsibility of leading the students to the appropriate answers without giving them too much information, so the task becomes one of self-discovery and integration. Moreover, Langer’s (1981) pre-reading plan is a three-step assessment/

instructional procedure. It is in line with Au’s ETR method, uses a discussion based activity in the assessment stage, which allows the teacher and the student to define the amount of information and vocabulary items need to be taught. The aim of this activity is to facilitate the students to comprehend the text. The pre-reading plan begins with the teacher introducing a key word, concept or picture to stimulate a discussion. By having the students say anything that in their mind and having that information recorded on the blackboard; students are able to see the associations. By asking the students question, such as, “What made you think of…?” they become aware of their network of associations. The students also have the opportunity to listen to other explanations and interact with other students. This interactive process also provides students the opportunity to accept, reject or alter their own initial associations and to integrate them into more accurate pictures of the target concept. The third and final step is the reformulation of knowledge, which provides the opportunity for students to verbalize any changes of modifications of their associations that may have occurred during the discussion activity. The purpose of helping the student to link his/her background knowledge with concepts in the text is to set up appropriate expectations about the language and content of the passage.

In addition, Auerbach and Paxton (1997) states the following pre-reading strategies of which three major ones as a good indication of schematheory-based pre-reading tasks/strategies more favor us in this study. 1. Accessing prior knowledge 2. Writing your many into reading (writing about your experience related to the topic)

3. Asking questions based on the title 4. Semantic mapping 5. Making predictions based on previewing 6. Identifying the text structure 7. Skimming for general idea 8. Reading the introduction and conclusion 9. Writing a summary of the article based on previewing Previewing as Pre-reading Activity One type of pre-reading strategy is previewing. Swaffar et. al. (1991) state that previewing techniques have benefits that allow students to formulate hypotheses about text. According Chia (2001) the purpose of previewing is to help readers to predict or make some guesses about what is in the text and thus activate effective top down processing for reading comprehension. Several stimuli in a text, such as the title, illustrations, photographs, or subtitles, are usually closely connected to the author’s ideas and content of the text. The make more specific predictions students apparently need more guidance. The following guidelines are used in previewing. 1. The teacher asks the students to read the title of the text. Do they know anything about the subject? 2. Then ask them to see the picture in the text which is related to the content of the text. Do they know anything about the picture? 3. After that, ask the students read the first few paragraphs, which generally introduce the topics discussed in the text. Can they determine the general themes of the text. 4. Then ask them to read to first sentence of cash paragraph, usually the topic sentence, which gives the main idea of the paragraph. Can they

determine the major points of the text. 5. After that ask them to read the last paragraph, which often reveals the conclusion of the author. Let the students to discuss how the author organizes the information to present his point of view. 6. The last, the students then read the entire article for more detailed information. As they already have an overview of the text, they can understand the rest of the information much more easily.

Pre-reading activity activity can be used by teacher as a motivation activity. The appropriate pre-reading activity will help the students in comprehending the text. Teacher’s guidance is needed in this activity.

REFERENCES

Ajideh, Parvij. 2003. Schema Theory-Based Pre-reading Tasks: a Neglected Essential in the ESL Reading Class. Retrieved March 15Th, 2008 from: http://www.readingmatrix.com/articles/ajideh/article.pdf.

Ajideh, Parviz. 2006. Schema-theory Based Considerations on Pre-reading Activities in ESP Textbooks. Retrieved February 28th, 2008 from: http://www.asian-efl-journal.com

Arikunto, Suharsimi. 2002. Prosedur Penelitian: Suatu Pendekatan Praktek (Edisi Revisi V). Jakarta: PT Rineka Cipta.

Brown, H. Douglas. 2001. Teaching by Principles: An Interactive Approach to Language Pedagogy (Second Edition). New Jersey: Addison Wesley Longman, Inc.

Guzman, K. Maybella, Clagwan, Conception A., Flores, Carmelita.,S Salud, M., Parayno, and Andrea, H. 1976. Develoving Reading and Language Skills for College. Penaflorida: University of the East.

