artikel active

Research consistently has shown that traditional lecture methods, in which professors talk and students listen, dominate college and university classrooms. It is therefore important to know the nature of active learning, the empirical research on its use, the common obstacles and barriers that give rise to faculty members' resistance to interactive instructional techniques, and how faculty, faculty developers, administrators, and educational researchers can make real the promise of active learning.
WHAT IS ACTIVE LEARNING AND WHY IS IT IMPORTANT?
Surprisingly, educators' use of the term "active learning" has relied more on intuitive understanding than a common definition. Consequently, many faculty assert that all learning is inherently active and that students are therefore actively involved while listening to formal presentations in the classroom. Analysis of the research literature (Chickering and Gamson 1987), however, suggests that students must do more than just listen: They must read, write, discuss, or be engaged in solving problems. Most important, to be actively involved, students must engage in such higher-order thinking tasks as analysis, synthesis, and evaluation. Within this context, it is proposed that strategies promoting active learning be defined as instructional activities involving students in doing things and thinking about what they are doing.
Use of these techniques in the classroom is vital because of their powerful impact upon students' learning. For example, several studies have shown that students prefer strategies promoting active learning to traditional lectures. Other research studies evaluating students' achievement have demonstrated that many strategies promoting active learning are comparable to lectures in promoting the mastery of content but superior to lectures in promoting the development of students' skills in thinking and writing.  teacFurther, some cognitive research has shown that a significant numbe of individuals have learning styles best served by pedagogical techniques other than lecturing. Therefore, a thoughtful and scholarly approach to skillfulhing requires that faculty become knowledgeable about the many ways strategies promoting active learning have been successfully used across the disciplines. Further, each faculty member should engage in self-reflection, exploring his or her personal willingness to experiment with alternative approaches to instruction.
HOW CAN ACTIVE LEARNING BE INCORPORATED IN THE CLASSROOM?
The modification of traditional lectures (Penner 1984) is one way to incorporate active learning in the classroom. Research has demonstrated, for example, that if a faculty member allows students to consolidate their notes by pausing three times for two minutes each during a lecture, students will learn significantly more information (Ruhl, Hughes, and Schloss 1987). Two other simple yet effective ways to involve students during a lecture are to insert brief demonstrations or short, ungraded writing exercises followed by class discussion. Certain alternatives to the lecture format further increase student level of engagement: (1) the feedback lecture, which consists of two minilectures separated by a small-group study session built around a study guide, and (2) the guided lecture, in which students listen to a 20- to 30-minute presentation without taking notes, followed by their writing for five minutes what they remember and spending the remainder of the class period in small groups clarifying and elaborating the material.
Discussion in class is one of the most common strategies promoting active learning_with good reason. If the objectives of a course are to promote long-term retention of information, to motivate students toward further learning, to allow students to apply information in new settings, or to develop students' thinking skills, then discussion is preferable to lecture (McKeachie et al. 1986). Research has suggested, however, that to achieve these goals faculty must be knowledgeable of alternative techniques and strategies for questioning and discussion (Hyman 1980) and must create a supportive intellectual and emotional environment that encourages students to take risks (Lowman 1984).
Several additional strategies promoting active learning have been similarly shown to influence favorably students' attitudes and achievement. Visual-based instruction, for example, can provide a helpful focal point for other interactive techniques. In-class writing across the disciplines is another productive way to involve students in doing things and thinking about the things they are doing. Two popular instructional strategies based on problem-solving model include the case study method of instruction and Guided Design. Other active learning pedagogies worthy of instructors' use include cooperative learning, debates, drama, role playing and simulation, and peer teaching. In short, the published literature on alternatives to traditional classroom presentations provides a rich menu of different approaches faculty can readily add to their repertoire of instructional skills.
WHAT ARE THE BARRIERS?
To address adequately why most faculty have not embraced recent calls for educational reform, it is necessary first to identify and understand common barriers to instructional change, including the powerful influence of educational tradition; faculty self-perceptions and self-definition of roles; the discomfort and anxiety that change creates; and the limited incentives for faculty to change.
But certain specific obstacles are associated with the use of active learning including limited class time; a possible increase in preparation time; the potential difficulty of using active learning in large classes; and a lack of needed materials, equipment, or resources.
Perhaps the single greatest barrier of all, however, is the fact that faculty members' efforts to employ active learning involve risk--the risks that students will not participate, use higher-order thinking, or learn sufficient content, that faculty members will feel a loss of control, lack necessary skills, or be criticized for teaching in unorthodox ways. Each obstacle or barrier and type of risk, however, can be successfully overcome through careful, thoughtful planning.
WHAT CONCLUSIONS SHOULD BE DRAWN AND RECOMMENDATIONS MADE?
The reform of instructional practice in higher education must begin with faculty members' efforts. An excellent first step is to select strategies promoting active learning that one can feel comfortable with. Such low-risk strategies are typically of short duration, structured and planned, focused on subject matter that is neither too abstract nor too controversial, and familiar to both the faculty member and the students.
Faculty developers can help stimulate and support faculty members' efforts to change by highlighting the instructional importance of active learning in the newsletters and publications they distribute. Further, the use of active learning should become both the subject matter of faculty development workshops and the instructional method used to facilitate such programs. And it is important that faculty developers recognize the need to provide follow-up to, and support for, faculty members' efforts to change.
Academic administrators can help these initiatives by recognizing and rewarding excellent teaching in general and the adoption of instructional innovations in particular. Comprehensive programs to demonstrate this type of administrative commitment (Cochran 1989) should address institutional employment policies and practices, the allocation of adequate resources for instructional development, and the development of strategic administrative action plans.
Equally important is the need for more rigorous research to provide a scientific foundation to guide future practices in the classroom. Currently, most published articles on active learning have been descriptive accounts rather than empirical investigations, many are out of date, either chronologically or methodologically, and a large number of important conceptual issues have never been explored. New qualitative and quantitative research should examine strategies that enhance students' learning from presentations; explore the impact of previously overlooked, yet educationally significant, characteristics of students, such as gender, different learning styles, or stage of intellectual development; and be disseminated in journals widely read by faculty.
In retrospect, it appears that previous classroom initiatives and written materials about active learning have all too often been isolated and fragmented. The resulting pedagogical efforts have therefore lacked coherence, and the goal of interactive classrooms has remained unfulfilled. Through the coordinated efforts of individual faculty, faculty developers, academic administrators, and educational researchers, however, higher education in the coming decade CAN make real the promise of active learning!

