tag:blogger.com,1999:blog-75785448296145874292024-03-13T20:09:06.498-07:00Suastika BlogWe Share What We HaveWayan Suastikahttp://www.blogger.com/profile/06616591072406095786noreply@blogger.comBlogger8125tag:blogger.com,1999:blog-7578544829614587429.post-43530569483792067062016-01-10T20:37:00.000-08:002016-01-10T20:39:47.612-08:00CONSTRUCTING A GOOD QUALITY HOMEWORK<div align="center" class="MsoNormal" style="line-height: 200%; text-align: center; text-indent: 36.0pt;">
<b style="mso-bidi-font-weight: normal;"><span lang="IN" style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 200%; mso-ansi-language: IN;"><br /></span></b></div>
<div class="MsoNormal" style="line-height: 200%; text-align: justify; text-indent: 36.0pt;">
<span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 200%;">Did
you ever imagine or experience, as a teacher, your students say to you that the
homework you give to them is too much, or they even do not do it with no
reason? Did you ever think that homework is really helpful as it’s supposed to
be? Well, by being a teacher you will possibly face problems that you couldn’t
ever imagine before and your job as a teacher is solving that problems
effectively somehow. Currently, there are arguments in the internet questioning
how helpful or effectively a homework can be. Some say it’s pointless but some
say it’s helpful. In this article, I am going to talk about it.</span></div>
<a name='more'></a><div class="MsoNormal" style="line-height: 200%; text-align: justify; text-indent: 36.0pt;">
<span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 200%;">Homework
is a thing that many or almost teachers see as the tool to help students master
the related materials, and it always goes that way. Nowadays, students seem to
be easily bored while they get something similar or the same again and again.</span>
<b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 200%;">"On
the other hand, homework that is repetitive, boring, too easy or difficult for
students does not contribute to new learning." -Prof Horsley of
Noosa-based CQ University.</span></i></b> <span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 200%;"><span style="mso-spacerun: yes;"> </span>So if this were happen that would be common if
they didn’t do the homework and prefer playing and having fun, as they always
do. Even if they do the homework they’ll become like stressful and it could
influence their mentality also their ability in absorbing things, because
something too much is bad.<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span><b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;">”When children have too much homework, then
they’re not doing the things that are their real homework: playing outside,
learning how to make friends, learning how to communicate,” -Stephanie
Donaldson-Pressman of the New England Centre for Paediatric Psychology.</i></b></span></div>
<div class="MsoNormal" style="line-height: 200%; text-align: justify; text-indent: 36.0pt;">
<span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 200%;">So
how can we as teachers overcome the problem, since too many homework is
pointless while few homework isn’t effective as well. Then teachers have to
make homework that really effective, not too much and too few, also teachers
have to consider the quality of the homework. Because the quality homework is
the best one. <b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;">"The value and effectiveness of homework depends on its
quality,"-Prof Horsley of Noosa-based CQ University. </i></b>The question
is how we construct such a quality homework, here are the characteristics of a
quality homework provided by <b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;">Vatterott</i></b>; </span></div>
<div class="MsoNormal" style="line-height: 200%; text-align: justify;">
<span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 200%;"><span style="mso-spacerun: yes;"> </span><i style="mso-bidi-font-style: normal;">First, a
quality homework task has a clear academic purpose, such as practice, checking
for understanding, or applying knowledge or skills. Second, the task is
efficient in terms of time required to demonstrate student learning.<span style="mso-spacerun: yes;"> </span>Third, the task promotes student ownership of
learning by offering choices and by being personally relevant.<span style="mso-spacerun: yes;"> </span>Fourth, the task instils a sense of
competence —the student can successfully complete it without help.<span style="mso-spacerun: yes;"> </span>And last, the task is aesthetically pleasing
to the student—it appears enjoyable and interesting (Vatterott, 2009).</i> </span></div>
<div class="MsoNormal" style="line-height: 200%; text-align: justify; text-indent: 36.0pt;">
<span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 200%;">So
a homework is able to be called good if it has clear academic purpose, homework
typically supports learning in one of four ways: pre-learning, checking for
understanding, practice, or processing.<span style="mso-spacerun: yes;">
</span>“<b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;">The ultimate goal of the assignment—pre-learning, checking for
understanding, practice, or processing—should be clearly communicated to the
student” (Marzano, Pickering, and Pollock, 2001; Pink, 2009).</i></b> Students
should easily understand the value of the task, or be told explicitly how it
helps learning. Students should have no trouble connecting the purpose of
homework to classroom learning. <b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;">Some traditional tasks may be
inefficient—either because they show no evidence of learning or because they
take an inordinate amount of time but yield little learning (Vatterott, 2010). </i></b>Teachers
should consider much in giving new things to students so they cannot easily get
confused, say for example, teachers teach vocabulary, new words to students
then it should be put directly in sentences so they can understand it easily. “<b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;">The
meanings of new words are best learned by using them in context.” (David,
2010).</i> </b>Teachers should also consider the level of ability in his/her
class, by knowing this at least teachers can easily pick the proper materials
that fit the students</span><span lang="IN" style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 200%; mso-ansi-language: IN;">’</span><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 200%;">
ability levels. “<b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;">Since learners differ in readiness and may vary in their pace and
development of intellectual skills, differentiation of homework tasks is an
important strategy for developing competence.” (Margolis, 2005; Minotti, 2005;
Tomlinson and Imbeau, 2010).</i></b></span> By consider all those things or
factors, teacher are expected to be able to make good homework and avoiding
complaint from students or getting the students being stress.</div>
<div class="MsoNormal" style="line-height: 200%; text-align: justify; text-indent: 36.0pt;">
Basically teachers have instinct to make a good homework, but keep in
mind that a good homework consist of purpose, efficiency, competence and
ownership. <b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;">As a teacher once said, "I never heard of a student not doing <span style="mso-bidi-font-style: italic;">his</span> work; it's <span style="mso-bidi-font-style: italic;">our</span> work he's not doing." When
we customize tasks to fit student learning styles and interests, the task
becomes theirs, not ours. The goal of ownership is to create a personal
relationship between the student and the content (Vatterott, 2009).</i></b> It
all goes back to the teachers’ hand how to build a good and qualified homework,
remember that teachers’ duty is to help students in every way, somehow so they
can succeed not to make them “lose before war”. It all really goes back to you,
teachers.</div>
<div class="MsoNormal" style="line-height: normal; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; text-align: justify; text-indent: 36.0pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman",serif; font-size: 9.0pt;">References </span></b></div>
<div class="MsoListParagraphCxSpFirst" style="line-height: normal; margin-left: 54.0pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-align: justify; text-indent: -18.0pt;">
<i style="mso-bidi-font-style: normal;"><span style="font-family: "Times New Roman",serif; font-size: 9.0pt; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">1.<span style="font: 7.0pt "Times New Roman";">
</span></span></span></i><i style="mso-bidi-font-style: normal;"><span style="font-family: "Times New Roman",serif; font-size: 9.0pt;"><a href="http://www.gladstoneobserver.com.au/news/experts-say-too-much-homework-bad-thing/1596164/">http://www.gladstoneobserver.com.au/news/experts-say-too-much-homework-bad-thing/1596164/</a></span></i></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: normal; margin-left: 54.0pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-align: justify; text-indent: -18.0pt;">
<i style="mso-bidi-font-style: normal;"><span style="font-family: "Times New Roman",serif; font-size: 9.0pt; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">2.<span style="font: 7.0pt "Times New Roman";"> </span></span></span></i><i style="mso-bidi-font-style: normal;"><span style="font-family: "Times New Roman",serif; font-size: 9.0pt;"><a href="http://www.ascd.org/publications/educational-leadership/sept10/vol68/num01/Five-Hallmarks-of-Good-Homework.aspx">http://www.ascd.org/publications/educational-leadership/sept10/vol68/num01/Five-Hallmarks-of-Good-Homework.aspx</a></span></i></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: normal; margin-left: 54.0pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-align: justify; text-indent: -18.0pt;">
<i style="mso-bidi-font-style: normal;"><span style="font-family: "Times New Roman",serif; font-size: 9.0pt; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">3.<span style="font: 7.0pt "Times New Roman";">
</span></span></span></i><i style="mso-bidi-font-style: normal;"><span style="font-family: "Times New Roman",serif; font-size: 9.0pt;">Five
characteristics of quality homework, Paris International Conference on
Education, Economy, and Society, Paris, France 20-</span></i><i style="mso-bidi-font-style: normal;"><span style="font-family: "Cambria Math",serif; font-size: 9.0pt; mso-bidi-font-family: "Cambria Math";">‐</span></i><i style="mso-bidi-font-style: normal;"><span style="font-family: "Times New Roman",serif; font-size: 9.0pt;">23 July 2011.</span></i></div>
<div class="MsoListParagraphCxSpLast" style="line-height: normal; margin-left: 54.0pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-align: justify; text-indent: -18.0pt;">
<i style="mso-bidi-font-style: normal;"><span style="font-family: "Times New Roman",serif; font-size: 9.0pt; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">4.<span style="font: 7.0pt "Times New Roman";">
</span></span></span></i><i style="mso-bidi-font-style: normal;"><span style="font-family: "Times New Roman",serif; font-size: 9.0pt;">HOMEWORK: QUALITY
OVER QUANTITY, Convention Delegates May 8, 2014</span></i></div>
Wayan Suastikahttp://www.blogger.com/profile/06616591072406095786noreply@blogger.com1Kupang, Kota Kupang, Nusa Tenggara Tim., Indonesia-10.1771997 123.60703289999992-10.3022312 123.44567139999992 -10.052168199999999 123.76839439999992tag:blogger.com,1999:blog-7578544829614587429.post-50741797977196813582016-01-09T23:36:00.001-08:002016-01-09T23:36:03.957-08:00INCREASING THE NUMBER OF ATTENDANCE IN CLASSROOMS<!--[if gte mso 9]><xml>
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<div class="MsoNormal" style="line-height: 200%; text-align: justify; text-indent: 36.0pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;"> <b style="mso-bidi-font-weight: normal;">“<i style="mso-bidi-font-style: normal;">Attendance
problems is the result of a ‘functional problem’, such as self-motivation, peer
relations, mental health, substance abuse, social skills, poverty, and
discipline. Interventions are designed to treat these problems by using counselling
and family mediation, involving law enforcement, and providing social
services.”</i></b><i style="mso-bidi-font-style: normal;"> <b style="mso-bidi-font-weight: normal;">(Dembo & Turner, 1994).</b></i> <span style="mso-spacerun: yes;"></span></span></div>
<a name='more'></a> Imagine that you were a teacher and you
noticed that fewer and fewer students were attending class. Your attendance
numbers began to drop. As the teacher what can you do to overcome this
situation? Well, in this article I focus on some of the practical techniques
that be used to increase the attendance in the classrooms. <br />
<div class="MsoNormal" style="line-height: 200%; text-align: justify; text-indent: 36.0pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">The
first point to look at is called “learning contract”, so basically teachers <strong><span style="font-weight: normal; mso-bidi-font-weight: bold;">Prepare learning contracts