May, Frank B. 1994. Reading as Communication. USA: Macmillan Publishing Company.

Nugroho, Bhuono A. 2005. Strategi Jitu Memilih Metode Statistik Penelitian dengan SPSS. Yogyakarta: ANDI Yogyakarta.

Robinson, H. A. 1977. Teaching Reading and Study Strategies: The Content Area. New York: Hofstra University.

ARTIKEL BAHASA INGGRIS BIOLOGI What Evolution Is

" ARTIKEL BAHASA INGGRIS BIOLOGI" What Evolution IS By Paul Claybrook

The Theory of Evolution began with Charles Darwin and his book, Origin of Species. Interestingly, he did not conclude that evolution began

billions of years ago in a chance combination of just the right chemicals. He simply observed that many species were similar enough that they appeared to come from a common ancestor. Despite its "evolution" into what it is today, it has become the default scientific explanation of the origin of life.

To understand evolution, one must understand the difference between the origin of life and the tiny changes that we do see happen and are clearly happening. The origin of life is thought to have taken place billions of years ago when the earth was rather young and was bathed in water and a plethora of simple molecules that included carbon, nitrogen, oxygen, iron, chlorine, etc. In other words, the ingredients of life. It is believed that with the aid of energy from the sun, these chemicals combined in various combinations and every once in a while, or maybe just once, the one in a million chance (so to speak) would cause a combination that could be classified as primitive life giving molecules. Eventually these combined to make more complex molecules until they formed into what would be considered a very simple cell of come sort.

Now of course it is thought that even basic molecules were very uncommon, and the more complex they became the lesser and lesser chance they had of forming, but that the one in a billion billion billion billion, etc. ended up as a cell. Of course this took place over millions of years, it is not supposed to have happened in a short time. However, for some random reason, a tiny fraction, or perhaps even just one of these few primitive cells, through pure chance, happened to have the ability to divide, which it began doing. Soon there were lots of these cells and as

they filled the ocean, natural selection began to take effect and most of them died off, but every once in a while, one would have a mutation that allowed it to adapt a little better and therefore reproduce. It is this natural selection that we see every day. We know for example that wolves were the original ancestors of dogs. This is an example of evolution, just evolution that humans forced. Every once in a while, a wolf was a little tamer than normal and then bred to produce offspring that were also tame. Over many generations, they became what we call dogs today. There are also clear similarities between animals in different places because their environments demanded slightly different survival properties.

These distinctions are important because no one is positing that species can't change over time, but many deny that life could have come from a pool of non-living molecules purely by chance. So when you say that you don't buy into evolution, you don't usually mean that minor attributes of species cannot change over time, you mean that you don't think life originated with a pool of slime. Not understanding the difference can make it seem that you do not know what is evolution.

Achieve and Implement a Positive Student Management System

Achieve and Implement a Positive Student Management System It's not that easy to be able to command a certain group of students. Actually, it will be more conducive for teachers to only have a few students in his or her care. But this is not always the case, not all schools have the money to fund such expensive task. That is the reason behind student management system; they are made to make sure that everything is just right. Not perfect but just enough to get the teachers and students enough room, students will now be able to learn from classes because they aren't that many and teachers won't be able to miss some students because he or she will be able to know which one is which thus paying more attention to them. Because of the system that shall be provided a class will now be able to be a real class, not just a certain group of individuals entering a room, pretend to study and then leave. Being able to pinpoint which of the students are not doing well will help better not only that person but also the whole class. A curriculum is only effective if and only if most of the people using it aren't hard-pressed but challenged because of it. A student system will be better implemented if not only the teachers and the school establishment decides. It would be a positive move for everyone if the students, some representative maybe, are able to voice out their concerns and suggestions. Many of today's students are

advanced in thinking and can rationalise things not only for their own advantage but also those that is beneficial to everyone, students and faculty alike. If their voice are given notice there will be lesser complains and better relationships between everyone. A system, a school system in particular, will only be effective if pursues upon by everyone that should be involved in it. So far there are some schools that struggle to implement a good student system but there are also schools that positively reinforce their system with the help of active and supportive student bodies and faculty members. Overall, if a certain management system does not work, you can always try another one, retain those that is effective and replace those that does not seem to work, thus a trial and error helps create a better student management system. So don't be afraid to try student management systems and experiment. Successful historical events have always had failures before them. The important thing is you learn and you are able to adapt. Listening helps a lot and being open minded can get you through those times when everything you try fails. Don't let other peoples negative opinion impairs your judgment but if their reasonable enough their comments might help better the process that you want to achieve.