activepasiffe voice

Kalimat aktif (active voice) adalah kalimat dimana subject-nya melakukan pekerjaan, sebaliknya, kalimat pasif (passive voice) adalah kalimat dimana subject-nya dikenai pekerjaan oleh object kalimat. Active voice lebih sering digunakan dalam kehidupan sehari-hari dibandingkan dengan passive voice. Namun demikian, sering kita temukan passive voice di surat-surat kabar, artikel-artikel di majalah-majalah dan tulisan-tulisan ilmiah. Passive voice digunakan karena object dari active voice merupakan informasi yang lebih penting dibandingkan dengan subject-nya.

Contoh :

• Active : We fertilize the soil every 6 months
• Passive: The soil is fertilized by us every 6 months

Dari contoh ini dapat kita lihat bahwa:

1. Object dari active voice (the soil) menjadi subject dari passive voice
2. Subject dari active voice (we) menjadi object dari passive voice. Perhatikan pula bahwa terjadi perubahan dari subject pronoun ‘we’ menjadi object pronoun ‘us’.
3. Verb1 (fertilize) pada active voice menjadi verb3 (fertilized) pada passive voice.
4. Ditambahkannya be ‘is’ di depan verb3. Be yang digunakan adalah tergantung pada subject passive voice dan tenses yang digunakan. (Perhatikan pola-pola passive voice di bawah).
5. Ditambahkannya kata ‘by’ di belakang verb3. Namun, jika object dari passive voice dianggap tidak penting atau tidak diketahui, maka object biasanya tidak dikemukakan dan begitu pula kata ‘by’.
6. Khusus untuk kalimat-kalimat progressive (present, past, past perfect, future, past future, dan past future perfect continuous, perlu menambahkan ‘being’ di depan verb3). Kalau tidak ditambahkan “being”, tensisnya akan berubah, bukan progressive/continuous lagi. Perhatikan contoh-contoh pada poin h – o di bawah.

Berdasarkan keenam poin di atas maka passive voice mengikuti pola sebagai berikut:

Subject + be + Verb3 + by + Object + modifier

Pola active dan passive voice pada tiap tensis

a. Jika active voice dalam simple present tense, maka ‘be’ passive voice-nya adalah is, am atau are.

