Understanding Formal and Non-Formal Education
Character education or character is very effectively applied to the formal education path. "Formal Education is a structured and tiered education pathway consisting of basic education, secondary education and higher education.
Teachers are an important key to realizing character education / character in the context of building the character / character of the nation's children. The teaching profession is very noble, which teaches children from not knowing to knowing, not being good at counting and reading and writing to being good at counting and reading and writing.
Good teacher / lecturer, professional, responsible, who are emulated are teachers / lecturers who are able to live and practice 4 (four) competencies in general, namely:
1) Pedagogic Competence
Understanding educational psychology and student psychology, understanding students according to their level of development, and understanding the profile of teacher peers.
2) Social Competence
Able to adapt to the environment around the school, able to adapt to the wider community, be able to actively participate in activities in the community, and be able to realize social behavior in the community.
3) Personality Competence
Develop personality as a good educator, interact with the surrounding environment, guide students, and set a good example for students and teacher peers.
4) Professional Competence
Mastering educational foundations including psychology of learning, mastering subject matter, preparing teaching and implementing it, evaluating student learning outcomes and learning processes, mastering learning methods and media, and the ability to master and manage classrooms.
i. The Role of Religious Teachers
Religious teachers have a very difficult task in order to educate, foster a person's personality. In essence the role of religious teachers not only teaches what religion is, but deeper than that is more important religious education.
ii. Practice Positive Behavior
It has been explained that students in their infancy are very sensitive to environmental influences, be it the family environment, the school environment or the community environment. The influence of the environment is meant to train the habits of students to do positive actions.
iii. Refinalization of School Rules to Change Student Attitudes
Attitude is a state within humans or individuals associated with observations, feelings and actions to respond to objects outside themselves. The attitude that exists in humans or individuals gives a certain style to the behavior in question. Based on the above understanding, there are 3 components of attitude namely:
a. Observation Component
Observation of an object gives birth to its feelings towards that object and responds to that object. Components of observation can not be separated from knowledge (knowledge) about an object, then assess the object.
b. Feeling component
Components of this feeling can be positive and can be negative towards objects. Positive feelings cause feelings of pleasure or like and vice versa negative feelings will cause feelings of displeasure or dislike.
c. Components of Tendency to Act
The component of the tendency to act is to take action on the object being observed is determined by the feelings and observations of individuals towards an object that either raises feelings of pleasure or pleasure, thus giving birth to positive attitudes such as caring, helpful, light-handed, etc.
iv. School Rules Are Group Norms
The school is a small community group consisting of mostly students, teachers, and other members interacting with each other. Each integrated member has a different attitude because of the different interests of an object. School order is a condition that is designed to be able to regulate and control the attitudes or behavior of individuals or students at school so as to create a safe and peaceful atmosphere at school without interference from both inside and outside. School rules in principle create conditions to prevent negative student behavior or attitudes.
C. Non-Formal Education
"Non-formal education is an educational channel outside of formal education that can be carried out in a structured and tiered way". (Law on national education systems, article 1 (12)).
Non-formal education is actually given to the community as a substitute, supplementary and complementary formal education that serves to develop the potential of students who emphasize mastery and knowledge of functional skills as well as the development of attitudes and professional personality.
Non-formal education includes life skill education, skills education, and others. Education units can be in the form of courses, training institutes, study groups, learning centers, majelis taklim, studios, etc. In a non-formal education environment which is actually loaded with a skills education curriculum filled with activities or practices that provide students with character / character. Leraning by doing in educational institutions, vocational training centers, for example sports education in sports centers, arts education in art galleries, arts theaters, arts and cultural parks, etc. are effective media for character building / character building. In other forums such as the Boy Scouts, Mapala, PMR are proven institutions for building the character of the nation's children.
Non-formal education is an educational activity that comes outside the formal education system aimed at serving students to achieve certain learning goals in order to achieve National education goals. Non-formal education is one of the effective education channels to develop the character / character of the nation's children. Non-formal education both programmed by the government and the community can take place in various places such as: Learning Activity Centers (PKB), Learning Activities Centers (SKB), Youth Education Programs, Adult Education (Androgogy), and Skills Education.
Child Education and Participants in Early Childhood
Child Education and Participants in Early Childhood
Early childhood is a golden period (golden age) for the development of children to obtain the educational process. This period is a valuable year for a child to recognize various kinds of facts in his environment as a stimulus to his personality, psychomotor, cognitive and social development. Based on the results of the study, about 50% of adult intelligence capabilities have occurred when children are 4 years old, 80% have occurred when they are 8 years old, and reach the culmination point when children are around 18 years old. This means that the developments that occurred within the first 4 years are as large as the developments that occurred in the next 14 years. So this golden period is a critical period for children, where the development obtained in this period is very influential on the development of the next period until adulthood. While this golden age only comes once, so if missed means the opportunity is over. For this reason, early childhood education in the form of providing stimuli (stimulation) from the immediate environment is needed to optimize children's abilities.
The Indonesian government has introduced stimulation guidelines in the Toddler Family Development Program (BKB) since 1980, but its implementation has not been popular. Herawati (2017) research results in Bogor found that out of 265 families studied, only 15% knew of the BKB program. Another determining factor of the lack of awareness of the BKB program is the low level of parental participation. Then in 2017, the government through the Directorate General of Out-of-School Education and Youth issued PAUD (Early Childhood Education) program. However, the existence of the program so far has not even reached the rural level, so it cannot be accessed directly by the community.
Early childhood education is a very basic and strategic education in the development of human resources. Not surprisingly, many countries pay great attention to the implementation of early childhood education. In Indonesia according to Article 28 of the Law on the National Education System, the education of children has been placed in line with other education. Even at the peak of the National Children's Day commemoration on July 23, 2019, the President of the Republic had launched the implementation of early childhood education throughout Indonesia in the best interests of the child.
Parties Who Play A Role in PAUD
The parties involved in the management of early childhood education are the government (state), society and family. The family is the first institution to conduct education and guidance for children (generation). It was there that the first time the foundation of the child's personality was built. The child is guided by how he knows his Creator so that he will only serve the Creator of Allah SWT. Likewise, the teaching of children's behavior and character is obtained from the parents' daily attitudes when interacting with them. How is he taught to choose sentences? Good sentences, courtesy, affection towards siblings and others. They are taught to choose the right way when fulfilling the necessities of life and choose the halal items they will use. In conclusion, the basic potential for forming a quality generation is prepared by the family.
Society which is the environment of children undergoing social activities has a major role in influencing the pros and cons of the educational process, because children are an inseparable part of the community. Interaction in this environment is very necessary and influential in the growth and development of children, both physically and biologically. Therefore, the problems that children face when interacting in society must be understood so that we can work on a solution. A society consisting of a group of people who have the same thoughts and feelings and their interactions are regulated by the same rules, when each sees how important it is to maintain a conducive atmosphere for the growth and development of generations, everyone will agree to see which cases will bring positive influences and which ones have negative influences on generation education. As far as possible negative things that will plunge children will be prevented together. This is where the role of society as social control is to realize the ideal generation. Communities that are the environment of generations not only are neighbors but also include schools and communities in one country. Therefore the neighbors, educators and also the government as the organizer of state affairs are responsible for the generation of education process.
In addition to families and schools, parties and community organizations such as majelis ta ‟lim, have a role in giving birth to a generation of qualified leaders. It is there that generations will be nurtured to become powerful and tough politicians. Therefore, these parties and mass organizations also play a role in fostering mothers so that mothers can educate generations properly and correctly. Of all parties who have the responsibility in educating the smart generation, the generation cares about the nation, of course the country has the biggest and most important role in ensuring the ongoing education process of the generation.
The state is responsible for regulating treats that are displayed in electronic media and also regulating and overseeing the publication of all print media. The state is obliged to crack down on deviant behavior that has a negative impact on society, etc. The state as the main provider of educational generation, must meet all means to properly meet the educational needs of the people. On this basis the state is obliged to perfect free education for all its people. The free education policy will open up as many opportunities as possible for every individual citizen to receive education, so that education does not only touch certain circles (who are able), and is no longer used as a business arena that can reduce the quality of education itself. Though the quality of education greatly influences the style of the generation it produces.
Early childhood is a golden period (golden age) for the development of children to obtain the educational process. This period is a valuable year for a child to recognize various kinds of facts in his environment as a stimulus to his personality, psychomotor, cognitive and social development. Based on the results of the study, about 50% of adult intelligence capabilities have occurred when children are 4 years old, 80% have occurred when they are 8 years old, and reach the culmination point when children are around 18 years old. This means that the developments that occurred within the first 4 years are as large as the developments that occurred in the next 14 years. So this golden period is a critical period for children, where the development obtained in this period is very influential on the development of the next period until adulthood. While this golden age only comes once, so if missed means the opportunity is over. For this reason, early childhood education in the form of providing stimuli (stimulation) from the immediate environment is needed to optimize children's abilities.
The Indonesian government has introduced stimulation guidelines in the Toddler Family Development Program (BKB) since 1980, but its implementation has not been popular. Herawati (2017) research results in Bogor found that out of 265 families studied, only 15% knew of the BKB program. Another determining factor of the lack of awareness of the BKB program is the low level of parental participation. Then in 2017, the government through the Directorate General of Out-of-School Education and Youth issued PAUD (Early Childhood Education) program. However, the existence of the program so far has not even reached the rural level, so it cannot be accessed directly by the community.
Early childhood education is a very basic and strategic education in the development of human resources. Not surprisingly, many countries pay great attention to the implementation of early childhood education. In Indonesia according to Article 28 of the Law on the National Education System, the education of children has been placed in line with other education. Even at the peak of the National Children's Day commemoration on July 23, 2019, the President of the Republic had launched the implementation of early childhood education throughout Indonesia in the best interests of the child.
Parties Who Play A Role in PAUD
The parties involved in the management of early childhood education are the government (state), society and family. The family is the first institution to conduct education and guidance for children (generation). It was there that the first time the foundation of the child's personality was built. The child is guided by how he knows his Creator so that he will only serve the Creator of Allah SWT. Likewise, the teaching of children's behavior and character is obtained from the parents' daily attitudes when interacting with them. How is he taught to choose sentences? Good sentences, courtesy, affection towards siblings and others. They are taught to choose the right way when fulfilling the necessities of life and choose the halal items they will use. In conclusion, the basic potential for forming a quality generation is prepared by the family.