Landmark Education for Your Children As a parent, it comes naturally to want the best for your children. You want them to become well-adjusted individuals who can hold their own in the society. However, it sometimes is overwhelming when you try to do this on your own. Landmark education is a great means of molding your children into the great adults you have always wanted them to be. You can be certain that the children who come back from the landmark forum will not be the same kids who complain day in and day out about every single thing. It is very important that children feel confident. This is a vital ingredient for success. A confident child tries new things and loves meeting new people. On the other hand, a child lacking in self-confidence will want to hide in the corner hoping no one notices them. Landmark forum will teach your child how to overcome feelings of being inadequate or not good enough. In the process, your child's self-confidence will be boosted thus placing them in a better position to become a personable and successful adult. Landmark education will help your child overcome their fear of speaking or performing in front of crowds. If your child has always had hopes of running for class president, for example, but is painfully conscious of large numbers of people, landmark education will do the trick. At landmark forum, not only will your child be taught how to be confident

enough to speak in front of people, they will also have the opportunity to practice. This is because the teaching techniques used at landmark forum emphasize on the active and direct participation of those present. As such, your child will realize that there is nothing impossibly difficult about speaking up in front of people. Sometimes adolescents go through things that they find difficult to deal with. If you have an adolescent in the house who seems to be getting overwhelmed by adolescence, it is time to sign them up for the landmark forum. It is normal for budding teenagers to feel awkward to share what they are going through with their parents. Landmark education teaching these teenagers to accept what they are going through as a normal and beautiful phase of their life. By sharing their experiences with other teenagers, your children will realize that they are not alone and that in fact everything they feel is perfectly normal. It is easy to worry what kind of people your children will meet at the landmark forum. If you are concerned for your children's wellbeing, you can always accompany them. Feel free to sign up for a session of your own as you do not want to be breathing down your kids' necks all the time. Attending the landmark forum with your children will be a great opportunity for bonding. What's more, they will not have to miss school in order to attend the forum. They can always attend the session during the weekend or during the school holidays. Landmark education is definitely one of those long-lasting gifts that you as a parent can give to your children.

7 Ways To Educate Yourself

"Artikel bahasa inggris terbaru dan terupdate, silahkan membaca dan semoga dapat bermanfaat . Terima kasih banyak..............................."

"7 Ways To Educate Yourself"

"Anyone who stops learning is old, whether at 20 or 80. Anyone who keeps learning stays young. The greatest thing in life is to keep your mind young." � Henry Ford

Educating yourself is probably something you did to start your business and don�t do now. You may think you don�t have time for it since you�re too �busy� with your existing clients or finding new ones. The truth is that you should never stop learning (whether you own a business or not) because it has been shown in countless studies that it keeps you young.

Research and Development or education doesn�t have to take much time nor even be formal like courses that give you letters. It doesn�t have to cost a lot either. Like marketing, a little bit can be done every day.

Here�s the way you can educate yourself � painfree.

1. Learn to read and understand your financials and all analysis (your website and your newsletter) of your business. You don�t have to become an accountant or a web designer or any kind of �techie� to do this.

2. Read magazines for small business. These always have an article to teach you something. Look at the ads and see what others are doing. They could be your competition or even your clients. If the writer or advertiser is a client then you have a reason to email them and stay in touch.

3. Subscribe to and read email newsletters. There are at least three kinds � those with topics you want to learn about, your competition�s, and your client�s. You always want to be learning or keeping up. You want to see what your competitors are doing. You want to learn what your client is doing. Remember that these can be just online versions of the magazine. Do similar things here but check out the links they suggest, too.