for students to sign at the beginning of the semester.</span> </strong>The
contracts can be part of the syllabus or independent documents. It should
define exactly how grading is done and include an attendance policy. This way,
students know right from the start that attendance is part of the calculation. <b style="mso-bidi-font-weight: normal;">“<i style="mso-bidi-font-style: normal;">Sound
and reasonable attendance policies can set clear standards and high
expectations for students.” (French, Gerstle, & Neilhaus, 1991). </i></b>The
question is what factors contribute to effective attendance policies? Some
other recommendations are compiled from primarily anecdotal information from
practitioners (Dougherty, 1999; Epp & Epp, 2001; French et al., 1991; Rood,
1989).</span></div>
<div class="MsoListParagraphCxSpFirst" style="line-height: 200%; margin-left: 38.25pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-align: justify; text-indent: -18.0pt;">
<span style="font-family: Symbol; font-size: 12.0pt; line-height: 200%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">Attendance policies must be publicized
and understood by all students. There must be a clear understanding of the
difference between excused and unexcused absences. </span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 200%; margin-left: 38.25pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-align: justify; text-indent: -18.0pt;">
<span style="font-family: Symbol; font-size: 12.0pt; line-height: 200%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">Policies should be aligned with the
school’s policies and goals.</span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 200%; margin-left: 38.25pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-align: justify; text-indent: -18.0pt;">
<span style="font-family: Symbol; font-size: 12.0pt; line-height: 200%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">The purpose should be to change behaviour,
not to punish. Reconsider the use of zero tolerance policies such as
suspensions for truancy and instead consider less severe consequences such as
community service or in-school detentions (Skiba & Knotting, 2001).</span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 200%; margin-left: 38.25pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-align: justify; text-indent: -18.0pt;">
<span style="font-family: Symbol; font-size: 12.0pt; line-height: 200%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">There must be effective reporting,
recording, and monitoring. Investigate the various computerized attendance
tracking systems currently available. </span></div>
<div class="MsoListParagraphCxSpLast" style="line-height: 200%; margin-left: 38.25pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-align: justify; text-indent: -18.0pt;">
<span style="font-family: Symbol; font-size: 12.0pt; line-height: 200%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">Policies must include full family
involvement, with parent notification and frequent home-school contact.</span></div>
<div class="MsoNormal" style="line-height: 200%; margin-left: 20.25pt; text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">By
doing these at least the students are discouraged to skip the class.</span></div>
<div class="MsoNormal" style="line-height: 200%; text-align: justify; text-indent: 36.0pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;"><span style="mso-spacerun: yes;"> </span>Teachers can also <strong><span style="font-weight: normal; mso-bidi-font-weight: bold;">give unannounced quizzes,</span>
</strong>the main objective of these quizzes is to encourage students to
prepare for each class so they have a basic understanding of the current terms
and concepts. Make it clear that the quizzes can’t be made up later by absent
students, so that they will think so much before skipping the class. </span></div>
<div class="MsoNormal" style="line-height: 200%; text-align: justify; text-indent: 36.0pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">Teachers
also have to really consider how to provide any hand-out to the students. It
would be so much better if teachers <strong><span style="font-weight: normal; mso-bidi-font-weight: bold;">Provide hand-outs in class, and not to post them on
any website teachers have.</span></strong> Students can come to the office to
pick up a hand-out later, the idea here is to discourage them from skipping
class knowing that they can grab the material from the teacher website. These
points will really help teachers in increasing the attendance in the
classrooms. However, in case that these points are not really strong to
discourage the students from being absent, there are some another ways can be
used to help. Teachers can do thing like <strong><span style="font-weight: normal; mso-bidi-font-weight: bold;">collecting contact information from students at the
beginning of the semester, including their phone numbers and email addresses.</span></strong>
Call or e-mail students who are frequently absent and encourage them to attend
more often. </span></div>
<div class="MsoNormal" style="line-height: 200%; text-align: justify; text-indent: 36.0pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">There
are things that teachers should keep in mind in order to help increasing the
attendance in classrooms such as learn students’ names as quickly as possible.
Prepare lesson plans that grab student interest. Try to tie in course material
with modern real-life examples that students can relate to. Create a classroom
that has a sense of community and mutual respect where each member has
something to contribute and where disagreement is tolerated. Continually adapt
your lesson plans to make the subject interesting and relevant. Encourage
student feedback so teachers can eliminate some of the “busy work” that has
minimal learning benefits.</span></div>
<div class="MsoNormal" style="line-height: 200%; text-align: justify; text-indent: 36.0pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">Actually
there are many ways in increasing the attendance number in classrooms, it all
goes back to the teachers how well they can see the situation and use proper
strategies to overcome it. Here is the statement of an expert dealing with
problems of attendance, I pick it as the conclusion. That’s all I can provide,
may it all be useful. </span></div>
<div class="MsoNormal" style="line-height: 200%; text-align: justify; text-indent: 36.0pt;">
<b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;"><span lang="IN" style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-ansi-language: IN;">“</span></i></b><b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;">Systemic
solutions to attendance problems will originate from a system that is made up
of teachers and administrators who understand the importance and
interconnectedness of supporting climate, significant relationships, engaging
and challenging content and instruction, and rules, policies and procedures.</span></i></b><b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;"><span lang="IN" style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-ansi-language: IN;">”</span></i></b><b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%;"> —Wagstaff, Combs, & Jarvis,
2000</span></i></b><b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;"><span lang="IN" style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-ansi-language: IN;">.</span></i></b></div>
<div class="MsoNormal" style="line-height: 200%; text-align: justify; text-indent: 36.0pt;">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><span lang="IN" style="font-family: "Times New Roman","serif"; font-size: 9.0pt; line-height: 107%; mso-ansi-language: IN;">References </span></b></div>
<div class="MsoListParagraphCxSpFirst" style="mso-list: l1 level1 lfo2; text-indent: -18.0pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 9.0pt; line-height: 107%; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">1.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: "Times New Roman","serif"; font-size: 9.0pt; line-height: 107%;">Park, K. & Kerr, P., Determinants of
Academic Performance: A Multinomial Logit Approach, <em>The Journal of Economic
Education,</em> Spring, 1990.</span></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo2; text-indent: -18.0pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 9.0pt; line-height: 107%; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">2.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span lang="IN" style="font-family: "Times New Roman","serif"; font-size: 9.0pt; line-height: 107%; mso-ansi-language: IN;">Railsback, J.,</span><span lang="IN"> </span><i style="mso-bidi-font-style: normal;"><span lang="IN" style="font-family: "Times New Roman","serif"; font-size: 9.0pt; line-height: 107%; mso-ansi-language: IN;">INCREASING STUDENT ATTENDANCE: Strategies From Research
and Practice, northwest </span></i><span style="font-family: "Times New Roman","serif"; font-size: 9.0pt; line-height: 107%;"></span></div>
<div class="MsoListParagraphCxSpLast">
<i style="mso-bidi-font-style: normal;"><span lang="IN" style="font-family: "Times New Roman","serif"; font-size: 9.0pt; line-height: 107%; mso-ansi-language: IN;">regional educational laboratory, </span></i><span lang="IN" style="font-family: "Times New Roman","serif"; font-size: 9.0pt; line-height: 107%; mso-ansi-language: IN;">June 2010.</span><span style="font-family: "Times New Roman","serif"; font-size: 9.0pt; line-height: 107%;"></span></div>
Wayan Suastikahttp://www.blogger.com/profile/06616591072406095786noreply@blogger.com0Kupang, Kota Kupang, Nusa Tenggara Tim., Indonesia-10.1771997 123.60703289999992-10.3022312 123.44567139999992 -10.052168199999999 123.76839439999992tag:blogger.com,1999:blog-7578544829614587429.post-83370798515658244022015-12-15T12:55:00.000-08:002015-12-15T12:55:24.533-08:00The Christmas Tree and The Wedding ( Fyodor Dostoevsky ) Summary<!--[if gte mso 9]><xml>
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The
narrator begins by mentioning to the reader that he had just been to a wedding
but recalls a Christmas party that he had found more interesting. The party was
given with the pretext of being a children's party, but its real purpose was for
the wealthy host's family to talk business with rich members of the community.</div>
<a name='more'></a>
The wealthiest guest was Julian Mastakovich, a rotund landowner. Without anyone
to talk to, the narrator fell to simply observing the guests. The narrator
takes particular interest in the children. They were given gifts in accordance
with their social standing. The eleven-year-old daughter of a wealthy
government contractor received an expensive doll, while the poorest child, the
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After
being bullied by the other richer boys, the poor boy retreats to another room
where he and the rich daughter play happily with the doll. Julian Matsakovich
also retreats from the rest of the crowd to observe the rich daughter, who
already had a dowry set aside of 300,000 rubbles. As Mastakovich observes the
girl, he calculates what her dowry (with interest) would be at age sixteen, and
he comes up with the astounding sum of 500,000 rubbles. Mastakovich approaches
the girl and kisses her on the head. The girl recoils from his gesture, and she
looks to her playmate for protection. Mastakovich tries to scare the poor boy
away while trying to get a promise of love from the young girl, and eventually
he causes a scene where he chases the poor boy around the party, whipping at
him with his handkerchief. The wedding that the narrator came across five years
later was indeed the wedding between Julian Mastakovich and the rich girl, now
sixteen.</div>
Wayan Suastikahttp://www.blogger.com/profile/06616591072406095786noreply@blogger.com0Kupang, Kota Kupang, Nusa Tenggara Tim., Indonesia-10.1771997 123.60703289999992-10.3022312 123.44567139999992 -10.052168199999999 123.76839439999992tag:blogger.com,1999:blog-7578544829614587429.post-58747011423304459942015-12-15T12:46:00.000-08:002015-12-15T12:52:44.011-08:00Mr. Know - All William Somerset Maugham ( Summary )<!--[if gte mso 9]><xml>
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<br />
<div align="center" dir="RTL" style="direction: rtl; text-align: center; unicode-bidi: embed;">
<b><u><span dir="LTR" style="font-family: "tahoma" , "sans-serif"; font-size: 14.0pt; mso-ansi-language: EN-GB;"><br /></span></u></b><u><span dir="LTR" style="font-family: "tahoma" , "sans-serif"; mso-ansi-language: EN-GB;"></span></u></div>
<div style="text-align: justify; text-indent: 36.0pt;">
<span style="mso-ansi-language: EN-GB;">The story takes place in international waters on an ocean going liner
sailing from San Francisco, U.S.A to Yokohama, Japan on the Pacific Ocean. As
the war had just ended, it was difficult to get accommodations. Therefore, the
narrator had to share a cabin with a total stranger, but he expected him to be
one of his own countrymen. Instead, he was deeply shocked to realize it was a
chatty Levantine of oriental origin, Mr. Max Kelada, who was not British, but a
native of one of the British colonies (he did have a British passport).