Society which is the environment of children undergoing social activities has a major role in influencing the pros and cons of the educational process, because children are an inseparable part of the community. Interaction in this environment is very necessary and influential in the growth and development of children, both physically and biologically. Therefore, the problems that children face when interacting in society must be understood so that we can work on a solution. A society consisting of a group of people who have the same thoughts and feelings and their interactions are regulated by the same rules, when each sees how important it is to maintain a conducive atmosphere for the growth and development of generations, everyone will agree to see which cases will bring positive influences and which ones have negative influences on generation education. As far as possible negative things that will plunge children will be prevented together. This is where the role of society as social control is to realize the ideal generation. Communities that are the environment of generations not only are neighbors but also include schools and communities in one country. Therefore the neighbors, educators and also the government as the organizer of state affairs are responsible for the generation of education process.
In addition to families and schools, parties and community organizations such as majelis ta ‟lim, have a role in giving birth to a generation of qualified leaders. It is there that generations will be nurtured to become powerful and tough politicians. Therefore, these parties and mass organizations also play a role in fostering mothers so that mothers can educate generations properly and correctly. Of all parties who have the responsibility in educating the smart generation, the generation cares about the nation, of course the country has the biggest and most important role in ensuring the ongoing education process of the generation.
The state is responsible for regulating treats that are displayed in electronic media and also regulating and overseeing the publication of all print media. The state is obliged to crack down on deviant behavior that has a negative impact on society, etc. The state as the main provider of educational generation, must meet all means to properly meet the educational needs of the people. On this basis the state is obliged to perfect free education for all its people. The free education policy will open up as many opportunities as possible for every individual citizen to receive education, so that education does not only touch certain circles (who are able), and is no longer used as a business arena that can reduce the quality of education itself. Though the quality of education greatly influences the style of the generation it produces.
Detecting the Development of Children from Early Childhood
Detecting the Development of Children from Early Childhood
In the field it is often found that cases have gone too far, so that the assistance needed to "normalize" the child's development takes longer, of course. It should be stressed here that assistance to be given to children who experience developmental delays is a "learning process", in which we must know the stages that children must go through in accordance with when the development begins to stop or experience disruption. Therefore the programs needed are also different from one child to another, because their abilities are also different.
So we as parents / educators who will train the child must know the exact stage where and when the development goes on place. If necessary also through collaboration with therapeutic institutions or child development experts. Regarding the term for this type of assistance, such as "sensory integration (SI) or often also called" basic stimulation "etc. do not need to be questioned, the important thing here is the Playground where children in school have people who are experts to observe children, so that interference child developmental disorders can be detected early. These people must really understand the problem of child development in a "holistic" manner and be able to create an appropriate training program for every child in need, so that the target to "normalize" the child's development can be achieved as expected.
Who is able to detect children who are experiencing developmental obstacles? The answer is a child developmental expert who understands the child's problem "holistically" meaning that truly understands the overall development of the child and its obstacles and who understands that no part of a child's development can develop by itself without getting "input", stimulation / stimulation from the outside.
When we pay close attention to a child's development, we will clearly see a change in the process of development between motor, perception, psychic, speech and thinking abilities. In addition, we will also see the biological development related to nutrition and this development is equally important, but this theme is not mentioned here, because it is too specific and requires expertise in nutrition. A child development expert must know the child development problems to the smallest, so that he is easy to understand and understand the stimulation stages needed by each child. So that the child's development can run more smoothly and the parts that experience obstacles can be restored, and with it make the overall development of children who had been running where it can develop "normal" again according to his age.
Through collaboration between educators in schools, therapists / shadow teachers and parents at home, it does not mean having to work on identical / identical programs, but rather only providing stimuli / stimuli that are similar and may be with different themes, obstacles / difficulties in children's development can be overcome by well.
Cognitive Apprenticeship Stage or cognitive apprenticeship.
Is a term for the learning process in which the teacher provides support to early childhood in the form of scaffold until early childhood successfully forms cognitive understanding. Cognitive apprenticeship or cognitive apprenticeship is also a culture of learning from and among peers through interaction with one another so as to form a concept of a common experience and then share experiences to form these concepts among peers (Collins, Brown, and Newman1989). Wilson and Cole (1994) describe the characteristics of cognitive apprenticeship, namely "heuristic content, situated learning, modeling, coaching, articulation, reflection, exploration, and" order in increasing complexity ".
In the field it is often found that cases have gone too far, so that the assistance needed to "normalize" the child's development takes longer, of course. It should be stressed here that assistance to be given to children who experience developmental delays is a "learning process", in which we must know the stages that children must go through in accordance with when the development begins to stop or experience disruption. Therefore the programs needed are also different from one child to another, because their abilities are also different.
So we as parents / educators who will train the child must know the exact stage where and when the development goes on place. If necessary also through collaboration with therapeutic institutions or child development experts. Regarding the term for this type of assistance, such as "sensory integration (SI) or often also called" basic stimulation "etc. do not need to be questioned, the important thing here is the Playground where children in school have people who are experts to observe children, so that interference child developmental disorders can be detected early. These people must really understand the problem of child development in a "holistic" manner and be able to create an appropriate training program for every child in need, so that the target to "normalize" the child's development can be achieved as expected.
Who is able to detect children who are experiencing developmental obstacles? The answer is a child developmental expert who understands the child's problem "holistically" meaning that truly understands the overall development of the child and its obstacles and who understands that no part of a child's development can develop by itself without getting "input", stimulation / stimulation from the outside.
When we pay close attention to a child's development, we will clearly see a change in the process of development between motor, perception, psychic, speech and thinking abilities. In addition, we will also see the biological development related to nutrition and this development is equally important, but this theme is not mentioned here, because it is too specific and requires expertise in nutrition. A child development expert must know the child development problems to the smallest, so that he is easy to understand and understand the stimulation stages needed by each child. So that the child's development can run more smoothly and the parts that experience obstacles can be restored, and with it make the overall development of children who had been running where it can develop "normal" again according to his age.
Through collaboration between educators in schools, therapists / shadow teachers and parents at home, it does not mean having to work on identical / identical programs, but rather only providing stimuli / stimuli that are similar and may be with different themes, obstacles / difficulties in children's development can be overcome by well.
Cognitive Apprenticeship Stage or cognitive apprenticeship.
Is a term for the learning process in which the teacher provides support to early childhood in the form of scaffold until early childhood successfully forms cognitive understanding. Cognitive apprenticeship or cognitive apprenticeship is also a culture of learning from and among peers through interaction with one another so as to form a concept of a common experience and then share experiences to form these concepts among peers (Collins, Brown, and Newman1989). Wilson and Cole (1994) describe the characteristics of cognitive apprenticeship, namely "heuristic content, situated learning, modeling, coaching, articulation, reflection, exploration, and" order in increasing complexity ".
Ecological Contextual and Theories of Moral Development
Ecological and Contextual and Theories of Moral Development
Bronfenbrenner developed the theory of child development which is influenced by various factors which include human life. In summary this theory says that child development is influenced by microsystem contexts (family, school and peers), mesosystem context (family and school relationships, schools with peers, and peers with individuals), ecosystem contexts (social background of parents and government policies), and macrosystem context (the influence of the cultural environment, norms, religion, and social environment in which children are raised.
This Bronfenbrenner theory helps provide an explanation for educators to understand the various risks that can negatively affect the child's development process such as the problem of poverty, child abuse, and conflict in the family. A teacher will establish relationships with children who have negative backgrounds by giving special attention that children do not get from their environment.
Detecting the Development of Children from Early Childhood
In the field it is often found that cases have gone too far, so that the assistance needed to "normalize" the child's development takes longer, of course. It should be stressed here that assistance to be given to children who experience developmental delays is a "learning process", in which we must know the stages that children must go through in accordance with when the development begins to stop or experience disruption. Therefore the programs needed are also different from one child to another, because their abilities are also different.
So we as parents / educators who will train the child must know the exact stage where and when the development goes on place. If necessary also through collaboration with therapeutic institutions or child development experts. Regarding the term for this type of assistance, such as "sensory integration (SI) or often also called" basic stimulation "etc. do not need to be questioned, the important thing here is the Playground where children in school have people who are experts to observe children, so that interference child developmental disorders can be detected early. These people must really understand the problem of child development in a "holistic" manner and be able to create an appropriate training program for every child in need, so that the target to "normalize" the child's development can be achieved as expected.
Who is able to detect children who are experiencing developmental obstacles? The answer is a child developmental expert who understands the child's problem "holistically" meaning that truly understands the overall development of the child and its obstacles and who understands that no part of a child's development can develop by itself without getting "input", stimulation / stimulation from the outside.
Theories of Moral Development by Kohlberg and Thomas Lickona.
Kohlberg as an expert on moral development, relies on Piaget's theory which states that affective development occurs in children aged 1 to 5 years. At that time the child is in "self oriented Morality". As an initial stage of moral development this condition is "the Golden Rule" because at this stage begins to grow "mutual respect" in children. To them began to be introduced to courtesy, and other good deeds, although sometimes they get into conflict because they are difficult to manage and are in an egocentric period. The clash between egocentric thinking and mutual respect is an exciting arena for the growth of the transformation of values in children. Virtue will grow through a long series of processes that involve and hone logic and emotions to clash with one another. But from this condition emotion intelligence will emerge which will maintain the child's moral growth can run properly. Thomas Lickona, father of the character from Cortland University stated that at the age of 4 to 6 years the middle child is at the stage "OBODITY WITHOUT TERMS" (Authority Oriented Morality). In this phase the child shows a submissive attitude, is easy to work with, and is willing to do the commands of parents and teachers. But sometimes their egocentric nature also arises as a form of moral development in which they are looking for form. There are several characteristics of moral development in this phase, namely:
Regard adults as being all-knowing
Can accept the views of others
Easily affected by peer delinquency
Like to complain when cheated by friends
Sometimes it tends to break the rules
Bronfenbrenner developed the theory of child development which is influenced by various factors which include human life. In summary this theory says that child development is influenced by microsystem contexts (family, school and peers), mesosystem context (family and school relationships, schools with peers, and peers with individuals), ecosystem contexts (social background of parents and government policies), and macrosystem context (the influence of the cultural environment, norms, religion, and social environment in which children are raised.