4. Read newspapers. Many of these are going away and being made available online, you never know what you�ll learn in them. Do the same things as you did in #2 with magazines.

5. Read books. This may seem like using �old� technology but it really works. Some people (like me) love to read. In fact, we are even known to read the cereal box in the morning! You can buy or borrow books in countless ways. Go into a bookstore to browse, get a book from one of the online bookstores, borrow from someone else (just be sure you return it) or go to the library. Yes, they still exist and people use them.

6. Participate in teleclasses. These are seminars by phone. Be sure of two things � have cheap long distance and know what kind of teleclass you�re taking. Some are at no charge but have advertisements in them and some cost money. Decide if it�s something you want to learn and it�s at a time you can listen.

Many teleclasses are recorded so even if you have something else at the same time, you can download the recording to your computer� if you sign up.

7. Attend live seminars to get new ideas and skills and to network with the others present. You may or may not have the time or money so put one in your budget for next year and go.

All of these activities can take up a lot of your time so know how much you�ll do of each one daily.

Put time and money in your plan under R&D (or education). Do some every week.

'KUMPULAN

ARTIKEL BAHASA INGGRIS

Synonyms, Antonyms And Derivation"

Definition Of Onerous With Examples, Synonyms, Antonyms And Derivation By David F James A concise definition of onerous is: troublesome, oppressive, imposing a burden, having legal obligations that outweigh the advantages.

The English word 'onerous' comes from the Latin onus meaning burden. It can be compared to and is akin to a Sanskrit word anas meaning cart or wagon. Synonyms of onerous include: irksome, crushing, harsh, oppressive, heavy, grievous, severe. Some antonyms are: easy, soft, light.

Sentence Examples

Insert the word "onerous" into the blanks below: 1. New __ legislation has put extreme pressure on small business owners. 2. After her mother died, she had the __ responsibility of caring for her three younger siblings. 3. The day we moved into the new house we had the __ task of clearing blocked drains.

4. After the novelty wore off, he found the repetitive nature of the work to be quite __. 5. Many believe the __ terms of the Treaty of Versailles of 1919 was a contributing factor leading to World War II. 6. The price increases will be especially __ for the elderly or those on fixed incomes. 7. He gave his brother ten years in which to repay the loan, hardly an onerous deadline. 8. She loves cooking but always finds the job of cleaning the kitchen afterwards quite __. 9. Many in the government felt the austerity measures were less __ than the consequences of defaulting on the loan. 10. Whenever there is an onerous task to perform, it seems my name always comes up in the mind of my boss. 11. She tried to spare her young daughter the __ responsibility of testifying in court. 12. The unions and management were able to hammer out an agreement that was neither __ nor unreasonable for either side. 13. The job itself was well paid but the travelling became a little __ after time. 14. With these __ rental terms, new tenants are going to be hard to find. 15. With the mother holding her fractious son down, the barber clenched his teeth and started the __ task of cutting the child's hair. 16. As the garden had been neglected for over six months, the weeding took many hours and proved to be the most __ task.

Vocabulary and How You Are Perceived

As soon as you open your mouth, you leave an impression with your hearer. Within a few seconds they can make a judgment or come to a conclusion about your education, background, social standing, competence, etc. While it is not good to judge on first appearances, this does seem to be a human habit.

It is a sound investment of time and energy therefore to constantly improve one's vocabulary. Some observers believe an extensive knowledge of the English language with a clear understanding of words and how to use them, is a major contributing factor to success in a business or career. The task of acquiring this knowledge need not be onerous! Just a few minutes a day, examining words you can practically use in every day speech can yield rich rewards. Hopefully this article explaining the definition of onerous has whetted your appetite to continue. How to Solve Eating Difficulty in Children?

Eating difficulty is an issue that is so fundamental and often case to children. Sometimes, when a child is so difficult to chew food invited to make us frustrated. Since then, usually we will try a variety of ways like providing herbal appetite enhancers and hunting child's favorite foods every day. The matters the child eating disorder also intrigued our interest to make an article about tips to overcome the difficult child to eat. Here are the details. Serve meals with small portions

Maybe the kid does not like the size of your portions that so reluctant to eat the food there. Many children are ilfeel after seeing a sizable portion. So, try to give a little so that they can eat faster and do not get bored in spend food.