Although his origin isn't stated precisely, his name suggests middle-eastern
origin.</span></div>
<a name='more'></a><br />
<div style="text-align: justify; text-indent: 36.0pt;">
<span style="mso-ansi-language: EN-GB;">The narrator was prepared to dislike Mr. Kelada even before he saw him.
When he first entered the cabin, he saw Mr. Kelada's luggage and toilet things
that had already been unpacked. The man's name and the sight of his things
aroused a strong repulsion in him since he was prejudiced against all non-
Britons, feeling superior to them. The irony of the story lies in the fact that
the list of Mr. Kelada's "negative" traits presented in the beginning
of the story shows an orderly, neat and tidy gentleman.</span></div>
<div style="text-align: justify; text-indent: 36.0pt;">
<span style="mso-ansi-language: EN-GB;">When the narrator met Mr. Kelada, his hatred got even stronger. He
abhorred the cultural differences between Kelada and himself. He both detested
and despised Mr. Kelada's gestures. Therefore, the description of Kelada is
negative and biased. </span></div>
<div style="text-align: justify; text-indent: 36.0pt;">
<span style="mso-ansi-language: EN-GB;">Mr. Kelada was a person that seemed to know everything and was involved
in everything, not sensing that he was disliked by everybody. He was very
chatty and talked as if he had been superior to everybody else. The passengers
mocked him and called him Mr. Know - All even to his face.</span></div>
<div style="text-align: justify; text-indent: 36.0pt;">
<span style="mso-ansi-language: EN-GB;">There was another dogmatic person on the ship - Mr. Ramsay who was an
American Consular Serviceman stationed in Kobe, Japan. He was on his way to
Kobe after having picked up his pretty little wife, who had stayed on her own
in New York for a whole year. She looked very modest. Her clothes were simple
although they achieved an effect of quiet distinction. She looked perfect and
was adorable.</span></div>
<div style="text-align: justify; text-indent: 36.0pt;">
<span style="mso-ansi-language: EN-GB;">One evening, the conversation drifted to the subject of pearls. As Mrs.
Ramsay was wearing a string of pearls, Mr. Kelada announced that it certainly
was a genuine one which had probably cost many thousands of dollars. He was ready
to bet a hundred dollars on it. Mr. Ramsay, on the other hand, was sure that
his wife had bought it for 18 dollars in a department store. When Mr. Know -
All took out a magnifying glass from his pocket, he noticed a desperate appeal
in Mrs. Ramsay's eyes. He then realized that Mrs. Ramsay got the pearls from
her lover .Since Mr. Kelada didn't want to destroy Mrs. Ramsay's marriage, he
ruined his reputation instead - he told everybody that he was wrong and that
the string was an excellent imitation. He gave Mr. Ramsay a hundred dollars.</span></div>
<div style="text-align: justify; text-indent: 36.0pt;">
<span style="mso-ansi-language: EN-GB;">The story spread all over the ship and everybody mocked Mr. Kelada.
Later, while the narrator and Mr. Know - All were in their cabin, an envelope
was pushed under the door. It contained a hundred dollar bill from Mrs. Ramsay.
It was then that the narrator learned to value the dark - skinned Levantine. He
was amazed at Mr. Kelada's generosity.</span></div>
<div style="text-align: justify; text-indent: 36.0pt;">
<span style="mso-ansi-language: EN-GB;">The discussion over whether the pearls are genuine or not, raises
another issue. Why pearls? What do they symbolize? In our story, the real
pearls symbolize compassion and kindness, being pure of heart the generous. The
cultured (imitation) pearls symbolize being fake and dishonest. Now, all we
have to figure out is, which of the characters show traits of the real pearl
and which show traits of the cultured pearls.</span></div>
<div style="text-align: justify; text-indent: 36.0pt;">
<span style="mso-ansi-language: EN-GB;">This story shows that first impressions are often misleading and that
appearances are sometimes deceptive. Mr. Kelada who is described as a
disgusting person who shows off all the time and knows everything better than
others, is in reality a sensitive, brave gentleman who wouldn't hurt others. On
the other hand, Mrs. Ramsay, whose modesty and good qualities no one questions,
has been unfaithful to her husband.</span></div>
<div style="text-align: justify; text-indent: 36.0pt;">
<span style="mso-ansi-language: EN-GB;">The moral of the story is that we must not judge a book by its cover.
Rather than judging a person by his looks, colour or origin we should observe
his behaviour and reactions in difficult situations.</span></div>
<br />
<ul>
<li><b><u><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt; mso-ansi-language: EN-GB; mso-fareast-font-family: "Times New Roman";">The characters</span></u></b><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt; mso-ansi-language: EN-GB; mso-fareast-font-family: "Times New Roman";"></span></li>
</ul>
<br />
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 0cm; margin-right: 0cm; margin-top: 4.85pt; text-align: justify; text-indent: 36.0pt;">
<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt; mso-ansi-language: EN-GB; mso-fareast-font-family: "Times New Roman";">The narrator
is presented as a typical upper class Englishman. He wants to be addressed with
mister in front of his name. He likes formality, He is snobbish.</span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 0cm; margin-right: 0cm; margin-top: 4.85pt; text-align: justify; text-indent: 36.0pt;">
<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt; mso-ansi-language: EN-GB; mso-fareast-font-family: "Times New Roman";">Max Kelada
is presented as a typical Levantine (Middle Eastern). In the beginning he
appears to be an insensitive person who interferes in other people's lives. He
is informal, loud, dogmatic and a know all. At the end of the story he is
presented as a sensitive and caring man who does not want to hurt Mrs. Ramsey.
At the end we discover that he was a real know all.</span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 0cm; margin-right: 0cm; margin-top: 4.85pt; text-align: justify; text-indent: 36.0pt;">
<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt; mso-ansi-language: EN-GB; mso-fareast-font-family: "Times New Roman";">The narrator
judged Mr. Kelada by his appearance and his behaviour. The narrator is
prejudiced because he prejudged Kelada at the beginning of the story, before he
even met him. At the end he found out that he was wrong. However, he remained a
typical upper-class Englishman but became more tolerant of people who may not
be English. By the end he" did not entirely dislike Mr. Kelada". At
the end we find out that Mr. Kelada is actually a pragmatic person and not
dogmatic as he was presented. Mr. Kelada behaved like a gentleman. He is the
"real pearl" in the story.</span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 0cm; margin-right: 0cm; margin-top: 4.85pt; text-align: justify;">
<br /></div>
<br />
<ul>
<li><b><u><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt; mso-ansi-language: EN-GB; mso-fareast-font-family: "Times New Roman";">Thinking skills</span></u></b><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt; mso-ansi-language: EN-GB; mso-fareast-font-family: "Times New Roman";">:</span></li>
</ul>
<br />
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 0cm; margin-right: 0cm; margin-top: 4.85pt; text-align: justify;">
<b><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt; mso-ansi-language: EN-GB; mso-fareast-font-family: "Times New Roman";">Explaining Patterns</span></b><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt; mso-ansi-language: EN-GB; mso-fareast-font-family: "Times New Roman";"> (see p. 22) – this thinking skill
helps us understand the story because from Mr. Kelada's pattern of behaviour,
which was to act like a know-all, we could appreciate the great effort he had
to make admitting he was wrong.</span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 0cm; margin-right: 0cm; margin-top: 4.85pt; text-align: justify;">
<b><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt; mso-ansi-language: EN-GB; mso-fareast-font-family: "Times New Roman";">Uncovering Motives</span></b><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt; mso-ansi-language: EN-GB; mso-fareast-font-family: "Times New Roman";"> (see p. 23) – this thinking skill
help us understand that Mr. Keladas motive was to protect Mrs. Ramsay, and that
is why he did not reveal her secret.</span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 0cm; margin-right: 0cm; margin-top: 4.85pt; text-align: justify;">
<b><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt; mso-ansi-language: EN-GB; mso-fareast-font-family: "Times New Roman";">Predicting</span></b><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt; mso-ansi-language: EN-GB; mso-fareast-font-family: "Times New Roman";"> (see p. 23) – Nothing in the story
prepares us for Kelada's behaviour. He was" everywhere and always".
He wouldn't drop a subject unless he had brought the other person around his
way of thinking. At the end Kelada goes against his nature and for the first
time admits he was wrong even though he knew that he was right.</span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 0cm; margin-right: 0cm; margin-top: 4.85pt; text-align: justify;">
<b><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt; mso-ansi-language: EN-GB; mso-fareast-font-family: "Times New Roman";">Inferring</span></b><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt; mso-ansi-language: EN-GB; mso-fareast-font-family: "Times New Roman";"> – much of our understanding of the story
depends on our ability to infer. The thinking skill of inferring is spiralled
in the story.</span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 0cm; margin-right: 0cm; margin-top: 4.85pt; text-align: justify; text-indent: 36.0pt;">
<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt; mso-ansi-language: EN-GB; mso-fareast-font-family: "Times New Roman";">For example:
from the narrator's description of Mr Kelada and the fact that from the
beginning of the story he says that he was prepared to dislike Mr. Kelada even
before he knew him, and that he didn't like Kelada's name, the look of his
luggage or his toiletries, we can infer that our narrator is a snob racist and
prejudice.</span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 0cm; margin-right: 0cm; margin-top: 4.85pt; text-align: justify; text-indent: 36.0pt;">
<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt; mso-ansi-language: EN-GB; mso-fareast-font-family: "Times New Roman";">From the
repeating pattern of Mr. Kelada's behaviour and the Narrator repeatedly saying
that he didn't like Mr. Kelada, and the fact that on board he is called
"Mr. Know-all" we can infer that Mr. Kelada is a negative person and
we readers also don't like him. </span></div>
<br />
<ul>
<li><b><u><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt; mso-ansi-language: EN-GB; mso-fareast-font-family: "Times New Roman";">Literary Terms:</span></u></b><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt; mso-ansi-language: EN-GB; mso-fareast-font-family: "Times New Roman";"></span></li>
</ul>
<br />
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 0cm; margin-right: 0cm; margin-top: 4.85pt; text-align: justify;">
<b><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt; mso-ansi-language: EN-GB; mso-fareast-font-family: "Times New Roman";">Connotation </span></b><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt; mso-ansi-language: EN-GB; mso-fareast-font-family: "Times New Roman";">(see p. 24) – Knowing the narrator's
views of Kelada, we can conclude that the words "Mr Know-all” have a
negative connotation. </span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 0cm; margin-right: 0cm; margin-top: 4.85pt; text-align: justify;">
<b><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt; mso-ansi-language: EN-GB; mso-fareast-font-family: "Times New Roman";">Stereotypes</span></b><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt; mso-ansi-language: EN-GB; mso-fareast-font-family: "Times New Roman";"> (see p. 24) - The narrator is
presented as a typical upper class Englishman. He wants to be addressed with
mister in front of his name. He likes formality, He is snobbish.</span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt; mso-ansi-language: EN-GB; mso-fareast-font-family: "Times New Roman";">Max Kelada
is presented as a typical Levantine (Middle Eastern). In the beginning he
appears to be an insensitive person who interferes in other people's lives. He
is informal, loud, dogmatic and a know all. </span></div>
<div style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
Wayan Suastikahttp://www.blogger.com/profile/06616591072406095786noreply@blogger.com4Kupang, Kota Kupang, Nusa Tenggara Tim., Indonesia-10.1771997 123.60703289999992-10.3022312 123.44567139999992 -10.052168199999999 123.76839439999992tag:blogger.com,1999:blog-7578544829614587429.post-30478386619599128232015-12-15T12:37:00.000-08:002015-12-15T12:37:07.904-08:00Managing Big Classes<!--[if gte mso 9]><xml>
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<div align="center" class="MsoNormal" style="line-height: 200%; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: center;">
<b style="mso-bidi-font-weight: normal;"><span lang="EN-US" style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";"><br /></span></b></div>
<div class="MsoNormal" style="line-height: 200%; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-indent: 36.0pt;">
<span lang="EN-US" style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";">What is a big class? Big class is a
condition where in a classroom we as teachers will find more than 20 or 25
students inside. For many teachers – I may be one of them, someday- being faced
with big classes, I might be tempted to give up, thinking that there is no
chance of getting so many students to learn. The problem is, however that I
assume that learning occurs in proportion to class size. The smaller the class,
the more students learn.</span></div>
<a name='more'></a> However, research shows that class size does not
automatically correlate with student learning. Students in large classes can
learn just as well as those in small ones. What counts is not the size of the
class, but the quality of the teaching. As a teachers, they will find a
condition where they had been trying unsuccessfully for five minutes to get
everyone’s attention. Everyone, however, was too busy chatting in their
discussion groups—the activity that should have ended five minutes ago.