This Bronfenbrenner theory helps provide an explanation for educators to understand the various risks that can negatively affect the child's development process such as the problem of poverty, child abuse, and conflict in the family. A teacher will establish relationships with children who have negative backgrounds by giving special attention that children do not get from their environment.
Detecting the Development of Children from Early Childhood
In the field it is often found that cases have gone too far, so that the assistance needed to "normalize" the child's development takes longer, of course. It should be stressed here that assistance to be given to children who experience developmental delays is a "learning process", in which we must know the stages that children must go through in accordance with when the development begins to stop or experience disruption. Therefore the programs needed are also different from one child to another, because their abilities are also different.
So we as parents / educators who will train the child must know the exact stage where and when the development goes on place. If necessary also through collaboration with therapeutic institutions or child development experts. Regarding the term for this type of assistance, such as "sensory integration (SI) or often also called" basic stimulation "etc. do not need to be questioned, the important thing here is the Playground where children in school have people who are experts to observe children, so that interference child developmental disorders can be detected early. These people must really understand the problem of child development in a "holistic" manner and be able to create an appropriate training program for every child in need, so that the target to "normalize" the child's development can be achieved as expected.
Who is able to detect children who are experiencing developmental obstacles? The answer is a child developmental expert who understands the child's problem "holistically" meaning that truly understands the overall development of the child and its obstacles and who understands that no part of a child's development can develop by itself without getting "input", stimulation / stimulation from the outside.
Theories of Moral Development by Kohlberg and Thomas Lickona.
Kohlberg as an expert on moral development, relies on Piaget's theory which states that affective development occurs in children aged 1 to 5 years. At that time the child is in "self oriented Morality". As an initial stage of moral development this condition is "the Golden Rule" because at this stage begins to grow "mutual respect" in children. To them began to be introduced to courtesy, and other good deeds, although sometimes they get into conflict because they are difficult to manage and are in an egocentric period. The clash between egocentric thinking and mutual respect is an exciting arena for the growth of the transformation of values in children. Virtue will grow through a long series of processes that involve and hone logic and emotions to clash with one another. But from this condition emotion intelligence will emerge which will maintain the child's moral growth can run properly. Thomas Lickona, father of the character from Cortland University stated that at the age of 4 to 6 years the middle child is at the stage "OBODITY WITHOUT TERMS" (Authority Oriented Morality). In this phase the child shows a submissive attitude, is easy to work with, and is willing to do the commands of parents and teachers. But sometimes their egocentric nature also arises as a form of moral development in which they are looking for form. There are several characteristics of moral development in this phase, namely:
Regard adults as being all-knowing
Can accept the views of others
Easily affected by peer delinquency
Like to complain when cheated by friends
Sometimes it tends to break the rules
Children's Experiences in Achieving the Zone of Proximal Development
Children's Experiences in Achieving the Zone of Proximal Development
The children's experiences that bring them together with culture are needed to be able to achieve the "Zone of Proximal Development." For this reason, a learning approach is needed that can link the various aspects of learning that exist in the curriculum with real experiences that children experience in their daily lives. Effective methodologies related to teaching in large groups as a whole, teaching through real objects, diverse learning styles, adaptive and individual teaching, complete learning, cooperative learning, direct teaching, discovery, constructive, through peer tutors are needed by children so that they can direct themselves alone to study.
Specifically for early childhood education, modern constructivism by Vygotksy is divided into three stages:
1) Zone of Proximal Development (ZPD)
An idea that young children learn concepts is best when they are in their closest development zone. That is, a distance between the skills that are already owned by children with new skills obtained with the assistance of adults (adult / caregiver / parent / teacher) or people who have mastered these skills (knowledgeable person / peer / siblings). The Zone of Proximal Development is presented in an environment with the richest features possible so as to provide abundant opportunities for children to develop concepts and internalize their understanding of various things so that children get strong stimuli to learn concepts for their understanding in the best way possible.
2) Cognitive Apprenticeship Stage or cognitive apprenticeship.
Is a term for the learning process in which the teacher provides support to early childhood in the form of scaffold until early childhood successfully forms cognitive understanding. Cognitive apprenticeship or cognitive apprenticeship is also a culture of learning from and among peers through interaction with one another so as to form a concept of a common experience and then share experiences to form these concepts among peers (Collins, Brown, and Newman1989). Wilson and Cole (1994) describe the characteristics of cognitive apprenticeship, namely "heuristic content, situated learning, modeling, coaching, articulation, reflection, exploration, and" order in increasing complexity ".
3) Scaffolding or mediated learning,
Namely step by step support for learning and problem solving as an important thing in modern constructivist thinking. Scaffolding is adjusting the support offered during a teaching session to fit the child's current level of performance. ”Scaffolding is mostly found to be done by adults (adult / care giver / parent / teacher) or people who know in advance (knowledgeable person / siblings / peer ) about a skill that should be achieved by early childhood.
Theories of Moral Development by Kohlberg and Thomas Lickona.
Kohlberg as an expert on moral development, relies on Piaget's theory which states that affective development occurs in children aged 1 to 5 years. At that time the child is in "self oriented Morality". As an initial stage of moral development this condition is "the Golden Rule" because at this stage begins to grow "mutual respect" in children. To them began to be introduced to courtesy, and other good deeds, although sometimes they get into conflict because they are difficult to manage and are in an egocentric period. The clash between egocentric thinking and mutual respect is an exciting arena for the growth of the transformation of values in children. Virtue will grow through a long series of processes that involve and hone logic and emotions to clash with one another.
The children's experiences that bring them together with culture are needed to be able to achieve the "Zone of Proximal Development." For this reason, a learning approach is needed that can link the various aspects of learning that exist in the curriculum with real experiences that children experience in their daily lives. Effective methodologies related to teaching in large groups as a whole, teaching through real objects, diverse learning styles, adaptive and individual teaching, complete learning, cooperative learning, direct teaching, discovery, constructive, through peer tutors are needed by children so that they can direct themselves alone to study.
Specifically for early childhood education, modern constructivism by Vygotksy is divided into three stages:
1) Zone of Proximal Development (ZPD)
An idea that young children learn concepts is best when they are in their closest development zone. That is, a distance between the skills that are already owned by children with new skills obtained with the assistance of adults (adult / caregiver / parent / teacher) or people who have mastered these skills (knowledgeable person / peer / siblings). The Zone of Proximal Development is presented in an environment with the richest features possible so as to provide abundant opportunities for children to develop concepts and internalize their understanding of various things so that children get strong stimuli to learn concepts for their understanding in the best way possible.
2) Cognitive Apprenticeship Stage or cognitive apprenticeship.
Is a term for the learning process in which the teacher provides support to early childhood in the form of scaffold until early childhood successfully forms cognitive understanding. Cognitive apprenticeship or cognitive apprenticeship is also a culture of learning from and among peers through interaction with one another so as to form a concept of a common experience and then share experiences to form these concepts among peers (Collins, Brown, and Newman1989). Wilson and Cole (1994) describe the characteristics of cognitive apprenticeship, namely "heuristic content, situated learning, modeling, coaching, articulation, reflection, exploration, and" order in increasing complexity ".
3) Scaffolding or mediated learning,
Namely step by step support for learning and problem solving as an important thing in modern constructivist thinking. Scaffolding is adjusting the support offered during a teaching session to fit the child's current level of performance. ”Scaffolding is mostly found to be done by adults (adult / care giver / parent / teacher) or people who know in advance (knowledgeable person / siblings / peer ) about a skill that should be achieved by early childhood.
Theories of Moral Development by Kohlberg and Thomas Lickona.
Kohlberg as an expert on moral development, relies on Piaget's theory which states that affective development occurs in children aged 1 to 5 years. At that time the child is in "self oriented Morality". As an initial stage of moral development this condition is "the Golden Rule" because at this stage begins to grow "mutual respect" in children. To them began to be introduced to courtesy, and other good deeds, although sometimes they get into conflict because they are difficult to manage and are in an egocentric period. The clash between egocentric thinking and mutual respect is an exciting arena for the growth of the transformation of values in children. Virtue will grow through a long series of processes that involve and hone logic and emotions to clash with one another.
Theories of Early Childhood Development According to Experts
Theories of Early Childhood Development According to Experts
Developmental Theory
Raising theoretical principles in this academic paper is very important to build understanding as an effort to provide good educational services to early childhood education. Various classical theories that exist up to present theories are a long journey how the world of education is always changing to provide the best solution in order to build a noble person who is smart and good (good and smart). Some theories that will be briefly stated include:
Theory of Cognitive Development by Piaget
There are several stages of cognitive development that were initiated by Piaget:
Sensomotor stage (ages 0 to 18 months)
Preoperational Stage (ages 1 month to 6 or 7 years)
Concrete Operational Stage (ages 8 years to 12 years)
Formal Operational Stage (age 12 years to adulthood)
Early childhood aged 4 to 6 years are at this stage. Where children are able to think about objects, events, or other people. The child has begun to recognize symbols in the form of words, numbers, pictures and gestures. But this way of thinking still depends on the concrete object and the present time span, as well as the place where it is located. They have not been able to think abstractly so concrete symbols are needed to be understood by them. For example in introducing numbers must be accompanied by real objects in the form of images or other objects whose numbers correspond to these numbers. In addition, children also have not been able to link the present time with the past.