Get together with family

Do not let children eat alone and we need to create an atmosphere of togetherness when the child was time to eat. For example, you and your husband are on the table then eat foods together. With the atmosphere of togetherness, then the child's appetite will occur slowly.

Provide healthy snacks

One of the things that concern by parents is the development of the child if he did not want to eat. Of course, when children are fussy eaters then its growth will be stunted and not as friends. One of the best ways to keep it is to try to give nutritional healthy snack. Give interesting snacks such as nuts, dried fruits, and nutritious bread.

Variety of food and a nice appearance

Perhaps, he needs a variety of foods that your appetite he has incurred. For example, you could give spinach on the first day, broccoli on the second day, and chickenbased dishes in the next day. Variety of foods is a very important thing to prevent children from boredom and the desire not to eat.

However, there is one more thing that could trigger a child's appetite, which is an interesting food dish. For example, you can cook carrots to form a star or a unique object. Children will be attracted by the shape and believed to increase appetite. Hopefully, some difficulty eating kids tips above can help you.

3 Ways to Treat an Air Conditioner in Avoiding Disease

When you use a home air conditioner, do not forget to take care of on a regular basis. Because when AC is not treated regularly and carefully, it will have a bad air and becomes a place to spread the disease. The dirty AC can store a variety of viruses and bacteria that continuously spread throughout the room. It also enters into the smell of the inhabitants. As a result, the occupant will experience pain or repeated infections. The following treatments below should you do in order to make AC work optimally and be durable.

Do not forget to turn off the AC

When traveling or in a space that is not used, do not forget to turn off AC. If the air is not too hot, try to shut down about one or two hours a day. If necessary use a reminder or timer contained in the AC facility. When the air conditioner is turned off, open the windows and doors widely so that there is an air exchange.

Clean the AC regularly

Check the filter components on the air conditioning, at least once a month. A dirty air filter will hinder the air circulation and being a comfortable place for germs, bacteria, and fungi. Bacteria are what will flow to the evaporator coil (evaporator coil) and then spread back across the room. The dirty AC components can affect the performance of the cooling system becomes more severe, so it does not produce the maximum cold and wasteful.

Selective in use

Minimize the potential health problems with the use of air conditioning as selective as possible. Because, if in the same room there is a family member which is sick, viruses and bacteria can be spread through the air helped. So when a family member is sick with the flu, for example, try using the AC to a minimum. This advice also applies if there is one family member who smoked in the room or when the middle of the room and furniture cleaned.

Artikel bahasa Inggris tentang lingkungan

6 Functions of Indonesian forest

Indonesia is one of countries with the largest forest area in the world and really need to do the conservation. It also completed with a management of forests for conservation and ecological balance of the earth nature. Different types of forests in Indonesia have the following functions.

1. Prevent erosion and landslides. The roots of the tree serve as a binder grain of soil. With no forest, no rain fell to the ground but fell to the leaf surface or absorbed into the ground. 2. Keeps, organize, maintain supplies of water in the rainy season also dry season. 3. Fertilize the soil, as fallen leaves will break down into soil humus. 4. As an economic resource. It can be utilized as a result of forest raw materials or raw materials for industrial and building. For example, rattan, rubber, and guttapercha are used for handicrafts and materials of building. 5. As a dutfah plasma source for diversity in forest ecosystems that allow for the development of genetic biodiversity. 6. Reduce pollution to air pollution. Plants absorb carbon dioxide and produce oxygen needed by a living.

Artikel bahasa Inggris tentang alam

Endangered plants in Indonesia

Corpse flower (Amphophallus Becc titanum)

This is the largest flower in the world, through the flowers, smell the odor like the smell of carrion. This plant is a endemic to Sumatra island.

Raflesia flower (Refflesia amoldi)

The flower petals are a very large size and release odors such as the smell of carrion. Flower buds which have medicinal properties resulted in the passage of this

flower is often looted. This plant is native habitat on the island of Sumatra especially in Bengkulu, Jambi, and south Sumatra.