Contoh:

• Active    : He meets them everyday.
• Passive  : They are met by him everyday.

• Active    : She waters this plant every two days.
• Passive  : This plant is watered by her every two days.

b. Jika active voice dalam simple past tense, maka ‘be’ passive voice-nya adalah was atau were

Contoh:

• Active    : He met them yesterday
• Passive  : They were met by him yesterday

• Active    : She watered this plant this morning
• Passive  : This plant was watered by her this morning

c. Jika active voice dalam present perfect tense, maka ‘be’ passive voice-nya adalah been yang diletakkan setelah auxiliary has atau have, sehingga menjadi ‘has been’ atau ‘have been’

Contoh:

• Active    : He has met them
• Passive  : They have been met by him
• Active    : She has watered this plant for 5 minutes.
• Passive  : This plant has been watered by her for 5 minutes.

d. Jika active voice dalam past perfect tense, maka ‘be’ passive voice-nya adalah been yang diletakkan setelah auxiliary had, sehingga menjadi had been

Contoh:

• Active    : He had met them before I came.
• Passive  : They had been met by him before I came.

• Active    : She had watered this plant for 5 minutes when I got here
• Passive  : This plant had been watered by her for 5 minutes when I got here

e. Jika active voice dalam simple future tense, maka ‘be’ passive voice-nya adalah be

Contoh:

• Active    : He will meet them tomorrow.
• Passive  : They will be met by him tomorrow.

• Active    : She will water this plant this afternoon.
• Passive  : This plant will be watered by her this afternoon.

• Active    : The farmers are going to harvest the crops next week
• Passive  : The crops are going to be harvested by the farmers next week.

f. Jika active voice dalam future perfect tense, maka ‘be’ passive voice-nya adalah been yang diletakkan setelah auxiliary will have, sehingga menjadi ‘will have been’

Contoh:

• Active    : He will have met them before I get there tomorrow.
• Passive  : They will have been met by him before I get there tomorrow.

• Active   : She will have watered this plant before I get here this afternoon.
• Passive  : This plant will have been watered by her before I get here this afternoon.

g. Jika active voice dalam past future perfect tense, maka ‘be’ passive voice-nya adalah been yang diletakkan setelah auxiliary would have, sehingga menjadi ‘would have been’.

Contoh:

• Active    : He would have met them.
• Passive  : They would have been met by him.

• Active    : She would have watered this plant.
• Passive  : This plant would have been watered by her.

h. Jika active voice dalam present continuous tense, maka ‘be’ passive voice-nya adalah (is, am atau are) + being.

Contoh:

• Active    : He is meeting them now.
• Passive  : They are being met by him now.

• Active    : She is watering this plant now.
• Passive  : This plant is being watered by her now.

i. Jika active voice dalam past continuous tense, maka ‘be’ passive voice-nya adalah (was atau were) + being.

Contoh:

• Active    : He was meeting them.
• Passive  : They were being met by him.

• Active    : She was watering this plant.
• Passive  : This plant was being watered by her.

j. Jika active voice dalam perfect continuous tense, maka ‘be’ passive voice-nya adalah (has/have) been + being.

Contoh:

• Active    : He has been meeting them.
• Passive  : They have been being met by him.

• Active    : She has been watering this plant.
• Passive  : This plant has been being watered by her.

k. Jika active voice dalam past perfect continuous tense, maka ‘be’ passive voice-nya adalah had been + being.

Contoh:

• Active    : He had been meeting them.
• Passive  : They had been being met by him.

• Active    : She had been watering this plant.
• Passive  : This plant had been being watered by her.

l. Jika active voice dalam future continuous tense, maka ‘be’ passive voice-nya adalah will be + being.

Contoh:

• Active    : He will be meeting them.
• Passive  : They will be being met by him.

• Active    : She will be watering this plant.
• Passive  : This plant will be being watered by her.

m. Jika active voice dalam past future continuous tense, maka ‘be’ passive voice-nya adalah would be + being.

Contoh:

• Active    : He would be meeting them.
• Passive  : They would be being met by him.

• Active    : She would be watering this plant.
• Passive   : This plant would be being watered by her.

n. Jika active voice dalam future perfect continuous tense, maka ‘be’ passive voice-nya adalah will have been + being.