Theories of Psychosocial Development by Erik Erikson
Erikson (1902-1994) divides these stages of psychosocial development into eight developmental ranges, which in the age range of 3 to 6 years are in the Initiative stage. According to Erikson, this range of initiatives is in the development of emotions. The role of the teacher as an educator must be able to present positive emotions in the process of education. This will help children in managing conflicts that occur due to the clash of positive emotions and negative emotions in their daily relationships that relate between humans and their environment. A child with good emotional development in the previous stage will have the potential to develop positive direction. They are creative, antisius do something, like to experiment, imagine, dare to take risks and like to hang out with fellow friends. But all this depends on the conditions that educators prepared for them. If children love to be praised and their work is appreciated, of course it will foster positive emotions that are useful to strengthen the development of his personality. Conversely, if he likes to be criticized, labeled as a bad boy will naturally emerge negative emotions that will foster guilt in themselves as children. At some point guilt must be present which helps build a sense of responsibility which in propriety will support the growth of good character in children. The more a sense of responsibility grows in children, the sense of initiative will further develop in themselves.
Socio-Cultural Theory by Vygotsky
Vygotsky (1896-1934) strongly agreed with the existence of cultural messages in the learning process at school. He said that the contribution of culture, social interaction, and history in the development of individual mental are very influential, especially in the development of language, reading and writing in children. Culture-based learning and social interaction refers to the development of high mental functions, which are related to socio-historical-cultural aspects. These three things will greatly affect the perception, memory and thinking of children. He advocated the importance of conducting sociocultural interactions as a tool or tool in the learning process at school.
Developmental Theory
Raising theoretical principles in this academic paper is very important to build understanding as an effort to provide good educational services to early childhood education. Various classical theories that exist up to present theories are a long journey how the world of education is always changing to provide the best solution in order to build a noble person who is smart and good (good and smart). Some theories that will be briefly stated include:
Theory of Cognitive Development by Piaget
There are several stages of cognitive development that were initiated by Piaget:
Sensomotor stage (ages 0 to 18 months)
Preoperational Stage (ages 1 month to 6 or 7 years)
Concrete Operational Stage (ages 8 years to 12 years)
Formal Operational Stage (age 12 years to adulthood)
Early childhood aged 4 to 6 years are at this stage. Where children are able to think about objects, events, or other people. The child has begun to recognize symbols in the form of words, numbers, pictures and gestures. But this way of thinking still depends on the concrete object and the present time span, as well as the place where it is located. They have not been able to think abstractly so concrete symbols are needed to be understood by them. For example in introducing numbers must be accompanied by real objects in the form of images or other objects whose numbers correspond to these numbers. In addition, children also have not been able to link the present time with the past.
Theories of Psychosocial Development by Erik Erikson
Erikson (1902-1994) divides these stages of psychosocial development into eight developmental ranges, which in the age range of 3 to 6 years are in the Initiative stage. According to Erikson, this range of initiatives is in the development of emotions. The role of the teacher as an educator must be able to present positive emotions in the process of education. This will help children in managing conflicts that occur due to the clash of positive emotions and negative emotions in their daily relationships that relate between humans and their environment. A child with good emotional development in the previous stage will have the potential to develop positive direction. They are creative, antisius do something, like to experiment, imagine, dare to take risks and like to hang out with fellow friends. But all this depends on the conditions that educators prepared for them. If children love to be praised and their work is appreciated, of course it will foster positive emotions that are useful to strengthen the development of his personality. Conversely, if he likes to be criticized, labeled as a bad boy will naturally emerge negative emotions that will foster guilt in themselves as children. At some point guilt must be present which helps build a sense of responsibility which in propriety will support the growth of good character in children. The more a sense of responsibility grows in children, the sense of initiative will further develop in themselves.
Socio-Cultural Theory by Vygotsky
Vygotsky (1896-1934) strongly agreed with the existence of cultural messages in the learning process at school. He said that the contribution of culture, social interaction, and history in the development of individual mental are very influential, especially in the development of language, reading and writing in children. Culture-based learning and social interaction refers to the development of high mental functions, which are related to socio-historical-cultural aspects. These three things will greatly affect the perception, memory and thinking of children. He advocated the importance of conducting sociocultural interactions as a tool or tool in the learning process at school.
Idealism and Other Flow in Literary Works
Idealism and Other Flow in Literary Works
The streams contained in literary works can not be "stamped" completely to an author. Sutan Takdir Alisyahbana, for example in his work he is idealistic but also romantic, so he is also known as a romantic-idealist. In the flow of idealism there is a flow of romanticism, symbolism, expressionism, mysticism, and surrealism. While that which is included in the flow of materialism is the flow of realism, naturalism, impressionism, and determinism. Another school that views humanity as a unique person is known as the flow of existentialism.
The flow of idealism is the flow in philosophy which suggests that the world of ideas, the world of ideals, the world of hope is the main world of human thought. In the world of literature, idealism means a flow that describes the world that is aspired to, the world that is imagined, and the world of hope that is still abstract, far reaching the period of its achievement. In it is described the beauty of an ideal life, which is fun, full of peace, happiness, serenity, just prosperous and everything that describes the world of hope in accordance with the pleasures of a pleasant mind that no longer has ferocity, anxiety, poverty, oppression, injustice, backwardness, which bothers and afflicts the mind. Indonesian writer known as an idealist both in the novel and in his poetry is Sutan Takdir Alisyahbana.
This romanticism emphasizes the expression of feelings as the basis for the expression of the author's thoughts so that the reader is touched by his emotions after reading the expression of his feelings. To realize his thoughts, the author uses a form of disclosure that is as beautiful and as perfect and perfect. The flow of romance is usually associated with the problem of love because the problem of love does arouse emotions. But this assumption is not always true.
Symbolism is a literary school whose characters are not human beings but animals, or other objects such as plants that are symbolized as human behavior. Animals or plants are treated as humans who can act, talk, communicate, think, think as humans do. The presence of symbolism-based literary works is usually determined by situations that do not support the narrator or author of the speech. In old societies, for example where freedom of speech was limited by moral ethical rules that bind togetherness in community groups, their views and opinions are channeled through forms of proverbs or fables.
Expressionism is a flow in the work of art, which is concerned with the outpouring of the soul or the outpouring of the soul and not concerned with real events or events. A hard and explosive inner expression. usually regarded as a statement or attitude of the author. This flow first developed in Germany before World War I, the Indonesian author who was considered to be an expressionist was Chairil Anwar.
Mysticism is a flow in literature that refers to mystical thinking, which is thought that is based on belief in the One God Almighty, which encompasses everything in nature. This mysticism-based literary work shows work that seeks self-union with the Substance of God Almighty, namely the Lord of the Universe. During Classical Literature, Raja Ali Haji was known by his Gurindam Twelve who were full of mystical teachings. In literary works today that show mysticism, for example Abdul Hadi W.M., Danarto, and Rifai Ali.
Surrealism is a flow in literature that depicts the life and talk of the unconscious, dreamland. All the events described occur at the same time and simultaneously. This flow was influenced by Sigmund Freud (1856-1939) Austrian psychiatrist known as psychoanalysis of the symptoms of hysteria experienced by humans. He argues that the symptoms of traumatic hysteria experienced by a person can be cured through psychiatric analysis done with the patient's state of consciousness, not by way of hypnosis as was done by his colleague Breuer. According to Freud the hidden emotions are sexual. Man's actions are driven by libido, genuine sexual desire. By digging into the human subconscious, it will be returned to its original condition.
The streams contained in literary works can not be "stamped" completely to an author. Sutan Takdir Alisyahbana, for example in his work he is idealistic but also romantic, so he is also known as a romantic-idealist. In the flow of idealism there is a flow of romanticism, symbolism, expressionism, mysticism, and surrealism. While that which is included in the flow of materialism is the flow of realism, naturalism, impressionism, and determinism. Another school that views humanity as a unique person is known as the flow of existentialism.
The flow of idealism is the flow in philosophy which suggests that the world of ideas, the world of ideals, the world of hope is the main world of human thought. In the world of literature, idealism means a flow that describes the world that is aspired to, the world that is imagined, and the world of hope that is still abstract, far reaching the period of its achievement. In it is described the beauty of an ideal life, which is fun, full of peace, happiness, serenity, just prosperous and everything that describes the world of hope in accordance with the pleasures of a pleasant mind that no longer has ferocity, anxiety, poverty, oppression, injustice, backwardness, which bothers and afflicts the mind. Indonesian writer known as an idealist both in the novel and in his poetry is Sutan Takdir Alisyahbana.
This romanticism emphasizes the expression of feelings as the basis for the expression of the author's thoughts so that the reader is touched by his emotions after reading the expression of his feelings. To realize his thoughts, the author uses a form of disclosure that is as beautiful and as perfect and perfect. The flow of romance is usually associated with the problem of love because the problem of love does arouse emotions. But this assumption is not always true.
Symbolism is a literary school whose characters are not human beings but animals, or other objects such as plants that are symbolized as human behavior. Animals or plants are treated as humans who can act, talk, communicate, think, think as humans do. The presence of symbolism-based literary works is usually determined by situations that do not support the narrator or author of the speech. In old societies, for example where freedom of speech was limited by moral ethical rules that bind togetherness in community groups, their views and opinions are channeled through forms of proverbs or fables.
Expressionism is a flow in the work of art, which is concerned with the outpouring of the soul or the outpouring of the soul and not concerned with real events or events. A hard and explosive inner expression. usually regarded as a statement or attitude of the author. This flow first developed in Germany before World War I, the Indonesian author who was considered to be an expressionist was Chairil Anwar.
Mysticism is a flow in literature that refers to mystical thinking, which is thought that is based on belief in the One God Almighty, which encompasses everything in nature. This mysticism-based literary work shows work that seeks self-union with the Substance of God Almighty, namely the Lord of the Universe. During Classical Literature, Raja Ali Haji was known by his Gurindam Twelve who were full of mystical teachings. In literary works today that show mysticism, for example Abdul Hadi W.M., Danarto, and Rifai Ali.
Surrealism is a flow in literature that depicts the life and talk of the unconscious, dreamland. All the events described occur at the same time and simultaneously. This flow was influenced by Sigmund Freud (1856-1939) Austrian psychiatrist known as psychoanalysis of the symptoms of hysteria experienced by humans. He argues that the symptoms of traumatic hysteria experienced by a person can be cured through psychiatric analysis done with the patient's state of consciousness, not by way of hypnosis as was done by his colleague Breuer. According to Freud the hidden emotions are sexual. Man's actions are driven by libido, genuine sexual desire. By digging into the human subconscious, it will be returned to its original condition.