Gaharu Wood (Aquilaria sp)

This wood has a distinctive fragrance that is also high value. This plant habitat is in the forests of Borneo islands.

Red Meranti (Shoera sp)

This is a woody plant but lightweight and requires a very long time to grow. Red Meranti plants can absorb elemental carbon in the forest so stout plant used as industrial commodities.

Fragrant sandalwood (Satalum album)

This plant is used as fragrances and spices (incense or aromatherapy). High value causes the plant continues to be hunted and became endangered, sandalwood is found in East Nusa Tenggara.

Nepenthes (Nepnthes L.)

A unique plant that has pockets, this plant is very rare because it only grows in areas containing little nitrogen. Pitcher plants found in the forest at Tangkuban Perahu, West Java.

Artikel bahasa Inggris tentang komputer

The Definition of Harddisk

Hard disk is medium data storage on a computer that consists of a collection of magnetic hard disks and spinning, as well as other electronic components. Hard disks use a flat disc called the platter, which on both sides are coated with a material that is designed to be able to store information magnetically. Platterplatter by punching holes in the center are arranged and rearranged on a spindle. Platter spinning at very high speed which is controlled by the spindle motor that is connected to the spindle. Special literacy electromagnetic tool named head mounted on a slider and is used to store information in a disk or read. Slider mounted on the arm, all of which are connected mechanically to a single collection on the surface of the disc and is connected via a device called the actuator. There was also the logic board to regulate the activity of other components and communicates with the PC.

ATA / EIDE. EIDE hard disk (Enhanced Integrated Drive Electronics) or ATA (Advanced Technology Attachment) is the latest version of a stAndard disk interface suitable for connection to the bus. Many manufacturers have a range of disk with a disk interface EIDE / ATA disk can be connected directly to the PCI bus and roomates which is used in many PC (personal computer).

SCSI. Many disks have interfaces designed for connection to a standard SCSI bus. The disks tend to be more expensive, but have better performance which is possible due to excess SCSI bus than the PCI bus. Access to the same can be done for many

disk drives as the drive interface is actively connected to the SCSI bus only when the drive is ready to transfer data. This is especially useful in applications where there are a large number of requests for small files, which often happens in a computer used as a file server.

RAID. Promises great performance and provides a large and reliable storage. Disk is used both in high-performance computer and in systems that require dramatically higher reliability than normal levels. However, with the decline in prices to a more affordable level, the disk becomes more attractive even for a computer system with size - average.

SATA. SATA hard disk of the type (Serial Advanced Technology Attachment), the disk interface ATA (Advanced Technology Attachment) by using the serial version of the thin cable that has small wires. Total about two-thirds of total hard drive cable with type EIDE or ATA disks are numbered 39 pins and SATA has very high speed data transmission and reducing latency. So, this serial bus is able to exceed the speed of parallel bus.

Artikel bahasa Inggris tentang olahraga

Jose Mourinho Congratulated for Manchester United’s Title

Real Madrid coach, Jose Mourinho, congratulates Sir Alex Ferguson on the success of Manchester United winning in the Premier League. He pleaded not surprised by the success of the Red Devils because they had the capacity for it.

"Sir Alex Ferguson has been doing what he did in his entire life, which is to win. I congratulate him. However, it is not surprising to me or the world that Ferguson will be back to win again," said Mourinho as reported by the U.S..

Red Devils clinched his 20th Premier League after defeating Aston Villa 3-0 at Old Trafford Stadium, Monday or Tuesday (4/23/2013) early morning hrs. The Red Devils scored created Robin van Persie (2nd minute, 13th, 33rd).

The result is at once buried dreams of Manchester City to retain the title. The Blue Manchester ranked second and had the 16 points differentiate from Manchester United. It is impossible for Roberto Mancini's team can overtake Manchester United despite victory in five games remaining.