Contoh:

• Active    : He will have been meeting them.
• Passive  : They will have been being met by him.

• Active    : She will have been watering this plant.
• Passive  : This plant will have been being watered by her.

o. Jika active voice dalam past future perfect continuous tense, maka ‘be’ passive voice-nya adalah would have been + being.

Contoh:

• Active    : He would be meeting them.
• Passive  : They would be being met by him.

• Active    : She would be watering this plant.
• Passive  : This plant would be being watered by her.

Contoh-contoh yang lain:

1. Koko’s nose is bleeding. He was punched by his friend right on his nose. (Hidung Koko sedang berdarah. Dia dipukul oleh temannya tepat di hidungnya).
2. The Indonesian football team was beaten by the Saudi Arabian team. (Team sepakbola Indonesia dikalahkan oleh team arab Saudi).
3. These plants were watered by my sister a few minutes ago. (Tanaman-tanaman ini disirami oleh adikku beberapa menit yang lalu).
4. There is no meal left. All has been devoured by Yeyes. (Tidak ada makan yang tersisa. Semuanya telah dilahap habis oleh Yeyes).
5. English is studied by all high school students. (Bahasa Inggris dipelajari oleh semua murid sekolah menengah lanjutan (SMP dan SMA).

kalimat aktif pasif

1. active sentence is the sentence in which the subjects perform an action or activity.

Active sentences are usually preceded by the prefix me or air divided into two types:

1. transitive active sentence is the sentence that has the object of the patient

father to buy meat

Kadir seduce the village girls

2. intransitive active sentences are sentences that do not have the object patient

sister cry

umar fighting

2. passive sentence is the phrase that the theme should be subjected to an act or activity. passive sentence is usually preceded by the prefix tar or on

beaten chicken cat

part 8th of novel: THE LOVES WAS MUTILATED

For some time Henry was stunned myself .... There was something piercing his heart. Between believing and not if Juminah is half brother .... The letter and the envelope had keoklatan whiteness fell from his hand. Plughh! Suddenly there was a photo out of the envelope which had fallen from his hand ....
Henry squatted photo was reached. With a slumped position on the cold floor seemed to through the pores, Henry studied the photo. Some photo's image is fading. But the image of two people in the photo it looks very clear expression. A pair of men who looked so happy. Surely this is a couple who were intoxicated by love. From the smile and the expression is very clear ... her face was so lit up with a smile sumringah loose.
Henry increasingly drawn to highlight the man who was at that photo .... Henry is very familiar face ... well. The face is the face of Mr. Djatmiko when I was younger .... Yes, this man is a daddy .... Henry wiped photo PapHenry face .... Then Henry began researching her face that it is definitely not photo Mama. The longer the note ... Slowly Henry found a clear outline of the face photo woman ... She is a mother Juminah .... Middle-aged woman who had met .... Juminah time his mother turned out to youth has a more beautiful face and soft from his mama .... No wonder Mr. Djatmiko attracted this woman ... ..
This fact gave the explanation and the real bright spot on the identity of the real Juminah. During this Mama never know if Mr. Djatmiko actually has another woman, to have a female child .... Does this have anything to do with the disappearance Juminah? Yes, Mama could suddenly find out if Juminah is actually the child of Mr. Djatmiko ... Then Mama's wrath and unbeknownst diusirnya Juminah Mr. Djatmiko? Or even Mr. conspiring inyat Djatmiko rid itself Juminah? No! Henry knows exactly when Mr. Djatmiko loved Juminah. Henry often caught, Mr. Djatmiko giving money and gifts on Juminah. So far, Henry has not ever been suspected, because Henry himself was fond of Juminah ....
Brain spinning all night looking for a bright spot of the cause of the loss Juminah .... There are only two possibilities for Juminah .... Juminah secretly expelled, or .... No, Juminah not die! Henry dismissed the possibility of a second. Yes, nyancinya is Mama .... Henry knew Mama wire throughout the house and a room hidden camera since the disappearance Juminah .... This must be a serious problem for Mama. So that Mama was not willing to spend money to equip a house with the bugs and hidden cameras.
Everyone in the house made clam. Henry could not have picked a description of Juminah the people around her .... Except in Mr. Djatmiko ....
Henry took the photo and the letter and put it back into the envelope. This is a bright spot that would make Mr. Djatmiko want to give a picture of Juminah ....
The cold from the air at midnight to early morning start was denouncing his pores. A gentle sweep of a cold wind touched his face. Drowsiness delivered slowly fell asleep. and carried in natural shades of his dreams ... ..
"Mas Henry .... Henry's cold ...., "The voice was so soft Henry touching the eardrum. Juminah with menghamirinya white dress. Her face was white with glowing red hue. Sembut ternyalum lips smile. Two eyes stared blankly .... Henry reached to hug her. But the body is like intangibles. Difficult to reach out and hug her ....
"Fri ... .., Why all this time Henry could not find you?"
"Mas Henry ....," She whispered softly and gently.
"Kiss Henry, the number ....!" Henry pleaded. Juminah Nyarasakan lips close to his lips. Soft Sapuannya like to fly him instantly. Making Henry carried away in a procession of white clouds up there ... .*