Idealism and Materialism in Literature
Idealism and Materialism in Literature
The terms naturalist, materialist, and idealist are terms used in philosophy as an understanding, outlook, or philosophy of life that finally in the literary world is the flow adopted by a person in producing his work. The flow in literary works is usually seen in certain periods. Each literary period is usually marked by the flow adopted by the authors at that time. Even the flow elements that became fashions in a certain period were characteristic of literary works that were in that period.
The problem of flow as the main point of view of life, departs from the understanding expressed by philosophers in dealing with the life of the universe.
The first interpretation given by humans to nature is of two kinds, namely supernatural and natural. Adherents of these understandings are called supernaturalism and naturalism. Supernaturalism suggests that in this realm there are supernatural forms that are higher or more powerful than the real nature which regulates natural life so that it becomes the realm currently occupied.
The animism and dynamism beliefs are the oldest beliefs in the history of the development of human culture that is based on the understanding of supernaturalism and is still held by some societies on this earth. As opposed to supernatural understanding is naturalism which rejects supernatural understanding. This understanding suggests that these visible natural phenomena occur because of the forces within nature that can be learned and thus can be known. This understanding also suggests that the world is totally dependent on matter, matter, and motion. The main reality in life and the end of life is matter, or material things.
In the arts there are also two major streams with different characteristics, namely the flow of idealism and materialism. Idealism is a flow which values highly dreams (ideas) and ideals (ideal) as a result of feelings rather than the real world. This flow was initially expressed by Socrates (469-399 bc), followed by his student named Plato (427-347 bc). In the field of fine arts, idealized painters tend to prefer to realize things as best as they can. In the science of decency idealism contains a view of life in which the spiritual manifests the ruling power and explains that all things in nature and experience are the embodiment of the mind, a real view.
Opposing the idealism is the materialism. This flow suggests that the world is totally dependent on matter and motion. This teaching was put forward by Democrates in the 4th century BC, which said that all the magical, magical events in nature were moved by atoms and the breadth of their motion. There are no supernatural supernatural powers that govern this life. In the field of art, fine art and sculpture, the flow of materialism or naturalism is also called the flow of realism, which is a form of painting created according to the actual natural conditions based on factors of perspective, proportion, color, light, and shadow. Whereas in the literary arts the flow of materialism or naturalism is a continuation of the flow of realism.
The terms naturalist, materialist, and idealist are terms used in philosophy as an understanding, outlook, or philosophy of life that finally in the literary world is the flow adopted by a person in producing his work. The flow in literary works is usually seen in certain periods. Each literary period is usually marked by the flow adopted by the authors at that time. Even the flow elements that became fashions in a certain period were characteristic of literary works that were in that period.
The problem of flow as the main point of view of life, departs from the understanding expressed by philosophers in dealing with the life of the universe.
The first interpretation given by humans to nature is of two kinds, namely supernatural and natural. Adherents of these understandings are called supernaturalism and naturalism. Supernaturalism suggests that in this realm there are supernatural forms that are higher or more powerful than the real nature which regulates natural life so that it becomes the realm currently occupied.
The animism and dynamism beliefs are the oldest beliefs in the history of the development of human culture that is based on the understanding of supernaturalism and is still held by some societies on this earth. As opposed to supernatural understanding is naturalism which rejects supernatural understanding. This understanding suggests that these visible natural phenomena occur because of the forces within nature that can be learned and thus can be known. This understanding also suggests that the world is totally dependent on matter, matter, and motion. The main reality in life and the end of life is matter, or material things.
In the arts there are also two major streams with different characteristics, namely the flow of idealism and materialism. Idealism is a flow which values highly dreams (ideas) and ideals (ideal) as a result of feelings rather than the real world. This flow was initially expressed by Socrates (469-399 bc), followed by his student named Plato (427-347 bc). In the field of fine arts, idealized painters tend to prefer to realize things as best as they can. In the science of decency idealism contains a view of life in which the spiritual manifests the ruling power and explains that all things in nature and experience are the embodiment of the mind, a real view.
Opposing the idealism is the materialism. This flow suggests that the world is totally dependent on matter and motion. This teaching was put forward by Democrates in the 4th century BC, which said that all the magical, magical events in nature were moved by atoms and the breadth of their motion. There are no supernatural supernatural powers that govern this life. In the field of art, fine art and sculpture, the flow of materialism or naturalism is also called the flow of realism, which is a form of painting created according to the actual natural conditions based on factors of perspective, proportion, color, light, and shadow. Whereas in the literary arts the flow of materialism or naturalism is a continuation of the flow of realism.
Definition and Characteristics of Fiction Prose
Definition and Characteristics of Fiction Prose
Fiction prose as a fictional story does not mean that fiction prose is the author's blank reverie. Fiction prose is a combination or collaboration between thoughts and feelings. Fiction can be distinguished from fiction which is reality and fiction which is actuality. Fiction reality says: "if all the facts, then this is what will happen. So, reality fiction is things that can happen, but not necessarily happen. Fiction writers make imaginative characters in their works come alive. Actual fiction says "because of all the facts this is what will happen". So, actuality means the things that actually happen. Example: historical romance, travel stories, biographies, autobiographies. Prose always comes from the living environment that is experienced, witnessed, heard and read by the author.
The features of fiction prose are that the language breaks down, can expand knowledge and increase knowledge, especially imaginative experiences. Fiction prose can convey information about an event in life. The meaning can be ambiguous. Fiction prose depicts imaginative reality because imagination is always bound to reality, whereas reality cannot be separated from imagination. The language is more inclined towards figurative language by emphasizing the use of connotative words. Furthermore fiction prose invites us to contemplate because literature offers personal interpretations related to imagination.
Types of Prose
Based on the division of Indonesian literary history, there are two kinds of literature, namely classical literature and modern literature. Modern literature includes new prose which includes novels, novels, popular novels, short stories. Furthermore, classical literature includes old prose that includes folklore, fairy tales, fables, epics, legends, myths, witty stories, stories of solace, sage, saga, saga, and genealogy.
Romance is a type of prose variety of literary works. The notion of romance was originally a story written in Romana. In its later development, the romance in the form of a story that tells the events / experiences of physical / spiritual birth of a number of characters at one particular time. This happened at the end of the 17th century. The development of romance reached its peak in the 18th century. In the 19th century came famous Roman writers, such as Honore de Balzac, Gustave Flaubert, Emile Zola, Charles Dickens, Leo Tolstoy, F. Dostojevski. These romance writers were then followed by colleagues representing the 20th century, such as Proust, Joyce, Kafka, and Faulkner.
Reader reception theory
Reader reception theory tries to examine the relationship of literary works with the reception (acceptance) of readers. In view of this theory, the meaning of a literary work cannot be understood through the literary text itself, but can only be understood in the context of giving meaning to the reader. In other words, the meaning of literary works can only be understood by looking at their impact on the reader.
Literary work as an impact that occurs on the reader is contained in the sense of concretization, namely the meaning given by the reader to the literary text by completing the text with his own mind. Of course the reader cannot concretize as freely as he thinks because the actual concretization that he is doing remains within the limits of his expectation horizon, namely a set of shared assumptions about literature possessed by certain generations of readers.
Horizon reader expectations are determined by three things, viz
The rules contained in the literary texts themselves,
Knowledge and experience of readers with a variety of literary texts, and
The ability of readers to connect literary works with real life. This third point is also determined by the indetermination nature of literary texts, namely the gap that literary texts have to real life.
Literary reception theory assumes that our understanding of literature will be richer if we put the work in the context of the diversity of horizons of hope that were shaped and reshaped from time to time by various generations of readers. That way, in our understanding of a literary work contained a dialogue between the horizons of present and past expectations. So, when we read a literary text, we not only learn about what the text says, but more importantly we also learn about what we think of ourselves, our hopes, and how our thoughts differ from the minds of other generations before we. All of this is contained in our expectation horizon.
Fiction prose as a fictional story does not mean that fiction prose is the author's blank reverie. Fiction prose is a combination or collaboration between thoughts and feelings. Fiction can be distinguished from fiction which is reality and fiction which is actuality. Fiction reality says: "if all the facts, then this is what will happen. So, reality fiction is things that can happen, but not necessarily happen. Fiction writers make imaginative characters in their works come alive. Actual fiction says "because of all the facts this is what will happen". So, actuality means the things that actually happen. Example: historical romance, travel stories, biographies, autobiographies. Prose always comes from the living environment that is experienced, witnessed, heard and read by the author.
The features of fiction prose are that the language breaks down, can expand knowledge and increase knowledge, especially imaginative experiences. Fiction prose can convey information about an event in life. The meaning can be ambiguous. Fiction prose depicts imaginative reality because imagination is always bound to reality, whereas reality cannot be separated from imagination. The language is more inclined towards figurative language by emphasizing the use of connotative words. Furthermore fiction prose invites us to contemplate because literature offers personal interpretations related to imagination.
Types of Prose
Based on the division of Indonesian literary history, there are two kinds of literature, namely classical literature and modern literature. Modern literature includes new prose which includes novels, novels, popular novels, short stories. Furthermore, classical literature includes old prose that includes folklore, fairy tales, fables, epics, legends, myths, witty stories, stories of solace, sage, saga, saga, and genealogy.
Romance is a type of prose variety of literary works. The notion of romance was originally a story written in Romana. In its later development, the romance in the form of a story that tells the events / experiences of physical / spiritual birth of a number of characters at one particular time. This happened at the end of the 17th century. The development of romance reached its peak in the 18th century. In the 19th century came famous Roman writers, such as Honore de Balzac, Gustave Flaubert, Emile Zola, Charles Dickens, Leo Tolstoy, F. Dostojevski. These romance writers were then followed by colleagues representing the 20th century, such as Proust, Joyce, Kafka, and Faulkner.
Reader reception theory
Reader reception theory tries to examine the relationship of literary works with the reception (acceptance) of readers. In view of this theory, the meaning of a literary work cannot be understood through the literary text itself, but can only be understood in the context of giving meaning to the reader. In other words, the meaning of literary works can only be understood by looking at their impact on the reader.