Students were getting up and leaving and returning at will, to go to the
restroom or make phone calls. Too busy, however, until someone sneezed loudly,
which drew uproarious laughter, for some reason. <span style="mso-bidi-font-weight: bold;">Wild? Yes, a little like a zoo, in fact.</span> <span style="mso-bidi-font-weight: bold;">By this problem, a good teacher have to find the way out how to managing
a big classes, because teaching large classes is a challenge, but it can also
offer many opportunities for teachers to improve teachers teaching and to make
it more enjoyable and rewarding for teachers and their students. In a large
class setting, teachers have the opportunity to improve their organizational
and managerial skills as teachers work to creatively organize their classroom
into a comfortable, welcoming learning environment and to manage the many
students within it. There are many way out to handle this kind, I will try to
explain one by one.</span> <br />
<div class="MsoNormal" style="line-height: 200%; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-indent: 36.0pt;">
<br /></div>
<div class="MsoNormal" style="line-height: 200%; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-indent: 36.0pt;">
<span lang="EN-US" style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-bidi-font-weight: bold; mso-fareast-font-family: "Times New Roman";">Traffic
control, In the large class, simple “traffic control” is an issue the first
days - ways of getting students in the class, into their seats, and out at the
end with minimum </span><span lang="EN-US"><a href="http://busyteacher.org/7764-how-to-handle-disruptive-students.html" target="_blank"><span style="color: windowtext; font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; text-decoration: none; text-underline: none;">disruption</span></a></span><span lang="EN-US" style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-bidi-font-weight: bold; mso-fareast-font-family: "Times New Roman";">, after that teachers have to
apply norms and procedures, what would a class be like if all 40 or 50
students’ cell phones went off simultaneously?</span><span lang="EN-US" style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";"> If teachers want to find out, don’t
establish any norms or procedures with their large class! Otherwise, after the
simple traffic management rules have been set up, teachers will want to
establish some class norms, if everyone in class already deal with it teachers
can move on to the next way out like thinking about small group.<span style="mso-bidi-font-weight: bold;"> Small group, use of small groups can really
be helpful in a big class</span>. In a big class not put into groups but rather
utilizing whole-group instruction, the teaching becomes largely
teacher-fronted, with the teacher doing most of the talking, sometimes calling
on a student to answer a question. It is interesting, isn’t it? What’s the next?
As teachers, isn’t only about teaching but more know about their student, kn<span style="mso-bidi-font-weight: bold;">ow the students, In this process of going
from group to group, the teacher is also able to learn more about her students
and their language ability because they are actually using language - they are
not just a sea of faces, beside of that mix and match, knowing students’
individual strengths, weaknesses, their level within their class (there are
always more advanced and less advanced learners in any given class) and their
native languages presents interesting grouping opportunities for the teacher</span>s,
if teachers is well done with it, will not difficult to <span style="mso-bidi-font-weight: bold;">keep them busy, most classroom problems happen, teachers is convinced,
due to not enough to do - and this true for adults as well as children. Managing
a large class is definitely a challenge but one well worth it because of the
energy that can be produced in a classroom full of students excited about
learning. </span></span></div>
<div class="MsoNormal" style="line-height: 200%; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: justify; text-indent: 36.0pt;">
<span lang="EN-US" style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-bidi-font-weight: bold; mso-fareast-font-family: "Times New Roman";">We as
teachers have to remember, however, that there is no “best way” to<span style="mso-tab-count: 1;"> </span>teach large classes, we must develop the
approach that works best for us based on our teaching style, the
characteristics of our students, and the goals and objectives of our lessons
and curriculum. The next is make a large<span style="mso-tab-count: 1;"> </span>class<span style="mso-tab-count: 1;"> </span>feel<span style="mso-tab-count: 1;"> </span>small.
Many teachers try to make a large class small by treating it as such. They move
towards a student who has asked a question, which reduces physical and social
distance, and they help class assistants distribute materials. Remember:
students may not mind being in a large class as much as we do. Students once
described a teacher who made a large class seem much smaller because of his
personal approach.</span><span lang="EN-US" style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-fareast-font-family: "Times New Roman";">
<span style="mso-bidi-font-weight: bold;">In large classes, it is very important
to create a sense of community, one that shows our interest in and accessibility
to students and which encourages our students to learn about us and participate
in the learning process. The goal is to get us and our students to better
understand each other. Below are some suggestions to create a positive
psycho-social environment in our classroom community or improve upon the one in
which us and our students are already learning; know our students – match names
with faces, make a seating chart, use introduction I mean that we as teacher
have a few students to introduce themself, actively take attendance and the
last is memorize all of them.</span></span></div>
<div class="MsoNormal" style="line-height: 200%; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 2; text-align: justify; text-indent: 36.0pt;">
<span lang="EN-US" style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-bidi-font-weight: bold; mso-fareast-font-family: "Times New Roman";">Finally I
learn so much about how to handle big classes, and in my opinion as a good
teacher no matter how large our class the most important to think is make a
large class feel small, after that make sure teacher comes into the class with
well preparing and many creative idea, because for many of teachers faced with
large classes. We might be tempted to give up, thinking that there is no chance
of getting so many students to learn. The problem is, however that we assume
that learning occurs in proportion to class size. So, for managing large class
will improve our teaching skill, don’t worry to handle it.</span></div>
<div class="MsoNormal" style="line-height: 200%; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 2; text-align: justify;">
<span lang="EN-US" style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-bidi-font-weight: bold; mso-fareast-font-family: "Times New Roman";">References:
</span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 2;">
<span lang="EN-US" style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%; mso-bidi-font-weight: bold; mso-fareast-font-family: "Times New Roman";"><a href="http://unesco.org.pk/education/icfe/resources/res15.pdf" target="_blank">http://unesco.org.pk/education/icfe/resources/res15.pdf</a></span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 2;">
<span lang="EN-US" style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%; mso-bidi-font-weight: bold; mso-fareast-font-family: "Times New Roman";"><a href="http://busyteacher.org/11638-how-to-manage-very-large-class.html" target="_blank">http://busyteacher.org/11638-how-to-manage-very-large-class.html</a></span></div>
Wayan Suastikahttp://www.blogger.com/profile/06616591072406095786noreply@blogger.com0Kupang, Kota Kupang, Nusa Tenggara Tim., Indonesia-10.1771997 123.60703289999992-10.3022312 123.44567139999992 -10.052168199999999 123.76839439999992tag:blogger.com,1999:blog-7578544829614587429.post-92060501120265287172015-12-08T01:56:00.000-08:002015-12-09T00:24:26.585-08:00MANAGING MIXED ABILITY CLASSES<!--[if gte mso 9]><xml>
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<w:LsdException Locked="false" Priority="9" SemiHidden="true"
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<w:LsdException Locked="false" Priority="9" SemiHidden="true"
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<w:LsdException Locked="false" Priority="9" SemiHidden="true"
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<w:LsdException Locked="false" Priority="9" SemiHidden="true"
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<w:LsdException Locked="false" Priority="9" SemiHidden="true"
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<w:LsdException Locked="false" Priority="9" SemiHidden="true"
UnhideWhenUsed="true" QFormat="true" Name="heading 7"/>
<w:LsdException Locked="false" Priority="9" SemiHidden="true"
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<w:LsdException Locked="false" Priority="9" SemiHidden="true"
UnhideWhenUsed="true" QFormat="true" Name="heading 9"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" Priority="39" SemiHidden="true"
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<w:LsdException Locked="false" Priority="39" SemiHidden="true"
UnhideWhenUsed="true" Name="toc 2"/>
<w:LsdException Locked="false" Priority="39" SemiHidden="true"
UnhideWhenUsed="true" Name="toc 3"/>
<w:LsdException Locked="false" Priority="39" SemiHidden="true"
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<w:LsdException Locked="false" Priority="39" SemiHidden="true"
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<w:LsdException Locked="false" Priority="39" SemiHidden="true"
UnhideWhenUsed="true" Name="toc 6"/>
<w:LsdException Locked="false" Priority="39" SemiHidden="true"
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<w:LsdException Locked="false" Priority="39" SemiHidden="true"
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<w:LsdException Locked="false" Priority="39" SemiHidden="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" Priority="35" SemiHidden="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" Priority="10" QFormat="true" Name="Title"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" Priority="1" SemiHidden="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" Priority="22" QFormat="true" Name="Strong"/>
<w:LsdException Locked="false" Priority="20" QFormat="true" Name="Emphasis"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" Priority="39" Name="Table Grid"/>
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<w:LsdException Locked="false" Priority="60" Name="Light Shading"/>
<w:LsdException Locked="false" Priority="61" Name="Light List"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1"/>
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<w:LsdException Locked="false" Priority="65" Name="Medium List 1"/>
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<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1"/>
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<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3"/>
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<w:LsdException Locked="false" Priority="72" Name="Colorful List"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 1"/>
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<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 1"/>
<w:LsdException Locked="false" SemiHidden="true" Name="Revision"/>
<w:LsdException Locked="false" Priority="34" QFormat="true"
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<w:LsdException Locked="false" Priority="30" QFormat="true"
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<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 1"/>
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<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 2"/>
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<w:LsdException Locked="false" Priority="61" Name="Light List Accent 3"/>