Diposkan oleh CERPEN di 09:24

IN MISS HALL

BY YIYIN N HEART:


IN MISS HALL
I n a miss hall,
If only could I take tells a bird,
he would be a good friend.
I only have one request to be united at a time with YOU
though maybe, we can not have each other, but I believe,
in the name of authenticity and sincerity of love ....

I then paused, as if witnessing a shattered heart ....
authenticity of life, lust, feelings,
or soul that I had nowhere else ....
long fantasy like the endless, really?
whether feeling and all who uphold the integrity means nothing?
I was really shit!

I suddenly thought, that I was in a struggle of love ....
That's how I felt when my instincts more and more powerful to maintain each
and every beat of my heart quiet loving feelings for YOU ....
someone who only knew each other only through pictures .....
Ironically, I was like

Thursday Afternoon

“But you’re not supposed to know,” he said.
“Yeah,” I sighed,
“but I just want to know a little,
like when you get a new book and you read the last page.
You know what the last page is going to be like,
but you don’t know the whole story;
you only have a little idea.”
He followed me to the bathroom, where I
started flossing my teeth, and he kissed me.
I let the white floss fall in my hand.
It was a good kiss,
not those quick kisses of good-bye when he leaves for work,
or the sloppy kisses when you are both
too busy to care how your mouth feels.
It was the kind of kiss that makes you
remember why you started kissing him in the first place.
And all at once you are not so afraid to grow old.

ATAGMETIC ANALYSIC OF CLAUSE PATTERNS

Nowdays, people need actual and complete information about their surroundings; therefore, there are several ways to get the information. Newspaper is one way to get information. In reading the newspaper, it is important to get what the newspaper intended to say. Therefore, newspaper should present the information clearly. In order to present the information or event, the reporters or editors cannot put word in any position or with any word but in a systematic pattern. Thus, the writer wants to know the kinds of clause pattern that are frequently used in the headlines of The April?s Issue of The Jakarta Post. From this study, the writer wants to know the types of clause pattern and the fillers of clause constituent and also the frequency of each type of clause pattern and the fillers of clause constituent, that are mostly used in the headlines of The April?s Issue of The Jakarta Post. The writer analyses the data by using tagmemic analysis in term of clause pattern. This study takes 50 front pages headlines of The April?s Issue of The Jakarta Post from 1 April to 30 April 2003, which have single clause. The writer chooses April?s Issue as the data because there are many interesting news at that time to be discussed. The writer analyzes what clause patterns and its constituents are used in the headlines of The April?s Issue of The Jakarta Post. Then, the writer also analyzes the frequency of type of clause pattern and the filler of clause constituent that are mostly used in the headlines of The April?s Issue of The Jakarta Post. Through the analysis, she found that the pattern S – P – O was the pattern that was mostly used in the headlines of The April?s Issue of The Jakarta Post. While, noun mostly filled the filler class of subject; transitive verb mostly filled the filler class of predicate; prepositional phrase of purpose mostly filled the filler class of adverbial, noun phrase mostly filled the filler class of object, prepositional phrase of place and adjective mostly filled the filler class of subjective complement, and noun phrase mostly filled the filler class of objective complement. From the findings, we can see the different linguistic choices, which include the choice of words and expression in term of the slot-class and linguistic structure (the clause pattern) of the headlines of The April?s Issue of The Jakarta Pos