Literary work as an impact that occurs on the reader is contained in the sense of concretization, namely the meaning given by the reader to the literary text by completing the text with his own mind. Of course the reader cannot concretize as freely as he thinks because the actual concretization that he is doing remains within the limits of his expectation horizon, namely a set of shared assumptions about literature possessed by certain generations of readers.
Horizon reader expectations are determined by three things, viz
The rules contained in the literary texts themselves,
Knowledge and experience of readers with a variety of literary texts, and
The ability of readers to connect literary works with real life. This third point is also determined by the indetermination nature of literary texts, namely the gap that literary texts have to real life.
Literary reception theory assumes that our understanding of literature will be richer if we put the work in the context of the diversity of horizons of hope that were shaped and reshaped from time to time by various generations of readers. That way, in our understanding of a literary work contained a dialogue between the horizons of present and past expectations. So, when we read a literary text, we not only learn about what the text says, but more importantly we also learn about what we think of ourselves, our hopes, and how our thoughts differ from the minds of other generations before we. All of this is contained in our expectation horizon.
Types, Drama Staging and Literary Theory
Types, Drama Staging and Literary Theory
In general, drama is classified into two types, namely tragedy and comedy. This grouping is based on the drama's philosophical perspective on the nature of human life. The unique view of life in the drama of tragedy lies in the assertion that humans must accept the inevitable fate. However, tragedy also illustrates the fact that although we must face and accept the fate of our destiny, we also have a strong need to give meaning to our destiny. Therefore, the spirit of tragedy is not passive, but full of the spirit of struggle, namely the struggle to give meaning to the fate of human life. The comedy illustrates the fact that no matter how many times we fall or fail, we will be able to get back up and move on with life. Comedy shows an unquenchable will of life. This is the spirit that moves the characters, the spirit to celebrate the joy of life. The joy of life is shown by distorting the seriousness and pain (suffering) in such a way that it can cause humor.
Drama Performance
Drama scripts are made not merely to be read, but rather intended to be staged. To turn a drama script into a performance, many parties need to work together in a compact manner. These parties are producers, directors, actors / actresses, and designers. These various parties then change or concretize the manuscript into a production concept, which is a conceptual formulation or basic idea that unites various different aspects of the staging so that a point of view of meaning together with staging production can be formed. This formula is general, concrete, and inspiring. With the guidance of the production concept, the various parties contribute to each other for the creation of successful performances.
Literary theory of psychoanalysis
Psychoanalytic literary theory considers literature as symptom (symptom) of its author. In patients with hysteria the symptoms appear in the form of physical disorders, while in the literary self the symptoms appear in the form of creative work. Therefore, with this assumption, the characters in a novel, for example, will be treated like humans who live in the author's daydream. Psychological conflicts experienced by these figures can be seen as a reflection or representation of the author's own psychological conflicts. It must be remembered, however, that this reflection takes place unconsciously by the author of the novel itself and often in a distorted form, as is the case with dreams. In other words, the author's unconsciousness works through the activity of creating his novel. So, literary work is actually a hidden fulfillment of the desire of the author who is confined (repressed) in the unconscious.
Structural Literary Theory
Structural literary studies (studies) do not treat a particular literary work as the object of study. The object of his study is the literary system, which is a set of abstract and general conventions that govern the relationships of various elements in the literary text so that the elements are related to one another in a complete whole. Although the conventions that make up the literary system are social in nature and exist in certain public awareness, structural literary studies assume that the conventions can be traced and described from an autonomous analysis of the literary text structure itself, separate from the author or social reality. A thorough and thorough analysis of the relations of various elements that make up the literary text is considered to produce a knowledge of the literary system.
Feminist Literature Theory
The theory of literary feminism sees literary works as a reflection of patriarchal social reality. Therefore, the purpose of applying this theory is to dismantle hidden patriarchal assumptions through images or images of women in literary works. Thus, the reader or researcher will read literary texts with the awareness that she is a woman who is oppressed by a patriarchal social system so that she will be keen to see how the literary texts she reads hide and favor patriarchal views. In addition, the study of literature with a feminist approach is not limited to efforts to dismantle the patriarchal assumptions contained in the way of describing women through literary texts, but develops to study women's literature specifically, namely literary works made by women, which are also called by the term gynocritics.
Here what is sought is a study of the specificity of literary works made by women, both the style, theme, type, and structure of women's literary works. The women writers were also examined specifically, for example the creative process, the biography, and the development of the female literary profession. Such studies are then directed to build a knowledge of the literary history and literary system of women.
In general, drama is classified into two types, namely tragedy and comedy. This grouping is based on the drama's philosophical perspective on the nature of human life. The unique view of life in the drama of tragedy lies in the assertion that humans must accept the inevitable fate. However, tragedy also illustrates the fact that although we must face and accept the fate of our destiny, we also have a strong need to give meaning to our destiny. Therefore, the spirit of tragedy is not passive, but full of the spirit of struggle, namely the struggle to give meaning to the fate of human life. The comedy illustrates the fact that no matter how many times we fall or fail, we will be able to get back up and move on with life. Comedy shows an unquenchable will of life. This is the spirit that moves the characters, the spirit to celebrate the joy of life. The joy of life is shown by distorting the seriousness and pain (suffering) in such a way that it can cause humor.
Drama Performance
Drama scripts are made not merely to be read, but rather intended to be staged. To turn a drama script into a performance, many parties need to work together in a compact manner. These parties are producers, directors, actors / actresses, and designers. These various parties then change or concretize the manuscript into a production concept, which is a conceptual formulation or basic idea that unites various different aspects of the staging so that a point of view of meaning together with staging production can be formed. This formula is general, concrete, and inspiring. With the guidance of the production concept, the various parties contribute to each other for the creation of successful performances.
Literary theory of psychoanalysis
Psychoanalytic literary theory considers literature as symptom (symptom) of its author. In patients with hysteria the symptoms appear in the form of physical disorders, while in the literary self the symptoms appear in the form of creative work. Therefore, with this assumption, the characters in a novel, for example, will be treated like humans who live in the author's daydream. Psychological conflicts experienced by these figures can be seen as a reflection or representation of the author's own psychological conflicts. It must be remembered, however, that this reflection takes place unconsciously by the author of the novel itself and often in a distorted form, as is the case with dreams. In other words, the author's unconsciousness works through the activity of creating his novel. So, literary work is actually a hidden fulfillment of the desire of the author who is confined (repressed) in the unconscious.
Structural Literary Theory
Structural literary studies (studies) do not treat a particular literary work as the object of study. The object of his study is the literary system, which is a set of abstract and general conventions that govern the relationships of various elements in the literary text so that the elements are related to one another in a complete whole. Although the conventions that make up the literary system are social in nature and exist in certain public awareness, structural literary studies assume that the conventions can be traced and described from an autonomous analysis of the literary text structure itself, separate from the author or social reality. A thorough and thorough analysis of the relations of various elements that make up the literary text is considered to produce a knowledge of the literary system.
Feminist Literature Theory
The theory of literary feminism sees literary works as a reflection of patriarchal social reality. Therefore, the purpose of applying this theory is to dismantle hidden patriarchal assumptions through images or images of women in literary works. Thus, the reader or researcher will read literary texts with the awareness that she is a woman who is oppressed by a patriarchal social system so that she will be keen to see how the literary texts she reads hide and favor patriarchal views. In addition, the study of literature with a feminist approach is not limited to efforts to dismantle the patriarchal assumptions contained in the way of describing women through literary texts, but develops to study women's literature specifically, namely literary works made by women, which are also called by the term gynocritics.
Here what is sought is a study of the specificity of literary works made by women, both the style, theme, type, and structure of women's literary works. The women writers were also examined specifically, for example the creative process, the biography, and the development of the female literary profession. Such studies are then directed to build a knowledge of the literary history and literary system of women.
Prose Elements and Drama Structure
Prose Elements and Drama Structure
The intrinsic element of prose consists of plot, theme, character and characterization, setting / setting, point of view, style, imagery, and mandate. Plot or plot is the structure of a series of events in a story that is arranged as a functional interrelation which at the same time marks the order of the parts in the whole of fiction, that in general the fictional plot consists of:
Open flow, ie the situation unfolds as an initial condition that will be continued with the next condition;
Middle groove, ie conditions begin to move toward conditions that start to peak;
The peak flow, which is the condition of reaching the peak point as the climax of events; and Groove closed
In other words, the storyline includes exposure, conflict, climax and resolution.
The eight elements complement each other in a prose. Themes, for example, are central to inspiring stories. Likewise, the characterization that characterizes the character becomes the messenger that the author wants, both evil and good. In order for this characterization to look more alive, it is supported by the setting / setting of the story, style, imagery and mandate.
Extrinsic Element of Prose
Extrinsic elements of fiction prose are all external factors underlying the creation of literary works such as sociological values, historical values, moral values, psychological values. It is the author's subjective value which can be in the form of social conditions, motivations, tendencies that encourage and influence one's authorship. In turn, the extrinsic element that actually exists outside the literary work is sufficient to help literary reviewers understand and enjoy the work at hand. In-depth experience and the introduction of extrinsic elements enable a reviewer to be able to interpret literary works more precisely.
The level of appreciation values in fictional prose are inorganic neveau, vegetative neveau, neveau animal, neveau humanist, and metaphysical / transcendental neveau.
Understanding Drama Behavior in Reality Simulation
Drama is a practice that mimics behavior in real life to provide confirmation and alternatives for life itself. Because what is emphasized is behavior, words / dialogue in drama must be understood as an inseparable part of the whole situation of human interaction or communication which involves not only the words / dialogue itself, but also the situation surrounding the dialogue, such as who dialogue, when and where the dialogue took place, and why the dialogue was expressed. Thus, in drama practice we see unity between words, deeds, and situations. The nature of this unity is very suitable or similar to the circumstances that take place in the life of real human communication. Therefore, drama can function as a media to simulate reality, namely media to smooth and develop human beings and their culture through the inculcation of cultural / religious values, the delivery of new thoughts, and the delivery of social criticism.
Drama Structure
As a complete script, drama is built by several interrelated elements, namely dialogue, staging instructions, plot, and character. Dialogue is the utterance of a particular character which is then followed by the utterance of another character. It is through the rotation of the characters' words that all information is expressed slowly from the beginning to the end of the drama. That's why the position of dialogue is very important and important in drama. In addition, information is also provided through the staging instructions.