Artikel bahasa Inggris tentang ekonomi

Weaknesses of Indonesian Economic

Chamber of Indonesia Commerce and Industry (Kadin) declared Indonesian economy that is actually very promising for both domestic and foreign investors. However, there are still weaknesses seeing by Kadin of the economy that need to be

addressed. Vice Chairman of Kadin Indonesia, Novian Anindya Bakrie said, promising Indonesian economy is evidenced by incoming investment, private consumption, and vibrant business world.

"But there are still some weaknesses that Indonesia's economic structure needs to be addressed now," said Anindya at Menara Kadin Jakarta, Wednesday (06/03/2013).

Anindya see Indonesia's economic weakness is in the trade deficit. Currently due to larger imports than exports then it makes more Indonesian trade balance to be deficit. Moreover, the largest import of oil and gas.

On the other hand, Anindya also highlights subsidy of oil (BBM) to the people who actually are not even on target. Current budget fuel subsidy enjoyed by the rich instead. "As the impact, the deficit and the high pressure gas imports that led to the weakening of the rupiah," he added.

Again, the actual budget for infrastructure even neglected. He rated in the last few months that there is no improvement of government policy so that a problem cannot be resolved. Though foreign investors intending to invest in Indonesia as it will look up the bureaucratic infrastructure. If not good, then foreign investors will pull out of Indonesia.

"EFFECT OF GLOBALIZATION ON CULTURE INDONESIA" Globalization is a special phenomenon in human civilization that moves on the global community and is part of the global human process. The presence of

information technology and communication technology accelerated the process of globalization is accelerating. Globalization touches all the important aspects of life. Globalization creates new challenges and issues that must be addressed, solved in an attempt harness globalization for the benefit of life.

Globalization has many interpretations from different perspectives. Some people interpret globalization as a process of downsizing the world or make the world as befits a small village. Some others say that globalization is the unification efforts of the world community in terms of lifestyle, orientation, and culture. In the development of globalization causes many problems in the field of culture, for example, the loss of the original culture of a region or a country, the erosion of cultural values, declining sense of nationalism and patriotism, loss of familial nature and mutual assistance, loss of confidence, and westernized lifestyle westerlies.

Besides today's society is experiencing a severe invasion of pornography in the form of tabloid products, magazines, books in print, television, radio, and is primarily free circulation VCD. Both are coming from abroad or produced themselves. Although media pernografi not new to Indonesia, but never in a wide scale now. Even some foreigners think Indonesia as "heaven pornography" because it's very easy to get the products and the price is cheap pornography. And another example for example, we take a walk in the mall or in public places is very easy to meet Indonesian women dressed in skimpy and spit genitalia. Where the culture is so contrary to the norms that exist in Indonesia. Not to mention the rampant life of free sex among teenagers today. Evidenced by the cast porn video is people of Indonesia.

Here the government is expected to be active not indifferent to see the development of Indonesian society. Appeal and if necessary prohibit many people lunge yabg behaved improperly. For example, when President Susilo Bambang Yudhoyono suggested that television did not celebrate premises rocking erotic navel or belly look. It turned out quite felt the impact, which is not a lot of television show scantily clad artist

From the description and explanation above, it can be concluded that the impact of globalization in fact very influential on the attitudes and culture of Indonesia globalizing world where the phenomenon must be addressed with wisdom and positive thinking because of globalization and modernization is necessary and beneficial to progress. But we should not be careless and complacent, because the era of openness and freedom that also have negative effects that will damage the nation's culture. Resisting globalization is not the right choice, because that means hinder the progress of science and technology. It must be intelligence in the filtering effects of globalization. Access the advancement of information technology and communications can be used as conservationists and developers lokal.Jati cultural values embedded themselves in the region should continue to Indonesian public spirit, and must continue, increasing religious values.