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<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 4"/>
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<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 5"/>
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<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 5"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 5"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 6"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 6"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 6"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 6"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 6"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 6"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 6"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 6"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 6"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 6"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 6"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 6"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 6"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 6"/>
<w:LsdException Locked="false" Priority="19" QFormat="true"
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<w:LsdException Locked="false" Priority="21" QFormat="true"
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<w:LsdException Locked="false" Priority="31" QFormat="true"
Name="Subtle Reference"/>
<w:LsdException Locked="false" Priority="32" QFormat="true"
Name="Intense Reference"/>
<w:LsdException Locked="false" Priority="33" QFormat="true" Name="Book Title"/>
<w:LsdException Locked="false" Priority="37" SemiHidden="true"
UnhideWhenUsed="true" Name="Bibliography"/>
<w:LsdException Locked="false" Priority="39" SemiHidden="true"
UnhideWhenUsed="true" QFormat="true" Name="TOC Heading"/>
<w:LsdException Locked="false" Priority="41" Name="Plain Table 1"/>
<w:LsdException Locked="false" Priority="42" Name="Plain Table 2"/>
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<br />
<div class="MsoNormal" style="line-height: 200%; tab-stops: 362.25pt; text-align: justify; text-indent: 36.0pt;">
<span lang="EN-US" style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 200%;"><span style="mso-tab-count: 1;"> </span></span></div>
<div align="center" class="MsoNormal" style="line-height: 200%; tab-stops: 88.85pt; text-align: center; text-indent: 36.0pt;">
<b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;"><span lang="EN-US" style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 200%;">MANAGING MIXED ABILITY
CLASSES</span></i></b></div>
<div class="MsoNormal" style="line-height: 200%; tab-stops: 362.25pt; text-align: justify;">
<i style="mso-bidi-font-style: normal;"><span lang="EN-US" style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 200%;"> Author : I Wayan E. S. Suastika</span></i></div>
<div class="MsoNormal" style="line-height: 200%; tab-stops: 362.25pt; text-align: justify;">
<i style="mso-bidi-font-style: normal;"><span lang="EN-US" style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 200%;"><br /></span></i></div>
<div class="MsoNormal" style="line-height: 200%; text-align: justify; text-indent: 36.0pt;">
<span lang="EN-US" style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 200%;">Mixed ability or ‘heterogeneous’ classes are terms
used to describe classes made up of students of different levels of
proficiency. There such no two learners are really alike and ‘homogeneous’
classes do not actually exist (Ur, 1991). The learners may have different
strengths, weaknesses and approaches to learning. They may respond differently
to various teaching methods and classroom situations. <span style="mso-spacerun: yes;"> </span>Mixed ability class is such a common thing at
every school, children come to school with so many different backgrounds of
knowledge and they have different levels of proficiency. <i style="mso-bidi-font-style: normal;">“All children are born with potential and we cannot be sure of the
learning limits of any child”. (Robert Fisher, 2001, p.1).</i></span></div>
<a name='more'></a><i style="mso-bidi-font-style: normal;"> </i>Dealing with
teaching mixed ability classes, I try to cover what factors may cause or build
this kind of class, the problems teachers may face, the advantages and
strategies for teachers as well.<br />
<div class="MsoNormal" style="line-height: 200%; tab-stops: 49.65pt 284.25pt; text-align: justify;">
<span lang="EN-US" style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 200%;"><span style="mso-tab-count: 1;"> </span>The very beginning things to
talk about is the factor. There are many factors that influence the
characteristics of the students that make up one single class. Some of these
factors include age or maturity, intelligence and multiple intelligences, learning
style, language aptitude, language levels, mother tongue, motivation or
attitude toward the subject, and cultural background. </span></div>
<div class="MsoListParagraph" style="line-height: 200%; margin-left: 0cm; mso-add-space: auto; tab-stops: 49.65pt; text-align: justify;">
<span lang="EN-US" style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 200%;"><span style="mso-tab-count: 1;"> </span>The next things to talk about
are things that most of the teachers complaint about, yes, it’s the problem of teaching
mixed ability classes. There are a number of possible problems that teachers
may encounter or face when dealing with mixed ability environments. The first
is dealing with discipline, teachers may find their mixed ability classes are
chaotic or difficult to control. It’s a “characteristic” of that kind of class.
Teachers will also find it difficult to provide things that are motivating and
interesting to all students in a class because students may differ in learning styles,
motivation and interests. The next problem is about materials, these are
usually rigidly aimed at a certain kind of student and may not offer teachers
options or flexibility. Participation will also become such a difficult things
for teacher because in mixed ability classes, advanced students tend to
participate more than the weaker one. Therefore, teachers are expected to give
more attention to the weaker students in order to avoid the further negative
effect to student’s proficiency in the subject. </span></div>
<div class="MsoNormal" style="line-height: 200%; tab-stops: 35.45pt 284.25pt; text-align: justify;">
<span lang="EN-US" style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 200%;"><span style="mso-tab-count: 1;"> </span>Teaching the class with mixed
ability students is not a piece of cake thing, first we need to make a clear
distinction between mixed ability classes and mixed ability teaching. Most
teachers have to teach mixed ability class but they may not be using mixed
ability teaching strategy, so it’s better if teachers bring up well-prepared materials,
proper materials using appropriate strategy. There are so many strategies that
can be used by teachers to easier their problems. Teachers should know that
it’s important to create a supportive learning environment because by doing
that student can feel more comfortable to perform the best of the ability they
have got. The next thing to do is managing the classroom as well as possible,
this technique includes organizing the classroom layout for maximum learning potential,
involving all students, praise and encouragement and so on. It’s also important
to teach students about different learning styles and the different learning
strategies for visual, auditory and kinesthetic learners. Teach them how to be
resourceful so they know where to find the way out if they’re stuck. Give them
the goal for the lesson, encourage them to review and assess whether they have
achieved the goal by the end of the lesson.</span><span lang="IN" style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 200%; mso-ansi-language: IN;"> Dealing with the topics of learning or about materials
of learning it’s recommended to </span><span lang="EN-US" style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 200%;">vary topics methods of
teaching, focus, materials and activities. This will generate their motivation
and interest</span><span lang="IN" style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 200%; mso-ansi-language: IN;">. The next tips to
do is grouping students, make the lessons as fun as it can be and then teachers
are also need to be aware with their </span><span lang="EN-US" style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 200%;">students’
abilities and pitch the pace of the lesson accordingly.</span><span lang="IN" style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 200%; mso-ansi-language: IN;"> And the last one is giving them homework because it’s </span><span lang="EN-US" style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 200%;">is
an excellent tool to provide students of all levels and abilities with an
opportunity to review and consolidate the material covered in class.</span></div>
<div class="MsoNormal" style="line-height: 200%; tab-stops: 35.45pt 284.25pt; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: 200%; tab-stops: 35.45pt 284.25pt; text-align: justify;">
<span lang="IN" style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 200%; mso-ansi-language: IN;"><span style="mso-tab-count: 1;"> </span>In
short, there may be problems that teachers find in teaching mixed ability
classes such as mentioned above. The best way out of those problems are depend
on the teachers themselves. In fact this kind of class is- let me say- the real
class in real life, therefore, there are no such a theory, method or strategy
which is a hundred percent effective to cope the possible problems that may
appear. once again it’s back to the teacher themeselves. The tips provided
above may help teachers to solve the problems easier. Teaching mixed ability
classes is a challenging thing to do, as long as the teachers teach proffesionally,
things may go as what as expected.</span></div>
<div class="MsoNormal" style="line-height: 200%; tab-stops: 35.45pt 284.25pt;">
<br /></div>
<div class="MsoNormal" style="line-height: 200%; tab-stops: 35.45pt 284.25pt;">
<span lang="EN-US" style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 200%;">References:</span></div>
<br />
<ul>
<li><a href="http://www.witslanguageschool.com/NewsRoom/ArticleView/tabid/180/ArticleId/58/Teaching-Tips-Mixed-Ability-Classes.aspx" target="_blank"> http://www.witslanguageschool.com/NewsRoom/ArticleView/tabid/180/ArticleId/58/Teaching-Tips-Mixed-Ability-Classes.aspx</a><span lang="EN-US" style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 200%;"></span></li>
</ul>
<br />
<ul>
<li><a href="http://www.languageswithoutlimits.co.uk/resources/SBremner.pdf" target="_blank">http://www.languageswithoutlimits.co.uk/resources/SBremner.pdf</a></li>
</ul>
Wayan Suastikahttp://www.blogger.com/profile/06616591072406095786noreply@blogger.com0Kupang, Kota Kupang, Nusa Tenggara Tim., Indonesia-10.1771997 123.60703289999992-10.3022312 123.44567139999992 -10.052168199999999 123.76839439999992tag:blogger.com,1999:blog-7578544829614587429.post-12341434683205881442014-03-22T13:30:00.000-07:002015-12-08T02:41:08.882-08:00Apocalypstic Love : SLASH ft Myles Kennedyhello again, sekarang saya akan membagikan koleksi lagu terbaru dari gitaris nomor wahid dunia, siapa sih yang nggak tau Saul Hudson atau lebih dikenal dengan nama SLASH. ya, mantan gitaris Guns N' Roses ini lebih memilih bersolo karir<br />
<a name='more'></a>, dengan menggandeng myles kennedy (Alter Bridge) bersama dengan beberapa musisi dengan nama The Conspirators, mereka telah berhasil menelurkan beberapa album, salah satunya adalah APOCALYPSTIC LOVE. monggo di download albumnya..<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="http://2.bp.blogspot.com/-F5Su1q4Jygo/Uy3ytmLu5YI/AAAAAAAAAHw/UPDG2seyIIk/s1600/Slash2012%2520album.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="400" src="http://2.bp.blogspot.com/-F5Su1q4Jygo/Uy3ytmLu5YI/AAAAAAAAAHw/UPDG2seyIIk/s400/Slash2012%2520album.jpg" width="400" /></a></div>
<br />