Staging instructions are side texts that function to provide guidance on various aspects of the performance, namely aspects of character, speech, and design. This text may be contained in dialogue (intradialog) and may also be outside dialogue (extradialog). The next drama element is the plot, which is the pattern of the arrangement of events in the drama that makes these events interrelated logically, intactly, and meaningfully. The events in the drama naturally arise because of the actions of the characters / characters with all its psychological, moral, social, and physical characteristics.
The intrinsic element of prose consists of plot, theme, character and characterization, setting / setting, point of view, style, imagery, and mandate. Plot or plot is the structure of a series of events in a story that is arranged as a functional interrelation which at the same time marks the order of the parts in the whole of fiction, that in general the fictional plot consists of:
Open flow, ie the situation unfolds as an initial condition that will be continued with the next condition;
Middle groove, ie conditions begin to move toward conditions that start to peak;
The peak flow, which is the condition of reaching the peak point as the climax of events; and Groove closed
In other words, the storyline includes exposure, conflict, climax and resolution.
The eight elements complement each other in a prose. Themes, for example, are central to inspiring stories. Likewise, the characterization that characterizes the character becomes the messenger that the author wants, both evil and good. In order for this characterization to look more alive, it is supported by the setting / setting of the story, style, imagery and mandate.
Extrinsic Element of Prose
Extrinsic elements of fiction prose are all external factors underlying the creation of literary works such as sociological values, historical values, moral values, psychological values. It is the author's subjective value which can be in the form of social conditions, motivations, tendencies that encourage and influence one's authorship. In turn, the extrinsic element that actually exists outside the literary work is sufficient to help literary reviewers understand and enjoy the work at hand. In-depth experience and the introduction of extrinsic elements enable a reviewer to be able to interpret literary works more precisely.
The level of appreciation values in fictional prose are inorganic neveau, vegetative neveau, neveau animal, neveau humanist, and metaphysical / transcendental neveau.
Understanding Drama Behavior in Reality Simulation
Drama is a practice that mimics behavior in real life to provide confirmation and alternatives for life itself. Because what is emphasized is behavior, words / dialogue in drama must be understood as an inseparable part of the whole situation of human interaction or communication which involves not only the words / dialogue itself, but also the situation surrounding the dialogue, such as who dialogue, when and where the dialogue took place, and why the dialogue was expressed. Thus, in drama practice we see unity between words, deeds, and situations. The nature of this unity is very suitable or similar to the circumstances that take place in the life of real human communication. Therefore, drama can function as a media to simulate reality, namely media to smooth and develop human beings and their culture through the inculcation of cultural / religious values, the delivery of new thoughts, and the delivery of social criticism.
Drama Structure
As a complete script, drama is built by several interrelated elements, namely dialogue, staging instructions, plot, and character. Dialogue is the utterance of a particular character which is then followed by the utterance of another character. It is through the rotation of the characters' words that all information is expressed slowly from the beginning to the end of the drama. That's why the position of dialogue is very important and important in drama. In addition, information is also provided through the staging instructions.
Staging instructions are side texts that function to provide guidance on various aspects of the performance, namely aspects of character, speech, and design. This text may be contained in dialogue (intradialog) and may also be outside dialogue (extradialog). The next drama element is the plot, which is the pattern of the arrangement of events in the drama that makes these events interrelated logically, intactly, and meaningfully. The events in the drama naturally arise because of the actions of the characters / characters with all its psychological, moral, social, and physical characteristics.
Interpretation of Poetry and Prose
Interpretation of Poetry and Prose
In order to understand the contents of poetry begins with a review or study of the style and form of poetry that together form a wholeness of the contents of the poem. Pay attention if there are things that attract attention, for example the title and frequency of words. The number of repetitive words can lead the reader in understanding the theme. If there are stanzas that contain a little lyrics, usually that's where the poetry theme is contained. Like the title can also imagine a theme. But remember, the title is not necessarily the same as the theme. Knowing the theme as well as akutarik is the first step that must be done in an effort to understand poetry.
Prose, Definition and Characteristics of Fiction Prose
Fiction prose as a fictional story does not mean that fiction prose is the author's blank reverie. Fiction prose is a combination or collaboration between thoughts and feelings. Fiction can be distinguished from fiction which is reality and fiction which is actuality. Fiction reality says: "if all the facts, then this is what will happen. So, reality fiction is things that can happen, but not necessarily happen. Fiction writers make imaginative characters in their works come alive. Actual fiction says "because of all the facts this is what will happen". So, actuality means the things that actually happen. Example: historical romance, travel stories, biographies, autobiographies. Prose always comes from the living environment that is experienced, witnessed, heard and read by the author.
The features of fiction prose are that the language breaks down, can expand knowledge and increase knowledge, especially imaginative experiences. Fiction prose can convey information about an event in life. The meaning can be ambiguous. Fiction prose depicts imaginative reality because imagination is always bound to reality, whereas reality cannot be separated from imagination. The language is more inclined towards figurative language by emphasizing the use of connotative words. Furthermore fiction prose invites us to contemplate because literature offers personal interpretations related to imagination.
Types of Prose
Based on the division of Indonesian literary history, there are two kinds of literature, namely classical literature and modern literature. Modern literature includes new prose which includes novels, novels, popular novels, short stories. Furthermore, classical literature includes old prose that includes folklore, fairy tales, fables, epics, legends, myths, witty stories, stories of solace, sage, saga, saga, and genealogy.
Romance is a type of prose variety of literary works. The notion of romance was originally a story written in Romana. In its later development, the romance in the form of a story that tells the events / experiences of physical / spiritual birth of a number of characters at one particular time. This happened at the end of the 17th century. The development of romance reached its peak in the 18th century. In the 19th century came famous Roman writers, such as Honore de Balzac, Gustave Flaubert, Emile Zola, Charles Dickens, Leo Tolstoy, F. Dostojevski. These romance writers were then followed by colleagues representing the 20th century, such as Proust, Joyce, Kafka, and Faulkner.
The form is almost the same as romance is a novel. For ordinary readers, these two forms are difficult to distinguish. Basically, novels and romance tell extraordinary things that happen in human life so that the way of life of the characters displayed can change. Novels can be divided into regional novels, psychological novels, social novels, gothic novels, and historical novels, as well as popular novels. Another type of story that has a main characteristic like a novel is a short story. The difference with the novel, the short story telling is more concise, the problem is more cohesive and the plot is single and focused to the end of the story. A long story that amounts to hundreds of pages, obviously can not be called a short story.
In order to understand the contents of poetry begins with a review or study of the style and form of poetry that together form a wholeness of the contents of the poem. Pay attention if there are things that attract attention, for example the title and frequency of words. The number of repetitive words can lead the reader in understanding the theme. If there are stanzas that contain a little lyrics, usually that's where the poetry theme is contained. Like the title can also imagine a theme. But remember, the title is not necessarily the same as the theme. Knowing the theme as well as akutarik is the first step that must be done in an effort to understand poetry.
Prose, Definition and Characteristics of Fiction Prose
Fiction prose as a fictional story does not mean that fiction prose is the author's blank reverie. Fiction prose is a combination or collaboration between thoughts and feelings. Fiction can be distinguished from fiction which is reality and fiction which is actuality. Fiction reality says: "if all the facts, then this is what will happen. So, reality fiction is things that can happen, but not necessarily happen. Fiction writers make imaginative characters in their works come alive. Actual fiction says "because of all the facts this is what will happen". So, actuality means the things that actually happen. Example: historical romance, travel stories, biographies, autobiographies. Prose always comes from the living environment that is experienced, witnessed, heard and read by the author.
The features of fiction prose are that the language breaks down, can expand knowledge and increase knowledge, especially imaginative experiences. Fiction prose can convey information about an event in life. The meaning can be ambiguous. Fiction prose depicts imaginative reality because imagination is always bound to reality, whereas reality cannot be separated from imagination. The language is more inclined towards figurative language by emphasizing the use of connotative words. Furthermore fiction prose invites us to contemplate because literature offers personal interpretations related to imagination.
Types of Prose
Based on the division of Indonesian literary history, there are two kinds of literature, namely classical literature and modern literature. Modern literature includes new prose which includes novels, novels, popular novels, short stories. Furthermore, classical literature includes old prose that includes folklore, fairy tales, fables, epics, legends, myths, witty stories, stories of solace, sage, saga, saga, and genealogy.
Romance is a type of prose variety of literary works. The notion of romance was originally a story written in Romana. In its later development, the romance in the form of a story that tells the events / experiences of physical / spiritual birth of a number of characters at one particular time. This happened at the end of the 17th century. The development of romance reached its peak in the 18th century. In the 19th century came famous Roman writers, such as Honore de Balzac, Gustave Flaubert, Emile Zola, Charles Dickens, Leo Tolstoy, F. Dostojevski. These romance writers were then followed by colleagues representing the 20th century, such as Proust, Joyce, Kafka, and Faulkner.
The form is almost the same as romance is a novel. For ordinary readers, these two forms are difficult to distinguish. Basically, novels and romance tell extraordinary things that happen in human life so that the way of life of the characters displayed can change. Novels can be divided into regional novels, psychological novels, social novels, gothic novels, and historical novels, as well as popular novels. Another type of story that has a main characteristic like a novel is a short story. The difference with the novel, the short story telling is more concise, the problem is more cohesive and the plot is single and focused to the end of the story. A long story that amounts to hundreds of pages, obviously can not be called a short story.
Intrinsic and Extrinsic Elements of Drama and Poetry
Intrinsic and Extrinsic Elements of Drama and Poetry
Drama literature has intrinsic and extrinsic elements needed to construct the story. Intrinsic elements of drama consist of themes, plots, characters, dialogues, characters, and settings.
Drama which is the author's creative creation must have a strong theme, in order to create a story that is timeless. Without conflict, drama will feel flat. Conflict is in the plot, which occurs because of tensions between people. Drama characters are divided according to their roles and functions in the play. According to his role the characters consist of the main character, subordinate figures, and additional figures. In drama the function of the character is very important, namely as the protagonist, the antagonist, and the tritagonist.