BAGAIMANA HAKIKAT DAN URGENSI BIMBINGAN DAN KONSELING

" The nature and urgency of Guidance and Counselling " The rationale for the implementation of guidance and counseling in the School / Madrasah, not solely lie in the presence or absence of a legal basis (law) or the provisions of the above, but more important is the effort involves facilitating learners hereinafter referred counselees, to be able to develop their potential or achieve development tasks (involving the physical, emotional, intellectual, social, and moral-spiritual). Counselee as an individual who was in the process of developing or being (on becoming), which is developing towards maturity or independence. To achieve such maturity, counselees need guidance because they still lack an understanding or insight about himself and his environment, as well as experience in determining the direction of his life. Besides, there is an inevitability that the counselee development process does not necessarily take place smoothly, or free of problems. In other words, the development process does not always run in a linear plot, a straight, or the direction of the potential, hopes and values espoused. Counselee development can not be separated from the influence of the environment, whether physical, psychological or social. The inherent nature of the environment is change. Changes that occur in the environment can affect lifestyle (life style) citizens. If the changes that are difficult to predict, or out of range capabilities, it will give birth gap counselee behavioral development, such as the occurrence of stagnation

(stagnation) development, personal problems or deviant behavior. Environmental changes that have influenced the lifestyle, and the development gap, including: rapid population growth, the growth of cities, the level of social and economic inequality, the information technology revolution, the shift function or structure of the family, and changes in the structure of society from agrarian to industries. Climate unhealthy living environment, such as: the rise of pornography on television shows and VCD; misuse of contraceptives, alcohol, and drugs / drug that is not controlled; disharmony in family life, and moral decadence adults greatly influence the patterns of behavior counselee or lifestyle (particularly in adolescence) who tend to deviate from moral rules (noble character), such as: rules violations School / Madrasah, fighting, drinking, became drug addicts or drug (Narcotics, Psychotropic, and other addictive substances, such as marijuana, narcotics, ectasy, putau, and shabu-shabu), crime, and promiscuity (free sex). Appearance adolescent behavior as above is undesirable, because it does not fit with the figure of the human person who aspired to Indonesia, as listed in the national education goals (Law no. 20 of 2003), namely: (1) faithful and devoted to God Almighty Esa, (2) morality, (3) have the knowledge and skills, (4) has the physical and mental health, (5) has a stable and independent personality, and (6) have a sense of civic responsibility and nationality. The goal has implications imperative (that requires) for all levels of the educational unit to continuously strengthen the quality education process toward the achievement of educational goals. Efforts to deter and prevent behaviors that were not expected as mentioned, is to develop the potential of the counselee and facilitate the

systematic and programmed them to achieve self-sufficiency standard of competence. This effort is an arable area of guidance and counseling should be done proactively and counselee-based data on the development of a variety of factors that influence it as well. Thus, quality education, effective or ideal is that integrating the three main areas of activity in synergy, the area of administrative and leadership, instructional or curricular areas, and the field of guidance and counseling. Education is only carrying out administrative and instructional areas by ignoring the field of guidance and counseling, the counselee will only produce a smart and skilled in the academic aspect, but lack the ability or maturity in the personality aspect. At this time there has been a paradigm shift in approach to guidance and counseling, from traditional-oriented approach, remedial, clinical, and focussed on the counselor, the development-oriented approach and preventive. Development of guidance and counseling approach (Developmental Guidance and Counseling), or comprehensive guidance and counseling (Comprehensive Guidance and Counseling). Comprehensive guidance and counseling services are based on the achievement of developmental tasks, development potential, and the alleviation of the problems of the counselee. Developmental tasks formulated as a standard of competence to be achieved counselee, so this approach is also called standard-based guidance and counseling (standards-based guidance and counseling). Such standards are competency standards of independence. In practice, this approach emphasizes collaboration between school counselors with personal / other Madrasah (leadership School / Madrasah, teachers, and administrative staff), parents counselee, and the parties

most other hooks (such as government / private sector and experts: psychologists and physicians). This approach is integrated with the educational process in the school / Madrasah as a whole in an effort to assist the counselee in order to develop or fully realize his potential, either in relation to aspects of personal, social, learning, and career. On that basis, the implementation of guidance and counseling in the School / Madrasah oriented towards facilitating the development of potential counselees, as-pitch covering personal, social, learning, and career, or personal development related to the counselee as being dimensionless biopsikososiospiritual (biological, psychological , social, and spiritual).