Click Di <a href="http://adf.ly/h3TS8" target="_blank">sini</a>Wayan Suastikahttp://www.blogger.com/profile/06616591072406095786noreply@blogger.com0Kupang, Kota Kupang, Nusa Tenggara Tim., Indonesia-10.1771997 123.60703289999992-10.3022312 123.44567139999992 -10.052168199999999 123.76839439999992tag:blogger.com,1999:blog-7578544829614587429.post-76957129855824961112012-02-11T23:51:00.000-08:002015-12-08T02:42:47.528-08:00Pacaran Di Kalangan Remaja Sekarang<div class="MsoNormal" style="margin-bottom: 1.5pt; text-align: justify;">
<span style="font-family: "times new roman" , serif; font-size: 12pt; line-height: 115%;"> </span><span style="font-family: "times new roman" , serif; font-size: 14pt; line-height: 115%;">KARYA ILMIAH<o:p></o:p></span></div>
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<br /></div>
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<span style="font-family: "times new roman" , serif; font-size: 14pt; line-height: 115%;"> PACARAN DI KALANGAN REMAJA SEKARANG<o:p></o:p></span></div>
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<br /></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt; line-height: 115%;"><o:p><br /> </o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt; line-height: 115%;">NAMA : I WAYAN ENDRA SETIAWAN SUASTIKA<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt; line-height: 115%;">KELAS : XI<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt; line-height: 115%;">PROGRAM : IPA<o:p></o:p></span></div>
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<br /></div>
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<br /></div>
<div class="MsoNormal" style="margin-bottom: 1.5pt; tab-stops: 5.0cm 148.85pt; text-align: justify;">
<span style="font-family: "times new roman" , serif; font-size: 16pt; line-height: 115%;"> SMAK STELLA MARIS <o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 1.5pt; tab-stops: 5.0cm; text-align: justify;">
<span style="font-family: "times new roman" , serif; font-size: 16pt; line-height: 115%;"> NIKI-NIKI, TTS<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 1.5pt; margin-left: 108.0pt; margin-right: 0cm; margin-top: 0cm; tab-stops: 5.0cm; text-align: justify; text-indent: 36.0pt;">
<span style="font-family: "times new roman" , serif; font-size: 16pt; line-height: 115%;"> 2011</span><br />
<a name='more'></a><span style="font-family: "times new roman" , serif; font-size: 16pt; line-height: 115%;"><o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt; line-height: 115%;">KATA PENGANTAR<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt; line-height: 115%;">Puji syukur kami panjatkan kepada Tuhan Yang Maha Esa, yang telah memberikan segala rahmat dan karunia-Nya untuk memudahkan kami sehingga karya tulis ini berhasil diselesaikan. Judul karya tulis yang kami pilih adalah “Pacaran Di kalangan Remaja sekarang”.<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt; line-height: 115%;">Penulisan karya tulis ini adalah merupakan syarat untuk mengikuti ujian Bahasa Indonesia untuk siswa/i XI IPA SMAK STELLA MARIS NIKI-NIKI untuk semester ganjil TP 2011/2012.<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt; line-height: 115%;">Dalam penulisan karya tulis ini, kami mengucapkan ucapan terima kasih yang tak terhingga kepada pihak-pihak yang membantu dalam proses pembuatan karya tulis ini. Terutama kepada :<o:p></o:p></span></div>
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<span style="font-family: "symbol"; font-size: 12pt; line-height: 115%;">·<span style="font: 7pt 'Times New Roman';"> </span></span><span style="font-family: "times new roman" , serif; font-size: 12pt; line-height: 115%;">Ibu Orance Tefa, S.Pd, selaku guru pembimbing Bahasa Indonesia yang telah memberikan tugas dan petunjuk kepada kami sehingga kami termotivasi dan menyelesaikan tugas ini.<o:p></o:p></span></div>
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<span style="font-family: "symbol"; font-size: 12pt; line-height: 115%;">·<span style="font: 7pt 'Times New Roman';"> </span></span><span style="font-family: "times new roman" , serif; font-size: 12pt; line-height: 115%;">Teman-teman semua yang tidak dapat kami sebutkan satu persatu yang turut membantu dalam penyelesaian karya tulis ini.<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt; line-height: 115%;">Diharapkan tulisan ini bermanfaat untuk menambah informasi dan pengetahuan bagi kita para remaja tentang dampak-dampak kegiatan pacaran pada remaja.<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt; line-height: 115%;">Dalam penulisan makalah ini kami merasa masih banyak kekurangan-kekurangan, baik pada teknik penulisan maupun materi, mengingat kemampuan yang kami miliki. Untuk itu kritik dan saran yang membangun dari semua pihak sangat kami harapkan demi penyempurnaan karya tulis ini. Akhir kata kami ucapkan semoga karya tulis ini dapat bermanfaat bagi yang membacanya.<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt; line-height: 115%;">Niki-Niki, Desember 2011<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt; line-height: 115%;">_Penulis_<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt; line-height: 115%;">DAFTAR ISI<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt; line-height: 115%;">Kata Pengantar<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt; line-height: 115%;">Bab I Pendahuluan<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt; line-height: 115%;">1.1<span style="font: 7pt 'Times New Roman';"> </span></span><span style="font-family: "times new roman" , serif; font-size: 12pt; line-height: 115%;">Latar Belakang <o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt; line-height: 115%;">1.2<span style="font: 7pt 'Times New Roman';"> </span></span><span style="font-family: "times new roman" , serif; font-size: 12pt; line-height: 115%;">Rumusan Masalah<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt; line-height: 115%;">1.3<span style="font: 7pt 'Times New Roman';"> </span></span><span style="font-family: "times new roman" , serif; font-size: 12pt; line-height: 115%;">Tujuan Penulisan<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt; line-height: 115%;">1.4<span style="font: 7pt 'Times New Roman';"> </span></span><span style="font-family: "times new roman" , serif; font-size: 12pt; line-height: 115%;">Sistematika <o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt; line-height: 115%;">Bab II Pembahasan <o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt; line-height: 115%;"> 2.1 Penyebab Dari Pacaran<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt; line-height: 115%;">2.2 Gaya Pacaran Pada Remaja Sekarang<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt; line-height: 115%;">2.3 Dampak Dari Pacaran<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt; line-height: 115%;">2.4 Pengaruh Pacaran Terhadap Sikap Kepada Orang Tua<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt; line-height: 115%;">2.6 Upaya Untuk Mengatasi<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt; line-height: 115%;">2.7 Pacaran Yang Sehat Dan Bertanggung Jawab<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt; line-height: 115%;"> 3.2 Kritik Dan Saran<o:p></o:p></span></div>
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<b><span style="font-family: "times new roman" , serif; font-size: 12pt;">BAB I <o:p></o:p></span></b></div>
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<b><span style="font-family: "times new roman" , serif; font-size: 12pt;"> PENDAHULUAN<o:p></o:p></span></b></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt;">Harfiahnya, manusia merupakan makhluk sosial yang tidak dapat hidup sediri. Ahli sosiologi merumuskan bahwa “seseorang” tidak akan bisa hidup dan tinggal sendiri tanpa suatu “kelompok”. Jadi, bagaimanapun kesombongan seseorang, tidak akan kekal dirinya tanpa hidup didampingi orang lain.<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt;">Pacaran? Ya.. biasanya orang-orang yang cenderung ‘religius’ mengatakan hal ini adalah sesuatu yang cenderung “negatif” dan hal yang sia-sia. Benar, itu hanyalah merupakan suatu pendapat. Bisa dinalar dengan persepsi kita, bisa juga sebaliknya. Untuk itu penulis membuat karya tulis ini.<o:p></o:p></span></div>
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<b><span style="font-family: "times new roman" , serif; font-size: 12pt;">1.1 Latar Belakang<o:p></o:p></span></b></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt;">Masa remaja adalah masa yang indah. Banyak hal yang terjadi pada masa transisi remaja dari masa kanak-kanak menuju dewasa. Satu proses masa yang semua anak manusia telah, sedang dan akan teradi dalam sebuah proses tumbuh kembang remaja. Dunia remaja memang unik, sejuta peristiwa terjadi dan sering diciptakan dengan ide-ide cemerlang dan positif.<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt;">Namun demikian tidak sedikit juga hal-hal negatif yang terjadi. Salah satu hal yang menarik dan terjadi dalam dunia remaja adalah trend pacaran yang digemari sebagian remaja walau tidak sedikit juga orang dewasa gemar melakukannya. Bahkan ada rumor yang menarik, bahwasanya bila ada remaja yang belum punya pacar berarti belum mempunyai identitas diri yang lengkap.<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt;">Memang tidak dapat dipungkiri bila pacaran merupakan fenomena tersendiri dikalangan remaja. Dan kalaupun dicari satu definisi tersendiri pacaran maka akan sulit. Sebagian ada yang mendifinisikan pacaran adalah ajang dariuntuk mendapatkan kepuasan libido seksual, atau pacaran hanya sebagai label ”saya punya pacar dan dapat mendongkrak percaya diri”.<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt;">Ataukah pacaran adalah suatu hal yang penring karena dengan pacaran kita punya seseorang yang bisa membantu kita dalam mengatasi persoalan hidup dan untuk definisi pacaran tentu akan ada banyak yang lainnya.<o:p></o:p></span></div>
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<b><span style="font-family: "times new roman" , serif; font-size: 12pt;">1.2 Rumusan Masalah<o:p></o:p></span></b></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt;">Adapun yang akan dibahas dalam makalah ini adalah:<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt;">1.<span style="font: 7pt 'Times New Roman';"> </span></span><span style="font-family: "times new roman" , serif; font-size: 12pt;">Mengapa pacaran?<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt;">2.<span style="font: 7pt 'Times New Roman';"> </span></span><span style="font-family: "times new roman" , serif; font-size: 12pt;">Bagaimana gaya pacaran remaja sekarang?<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt;">3.<span style="font: 7pt 'Times New Roman';"> </span></span><span style="font-family: "times new roman" , serif; font-size: 12pt;">Apa dampak dari pacaran?<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt;">4.<span style="font: 7pt 'Times New Roman';"> </span></span><span style="font-family: "times new roman" , serif; font-size: 12pt;">Apa pengaruhnya terhadap sikap remaja kepada orang tua?<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt;">5.<span style="font: 7pt 'Times New Roman';"> </span></span><span style="font-family: "times new roman" , serif; font-size: 12pt;">Bagaimanakah tahapan pacaran?<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt;">6.<span style="font: 7pt 'Times New Roman';"> </span></span><span style="font-family: "times new roman" , serif; font-size: 12pt;">Apa upaya yang dapat dilakukan terhadap persoalan ini?<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt;">7.<span style="font: 7pt 'Times New Roman';"> </span></span><span style="font-family: "times new roman" , serif; font-size: 12pt;"> Bagaimana pacaran yang sehat dan bertanggung jawab?<o:p></o:p></span></div>
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<b><span style="font-family: "times new roman" , serif; font-size: 12pt;">C. Tujuan Penulisan<o:p></o:p></span></b></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt;">Setelah mempelajari makalah ini diharapkan:<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt;">1. Dapat mengetahui penyebab dari pacaran.<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt;">2. Dapat memahami gaya pacaran remaja sekarang.<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt;">3. Dapat mempelajari dampak yang ditimbulkan dari pacaran.<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt;">4. Dapat menjelaskan pengaruh pacaran terhadap sikap remaja kepada orang <o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt;"> Tua.<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt;">5. Dapat mengetahui tahapan dalam pacaran.<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt;">6. Upaya yang dapat dilakukan terhadap persoalan ini.<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt;">7. Dapat mengetahui pacaran yang sehat dan bertanggung jawab.<o:p></o:p></span></div>
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<b><span style="font-family: "times new roman" , serif; font-size: 12pt;">BAB II<o:p></o:p></span></b></div>
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<b><span style="font-family: "times new roman" , serif; font-size: 12pt;"> PEMBAHASAN<o:p></o:p></span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "times new roman" , serif; font-size: 12pt;">2.1</span></b><span style="font-family: "times new roman" , serif; font-size: 12pt;"> <b>Penyebab Dari Pacaran<o:p></o:p></b></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt;">Awal dari pacaran bermula ketika remaja masuk dalam tahap pubertas. Istilah pubertas berasal dari bahasa latin yang artinya rambut. Pubertas adalah munculnya rambut didaerah genetalia (2002:20).<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt;"> Bila dilihat dari sudut pandang biologis. Pubertas diawali dengan adanya tanda-tanda kelamin sekunder yang akan membedakan remaja putra dan remaja putri. <o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt;">Menurut Cole dalam Warkitri dan kawan-kawan (2002:21), tanda-tanda tersebut adalah :<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt;">a.<span style="font: 7pt 'Times New Roman';"> </span></span><span style="font-family: "times new roman" , serif; font-size: 12pt;">Tumbuh rambut dibeberapa tempat.<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt;">b.<span style="font: 7pt 'Times New Roman';"> </span></span><span style="font-family: "times new roman" , serif; font-size: 12pt;">Pada anak putra tumbuh jakun, sedangkan putri tumbuh buah dada.<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt;">c.<span style="font: 7pt 'Times New Roman';"> </span></span><span style="font-family: "times new roman" , serif; font-size: 12pt;">Suara pada anak putra merendah, sedangkan anak putri meninggi.<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt;">d.<span style="font: 7pt 'Times New Roman';"> </span></span><span style="font-family: "times new roman" , serif; font-size: 12pt;">Pada anak putra bahu, dada bidang, sedangkan putri adalah pinggul.<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt;">e.<span style="font: 7pt 'Times New Roman';"> </span></span><span style="font-family: "times new roman" , serif; font-size: 12pt;">Otot pada anak putra kelihatan besar.<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt;">f.<span style="font: 7pt 'Times New Roman';"> </span></span><span style="font-family: "times new roman" , serif; font-size: 12pt;">Mulai berfungsi kelenjar keringat.<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt;">Selain tanda kelamin sekunder terdapat pula tanda kelamin tertier (remaja putri cenderung feminin dan remaja putra cenderung jantan).<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt;">Dari tanda-tanda inilah yang menyebabkan seorang remaja tertarik dengan kawan sejenisnya. Pada masa pra pubertas relasi bersifat homoseksual yang kemudian pada masa pubertas relasi bersifat heteroseksual. Pada masa heteroseksual secara cepat/lambat remaja akan menemukan cinta yang sebenarnya.<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt;">Masa remaja adalah masa peralihan dari masa kekanakan menuju masa kedewasaan. Saat ini, pacaran sudah menjadi kebiasaan yang menjadi tradisi pada kalangan remaja. Bahkan terkadang remaja yang belum pernah berpacaran dikatakan ketinggalan zaman. Sebenarnya, pacaran itu bukanlah sesuatu yang membuat remaja yang tidak berpacaran menjadi terbelakang. Karena pacaran secara harfiah sebenarnya bukanlah ditujukan untuk remaja. Melainkan untuk orang dewasa yang sudah mulai menuju ke jenjang pernikahan.<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt;">Berdasarkan pengamatan yang telah kami lakukan, definisi dari pacaran pada remaja saat ini adalah sebuah hubungan yang diawali dengan perdekatan dan ketertarikan diantara dua insan yang berlawanan jenis, yang dimulai dengan adanya kesepakatan antara kedua belah pihak.<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt;">Dari banyaknya pendapat tentang definisi pacaran, sehingga muncullah dua golongan masyarakat, yang mengatakan bahwa pacaran merupakan hal yang dilarang, atau merupakan hal yang boleh-boleh saja dilakukan.<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt;">Definisi pacaran yang sebenar-benarnya adalah “persiapan menikah”. Mengingat bahwa menikah merupakan langkah besar dalam kehidupan, kita pada umumnya takkan mungkin siap nikah tanpa mempersiapkannya. <o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt;">Bila ditinjau secara umum remaja jatuh cinta kepada lawan jenis karena beberapa hal antara lain:<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt;">a.<span style="font: 7pt 'Times New Roman';"> </span></span><span style="font-family: "times new roman" , serif; font-size: 12pt;">karakter<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt;">b.<span style="font: 7pt 'Times New Roman';"> </span></span><span style="font-family: "times new roman" , serif; font-size: 12pt;">fisik<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt;">c.<span style="font: 7pt 'Times New Roman';"> </span></span><span style="font-family: "times new roman" , serif; font-size: 12pt;">agama<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt;">d.<span style="font: 7pt 'Times New Roman';"> </span></span><span style="font-family: "times new roman" , serif; font-size: 12pt;">harta<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt;">e.<span style="font: 7pt 'Times New Roman';"> </span></span><span style="font-family: "times new roman" , serif; font-size: 12pt;">perhatian yang diberikan<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt;">Kelley dalam Burhan Shadiq( 2004 : 59 ) membagi cinta menjadi tiga macam yaitu :<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt;">a.<span style="font: 7pt 'Times New Roman';"> </span></span><span style="font-family: "times new roman" , serif; font-size: 12pt;">Cinta nafsu<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt;">Cinta jenis ini cenderumg tak terkontrol karena hubungan antara dua orang yang dikuasai oleh emosi.<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt;">b.<span style="font: 7pt 'Times New Roman';"> </span></span><span style="font-family: "times new roman" , serif; font-size: 12pt;">Cinta pragmatis<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt;">Cinta jenis ini cenderung dapat mengontrol perasaan<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt;">c.<span style="font: 7pt 'Times New Roman';"> </span></span><span style="font-family: "times new roman" , serif; font-size: 12pt;">Cinta atruistik<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt;">Cinta yang disertai kasih sayang yang tak terbatas. Misalnya cinta seorang ibu kepada anaknya.(2007:35).<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt;">2.2 <b>Gaya Pacaran remaja Sekarang<o:p></o:p></b></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt;">Adanya libido seksualitas yang diberikan Tuhan kepada manusia salah satunya adalah remaja, harus dikelola dengan baik dan benar. Satu sisi kenyataan dalam gaya pacaran remaja menjadikan kasus seksualitas semakin meningkat. Adanya libido seksualitas yang diberikan Tuhan Allah yang tidak mampu di kelola remaja secara benar dan pada saat yang seharusnya dilakukan, hal ini sering menyebabkan kekeliruan yang fatal. Sebagaian remaja tidak tahu dari efek yang dilakukan karena minimnya informasi tentang pendidikan seksualitas sesuai dengan kultur budaya dan religius. Tapi, ada juga remaja yang tahu efek dari gaya pacaran yang negatif dan kurang peduli dengan akibat yang akan terjadi. Kalau boleh diistilahkan dengan kata pacaran tidak sehat.<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt;">Hal ini tentu banyak efek negatifnya. Misalnya saja saat pacaran, tentunya remaja punya banyak keinginan yang belum boleh dilakukan dimasa remaja. Keinginan itu bisa berbentuk berpegangan tangan, mencium dahi yang komom katanya sich sebagai tanda kasih sayang. Tapi kadang kala ciuman didahi bisa berlanjut kearah yang lebih jauh. Bagaikan berenang di air yang deras lama-lama juga terseret arus.<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt;">Sama halnya dengan ciuman-ciuman yang dilakukan oleh remaja. Dari dahi menuju ke pipi dari pipi berlanjut ke bibir dari bibir berlanjut ke leher dari leher berlanjut ke sekwilda ( sekitar wilayah dada) dan ini yang disebut dengan pacaran foto close up dan selanjutnya bisa terjadi aktifitas yang lebih jauh, bahkan bisa jadi sampai ke gaya pacaran foto post card (melakukan hubungan seksualitas) dikalangan remaja.<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt;">2.3 <b>Dampak Dari Pacaran<o:p></o:p></b></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt;">Gaya pacaran para remaja zaman sekarang yang cenderung tidak sehat, memiliki banyak sekali dampak negatif antara lain:<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt;">a. Meningkatnya tingkat aborsi<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt;"> Bila seorang remaja putri pacaran dan dia terlanjur hamil akan teteapi kekasihnya tidak mau bertanggung jawab maka jalan yang ia tempuh adalah aborsi (menggugurkan kandungan).<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt;">b. Meningkatnya tingkat kematian wanita.<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt;"> Hasil dari gaya pacaran yang tidak sehat salah satunya adalah kematian. Karena aborsi yang dilakukan oleh para remaja biasanya bersifat sembarang. Konon lagi dengan bantuan dukun yang tidak mendapatkan pengetahuan medis.<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt;">c. Adanya Free sex<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt;"> Hal yang lebih mengerikan lagi akibat dari pacaran yang tidak sehat adalah seks bebas (free sex). Mereka pertama melakukan hal yang terlarang itu tetapi kemudian mereka cenderung ketagihan.<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt;">d. Menyebarkan penyakit.<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt;"> Tidak dapat dipungkiri lagi bahwa dampak dari seks bebas adalah mewabahnya berbagai jenis penyakit kelamin seperti HIV/ AIDS, sipilis dan penyakit kelamin lainnya.<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt;">e. Meningkatnya penggunaan narkoba<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt;"> Pada usia remaja adalah usia di saat dimana seorang mencari jati diri. Pada usia ini akan sangat renta akan berbagai hal salah satunya adalah lingkungan. Pacar adalah salah satunya, bila pacarnya adalah pengguna narkoba maka kemungkinan besar dia juga akan terseret.<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt;"> Akan tetapi dilain pihak pacaran juga dapat memberikan dampak positif bagi kehidupan kita antara lain :<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt;">a.<span style="font: 7pt 'Times New Roman';"> </span></span><span style="font-family: "times new roman" , serif; font-size: 12pt;">Problema cinta seperti patah hati, naksir dan perselingkuhan bisa menjadi sebuah pengalaman yang mendukung kita menjadi lebih dewasa dan matang.<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt;">b.<span style="font: 7pt 'Times New Roman';"> </span></span><span style="font-family: "times new roman" , serif; font-size: 12pt;">Pacar bisa memberikan motivasi kepada kita agar dapat berpikir kedepan.<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt;">c.<span style="font: 7pt 'Times New Roman';"> </span></span><span style="font-family: "times new roman" , serif; font-size: 12pt;">Dengan cinta dapat mengubah perilaku seseorang menjadi lebih progresif. Misalnya seseorang yang tadinya malas belajar mendadak jadi rajin belajar karena dorongan dari sang pacar.<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt;">d.<span style="font: 7pt 'Times New Roman';"> </span></span><span style="font-family: "times new roman" , serif; font-size: 12pt;">Belajar mengenal dan menerima orang lain dalam kehidupan pribadi.<o:p></o:p></span></div>
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<b><span style="font-family: "times new roman" , serif; font-size: 12pt;">2.4 Pengaruh Pacaran Terhadap Sikap Kepada Orang Tua<o:p></o:p></span></b></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt;"> Orang yang berpacaran akan menghabiskan banyak waktu dengan pacarnya, terlebih momen-momen liburan. Tahukah kamu bahwa sebenarnya orangtua pun menginginkan kebersamaan dengan anaknya? Entah dengan piknik bareng, bekerja di kebun bareng, membuat kerajinan atau yang lain-lain. Namun disisi lain kita malah menghabiskan waktu dengan orang lain. Tak jarang orangtua menjadi sedih dan merasa dianggap tidak penting. Tapi kalau tidak mau pergi bersama pacar nanti pacar marah. Coba kalau ditanya balik kepada para remaja yang berpacaran, lebih berdosa mana membuat orang tua sedih dan marah atau membuat pacar marah (yang nota bene BUKAN SIAPA-SIAPA)? Bagaimanapun juga akal sehat akan lebih memilih untuk tidak membuat orangtua sedih dan marah. Namun terkadang setan lebih lihai dalam menjerumuskan manusia.<o:p></o:p></span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "times new roman" , serif; font-size: 12pt;">2.5 Tahapan Pacaran<o:p></o:p></span></b></div>
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<b><span style="font-family: "times new roman" , serif; font-size: 12pt;"> </span></b><span style="font-family: "times new roman" , serif; font-size: 12pt;">Adapun tahapan dalam berpacaran al:<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt;">1. Tahap ketertarikan<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt;"> Dalam tahap ini tantangannya ialah bagaimana mendapatkan kesempatan untuk menyatakan ketertarikan dan menilai orang lain. Munculnya ketertarikan kita sama si dia, misalnya, karena penampilan fisik (ganteng/cantik, tinggi), kemampuan (pintar), karakteristik atau sifat misalnya sabar, cool, dan lain-lain. Menurut para ahli, umumnya cowok pada pandangan pertama lebih tertarik pada penampilan fisik. Sedangkan cewek lebih karena karakteristik atau kemampuan<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt;">yang dimiliki cowok.<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt;">2. Tahap ketidakpastian<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt;"> Pada masa ini sedang terjadi peralihan dari rasa tertarik ke arah rasa tidak pasti. Maksudnya, kita mulai bertanya-tanya apakah doi benar-benar tertarik sama kita atau sebaliknya apakah kita benar-benar tertarik sama doi. Pada tahap ini kita mendadak ragu apakah mau melanjutkan hubungan atau tidak. Kalau kita enggak mampu memahami tahapan ini, kita akan mudah berpindah dari satu orang ke orang lainnya.<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt;">3. Tahap komitmen dan keterikatan<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt;"> Pada tahap ini yang timbul adalah keinginan kita kencan dengan seseorang secara eksklusif. Kita menginginkan kesempatan memberi dan menerima cinta dalam suatu hubungan yang khusus tanpa harus bersaing dengan orang lain. Kita juga ingin lebih rileks dan punya banyak waktu untuk dilewatkan bersamanya. Seluruh energi digunakan untuk menciptakan saling cinta dan hubungan yang harmonis.<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt;">4. Tahap keintiman<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt;"> Dalam tahap ini mulai dirasakan keintiman yang sebenarnya, merasa lebih rileks untuk berbagi lebih mendalam dibandingkan dengan masa sebelumnya, dan merupakan kesempatan untuk lebih mengungkapkan diri kita. Tantangannya adalah menghadapi sisi yang kurang baik dari diri kita. Tanpa pemahaman yang baik bahwa cowok dan cewek mempunyai reaksi yang berbeda terhadap keintiman, kita akan mudah mengambil kesimpulan yang salah bahwa terlalu banyak perbedaan antara kita dan doi untuk melanjutkan hubungan.<o:p></o:p></span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "times new roman" , serif; font-size: 12pt;">2.6</span></b><span style="font-family: "times new roman" , serif; font-size: 12pt;"> <b>Upaya untuk mengatasi<o:p></o:p></b></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt;"> Untuk mengantisipasi persoalan ini agar tidak lebih buruk lagi diperlukan suatu penanganan antara lain :<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt;">a. Mensosialisasikan gaya pacarn sehat<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt;">Gaya pacaran sehat mengambil konsep yang positif, dimana remaja akan sehat fisik, tidak meruasak diri sendiri dan orang lain.<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt;">b. Memberikan informasi yang cukup mengenai seks.<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt;">Pendidikan seks adalah suatu hal yang penting agar remaja sejak dini mengetahui tentang pendidikan seks.<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt;">c. Menggunakan aspek agama.<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt;">Dalam hal ini remaja harus mempertimbangkan aspek agama, yang melarang tindakan seksualitas diluar nikah.<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt;">d. Menggunakan aspek budaya.<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt;"> Budaya yang ketimuran perlu diajarkan pada remaja.<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt;">e. Menggunakan pendekatan, tindakan represif, kuratif dan rehabilitasi.<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt;">f. Menyediakan sarana-sarana tempat remaja mengaktualisasikan bakat dan<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt;"> potensi.<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt;"> <o:p></o:p></span></div>
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<b><span style="font-family: "times new roman" , serif; font-size: 12pt;">2.7.Pacaran yang Sehat dan Bertanggung Jawab<o:p></o:p></span></b></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt;">Pacaran yang sehat dapat dilakukan, adapun langkah-langkahnya sebagai berikut:<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt;">1.<span style="font: 7pt 'Times New Roman';"> </span></span><span style="font-family: "times new roman" , serif; font-size: 12pt;">Saling terbuka, mau berbagi pikiran dan perasaan secara terbuka, jujur, mau berterus terang dengan perasan kita terhadap tingkah laku pacar. Siap nerima kritik dan kompromi.<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt;">2.<span style="font: 7pt 'Times New Roman';"> </span></span><span style="font-family: "times new roman" , serif; font-size: 12pt;">Menerima pacar apa adanya yang dilandasi oleh perasaan sayang. Tidak menuntut sesuatu yang berada di luar kemampuannya.<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt;">3.<span style="font: 7pt 'Times New Roman';"> </span></span><span style="font-family: "times new roman" , serif; font-size: 12pt;">Saling menyesuaikan. Kalau dalam proses ini terlalu sering ribut, maka perlu mempertimbangkan kemungkinan berpisah.<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt;">4.<span style="font: 7pt 'Times New Roman';"> </span></span><span style="font-family: "times new roman" , serif; font-size: 12pt;">Tidak melibatkan aktivitas seksual karena dapat mengaburkan proses saling mengenal dan memahami satu sama lain.<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt;">5.<span style="font: 7pt 'Times New Roman';"> </span></span><span style="font-family: "times new roman" , serif; font-size: 12pt;">Mutual dependensi, masing-masing merasakan adanya saling ketergantungan satu sama lain. Oleh karena itu, diharapkan kita dan pacar mampu melengkapi kekurangan, sedangkan kelebihan yang dimiliki diharapkan mampu menutupi kekurangan pasangan.<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt;">6.<span style="font: 7pt 'Times New Roman';"> </span></span><i><span style="font-family: "times new roman" , serif; font-size: 12pt;">Mutual respect</span></i><span style="font-family: "times new roman" , serif; font-size: 12pt;">, saling menghargai satu sama lain dalam posisi yang setara.<o:p></o:p></span></div>
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<b><span style="font-family: "times new roman" , serif; font-size: 12pt;">BAB III<o:p></o:p></span></b></div>
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<b><span style="font-family: "times new roman" , serif; font-size: 12pt;"> PENUTUP<o:p></o:p></span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "times new roman" , serif; font-size: 12pt; line-height: 115%;">3.1 Simpulan<o:p></o:p></span></b></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt; line-height: 115%;">Menurut pandangan beberapa golongan, pacaran adalah hal yang negatif. Namun, setelah dikaji lebih mendalam, argumentasi yang mengharamkan segala jenis pacaran tidak bisa menjadi pegangan. Ada jenis pacaran yang yang terlarang, tetapi ada juga jenis pacaran yang diperbolehkan.<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt; line-height: 115%;">Pacaran adalah sesuatu yang khas dengan dunia remaja. Mereka mulai mengenal cinta setelah pubertas. Tetapi pacaran pada anak remaja harus bersifat sehat dan positif, karena dengan pacaran yang sehat mereka tidak akan tersesat dalam gaya hidup bebas.<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt; line-height: 115%;">Pacaran dapat memberikan dampak yang positif bagi remaja, akan tetapi dilain pihak sisi negatifnya juga banyak. Maka untuk itu kita harus mengkondisikan agar remaja berpacaran yang sehat agak menghindari dampak negatif tadi.<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt; line-height: 115%;">Untuk itu diperlukan kerja sama dari berbagai pihak agar remaja tidak terjerumus kedalam pacaran yang tidak sehat yang mengarah pada freeseks.<o:p></o:p></span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "times new roman" , serif; font-size: 12pt; line-height: 115%;">3.2 Kritik dan Saran<o:p></o:p></span></b></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt; line-height: 115%;">Tidak sedikit remaja yang terjerumus kedalam pacaran yang tidak sehat. Mereka yang terjebak dalam freeseks menghancurkan masa depannya sendiri. Ini dikarenakan minimnya informasi pendidikan seksualitas diantara kalangan remaja. Orangtua punya tanggungjawab besar untuk mengawasi putra-putrinya yang sudah remaja agar tidak menjadi korban.<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt; line-height: 115%;">Sebagai remaja yang baik dan berpendidikan, kita harus dapat membedakan yang mana yang baik dan buruk, yang betul dan salah, serta yang positif dan negatif. Ini semua demi diri kita dan masa depan kita nanti. Jangan pernah coba-coba sesuatu yang belum tentu baik, apalagi yang sudah jelas tidak baik.<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt; line-height: 115%;">DAFTAR PUSTAKA<o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12pt; line-height: 115%;">Pontoh, Rudi S. 2006. Pacaran Sehat Tips & Trik Buat Remaja. Jakarta: PT Gramedia Pustaka Utama.<o:p></o:p></span></div>
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<a href="http://pacaranislami.wordpress.com/"><span style="font-family: "times new roman" , serif; font-size: 12pt; line-height: 115%;">http://pacaranislami.wordpress.com/</span></a><span style="font-family: "times new roman" , serif; font-size: 12pt; line-height: 115%;"><o:p></o:p></span></div>
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<a href="http://wawan-junaidi.blogspot.com/"><span style="font-family: "times new roman" , serif; font-size: 12pt; line-height: 115%;">http://wawan-junaidi.blogspot.com/</span></a><span style="font-family: "times new roman" , serif; font-size: 12pt; line-height: 115%;"> <o:p></o:p></span></div>
Wayan Suastikahttp://www.blogger.com/profile/06616591072406095786noreply@blogger.com1Kupang, Kota Kupang, Nusa Tenggara Tim., Indonesia-10.1771997 123.60703289999992-10.3022312 123.44567139999992 -10.052168199999999 123.76839439999992