Conversation is the main characteristic of drama which may be in the form of dialogue but can also take the form of a monologue. In addition, there are also characters (as what and what kind of psychology) and settings that are closely related. The setting in the drama greatly influences the character's character.
Definition and Characteristics of Poetry
Poetry is the poet's feelings expressed in a careful choice of words, and contains rhymes and rhythms. The characteristics of poetry can be seen from the language used as well as from the form of the poem. The language of poetry contains rhymes, rhythm, and figures of speech, while the form of poetry consists of its related form, its location arranged downward, and does not concern spelling. To understand poetry can also be done by distinguishing it from the form of prose.
Types of Poetry
Based on the time of its appearance poetry can be divided into 3 groups, namely old poetry, new poetry, and modern poetry. Old poetry is poetry that was born before the Dutch colonial period, so there is no visible influence from western culture. The static and objective nature of the old society gave birth to a static form of poetry too, which is very bound to certain rules. Old poetry consists of mantras, thimbles, pantun and karmina, Talibun, seloka, gurindam, and poetry. New poetry is poetry that emerged during the Dutch colonial period, so that the new poem appears to have an influence from European culture. The determination of new poetry types is based on the number of lines contained in each stanza. New poetry types are divided into distichon, terzina, quatrain, quint, sextet, septima, stanza or octave, and sonnets. Modern poetry is poetry that developed in Indonesia after the Dutch colonial period. Based on the way it is expressed, modern poetry can be divided into epic poetry, lyric poetry, and dramatic poetry.
Analysis of Intrinsic Elements of Poetry
To understand the meaning of a poem can be done by analyzing its intrinsic elements, for example by examining the language style and form of poetry. The style of language the poet uses includes:
Sound styles which include: assonance, alliteration, poetry, ephonies and cacao.
Word style that discusses word repetition and diction.
A sentence style that contains an implicit style and a rhetorical style
Array, and
figurative language.
Understanding poetry through its form can be done by examining typography, punctuation, and management. To simplify and clarify the analysis of poetry, in front of each array give numbered sequences. If the poem to be analyzed has several stanzas, it can also be numbered in each stanzas.
Drama literature has intrinsic and extrinsic elements needed to construct the story. Intrinsic elements of drama consist of themes, plots, characters, dialogues, characters, and settings.
Drama which is the author's creative creation must have a strong theme, in order to create a story that is timeless. Without conflict, drama will feel flat. Conflict is in the plot, which occurs because of tensions between people. Drama characters are divided according to their roles and functions in the play. According to his role the characters consist of the main character, subordinate figures, and additional figures. In drama the function of the character is very important, namely as the protagonist, the antagonist, and the tritagonist.
Conversation is the main characteristic of drama which may be in the form of dialogue but can also take the form of a monologue. In addition, there are also characters (as what and what kind of psychology) and settings that are closely related. The setting in the drama greatly influences the character's character.
Definition and Characteristics of Poetry
Poetry is the poet's feelings expressed in a careful choice of words, and contains rhymes and rhythms. The characteristics of poetry can be seen from the language used as well as from the form of the poem. The language of poetry contains rhymes, rhythm, and figures of speech, while the form of poetry consists of its related form, its location arranged downward, and does not concern spelling. To understand poetry can also be done by distinguishing it from the form of prose.
Types of Poetry
Based on the time of its appearance poetry can be divided into 3 groups, namely old poetry, new poetry, and modern poetry. Old poetry is poetry that was born before the Dutch colonial period, so there is no visible influence from western culture. The static and objective nature of the old society gave birth to a static form of poetry too, which is very bound to certain rules. Old poetry consists of mantras, thimbles, pantun and karmina, Talibun, seloka, gurindam, and poetry. New poetry is poetry that emerged during the Dutch colonial period, so that the new poem appears to have an influence from European culture. The determination of new poetry types is based on the number of lines contained in each stanza. New poetry types are divided into distichon, terzina, quatrain, quint, sextet, septima, stanza or octave, and sonnets. Modern poetry is poetry that developed in Indonesia after the Dutch colonial period. Based on the way it is expressed, modern poetry can be divided into epic poetry, lyric poetry, and dramatic poetry.
Analysis of Intrinsic Elements of Poetry
To understand the meaning of a poem can be done by analyzing its intrinsic elements, for example by examining the language style and form of poetry. The style of language the poet uses includes:
Sound styles which include: assonance, alliteration, poetry, ephonies and cacao.
Word style that discusses word repetition and diction.
A sentence style that contains an implicit style and a rhetorical style
Array, and
figurative language.
Understanding poetry through its form can be done by examining typography, punctuation, and management. To simplify and clarify the analysis of poetry, in front of each array give numbered sequences. If the poem to be analyzed has several stanzas, it can also be numbered in each stanzas.
Intrinsic and Extrinsic Elements of Poetry
Intrinsic and Extrinsic Elements of Poetry
A literary work contains intrinsic as well as extrinsic elements. The tight attachment between the elements is called the structure of the literary work. The intrinsic element is the element that directly builds the story from within the work itself, while the extrinsic element is the element that helps build the story from outside the literary work. Intrinsic elements contained in poetry, prose, and drama have differences, according to the characteristics and nature of the three genres. But the extrinsic elements in all types of literary works have in common. The intrinsic element of a poem consists of themes, mandate, attitude or tone, feelings, typography, enjambemen, akutarik, rhymes, images, and language style. Extrinsic elements that mostly influence poetry include: biographical elements, historical elements, and social elements.
Intrinsic and Extrinsic Prose Elements
Prose building elements consist of internal or intrinsic elements as well as external or extrinsic elements. The intrinsic element of prose consists of themes and mandates, plot, character, setting, point of view, and language used by the author to express his ideas. Fiction prose themes, especially novels can consist of a main theme as well as several subordinate themes. In a short story that has a shorter narrative, usually there is only a main theme.
Grooves are storytelling structures that can move forward (forward grooves), backward (backward grooves), or a combination of the two grooves (mixed grooves). The movement of the plot is run by a character. The figure who becomes the center of the story is called the central figure. The character is the actor in the story. Based on the role of the characters can be divided into main characters, subordinate figures, and additional figures. Characters are created thanks to characterizations, namely the way the author works to display the characters. Characterizations can be done using 3 methods:
analytic,
dramatic, and
contextual.
The character of the story will come alive if he has the character like humans. Character character consists of character, attitude, and personality of character. The workings of the author characterize the characters called characters, which can be done through dimensions;
physical,
psychic, and
social.
The setting is closely related to the characters and plot. The setting is all information about the place, time, and atmosphere in the story. Place settings consist of known places, unknown places, and places that only exist in fantasy. There is a time setting that shows the time clearly, but some are not known for certain.
The way the author works to build a story not only through characterization and characterization, it can also through the point of view. The point of view is the author's way of determining who will tell the story, which can be chosen from the character or from the narrator. The point of view through the characters consists of stories
my point of view,
diaan's point of view,
mixed viewpoint.
In composing stories using the medium of language, the author is free to determine whether to use national languages, regional languages, dialects, or foreign languages.
A literary work contains intrinsic as well as extrinsic elements. The tight attachment between the elements is called the structure of the literary work. The intrinsic element is the element that directly builds the story from within the work itself, while the extrinsic element is the element that helps build the story from outside the literary work. Intrinsic elements contained in poetry, prose, and drama have differences, according to the characteristics and nature of the three genres. But the extrinsic elements in all types of literary works have in common. The intrinsic element of a poem consists of themes, mandate, attitude or tone, feelings, typography, enjambemen, akutarik, rhymes, images, and language style. Extrinsic elements that mostly influence poetry include: biographical elements, historical elements, and social elements.
Intrinsic and Extrinsic Prose Elements
Prose building elements consist of internal or intrinsic elements as well as external or extrinsic elements. The intrinsic element of prose consists of themes and mandates, plot, character, setting, point of view, and language used by the author to express his ideas. Fiction prose themes, especially novels can consist of a main theme as well as several subordinate themes. In a short story that has a shorter narrative, usually there is only a main theme.
Grooves are storytelling structures that can move forward (forward grooves), backward (backward grooves), or a combination of the two grooves (mixed grooves). The movement of the plot is run by a character. The figure who becomes the center of the story is called the central figure. The character is the actor in the story. Based on the role of the characters can be divided into main characters, subordinate figures, and additional figures. Characters are created thanks to characterizations, namely the way the author works to display the characters. Characterizations can be done using 3 methods:
analytic,
dramatic, and
contextual.
The character of the story will come alive if he has the character like humans. Character character consists of character, attitude, and personality of character. The workings of the author characterize the characters called characters, which can be done through dimensions;
physical,
psychic, and
social.
The setting is closely related to the characters and plot. The setting is all information about the place, time, and atmosphere in the story. Place settings consist of known places, unknown places, and places that only exist in fantasy. There is a time setting that shows the time clearly, but some are not known for certain.
The way the author works to build a story not only through characterization and characterization, it can also through the point of view. The point of view is the author's way of determining who will tell the story, which can be chosen from the character or from the narrator. The point of view through the characters consists of stories
my point of view,
diaan's point of view,
mixed viewpoint.
In composing stories using the medium of language, the author is free to determine whether to use national languages, regional languages, dialects, or foreign languages.
Main Factors Determining the Rate of Photosynthesis in Biology
Main Factors Determining the Rate of Photosynthesis in Biology
Photosynthesis is a biochemical process of stopping food substances such as carbohydrates carried out by plants, which are mainly plants that contain leafy or chlorophyll. And in addition to high-calorie plants, other non-chlorophyll living things that photosynthesize are algae and several types of bacteria. For these organisms to photosynthesize using nutrients, carbon dioxide and water and the help of sunlight energy.
The Main Determinants of Photosynthesis Rate
For photosynthetic organisms called photoautotrophs because they can make their own food. In plants, algae and cyanobacteria, photosynthesis is carried out by utilizing carbon dioxide and water and producing waste oxygen products. Photosynthesis is very important for all aerobic life on earth because in addition to being able to maintain normal levels of oxygen in the atmosphere, photosynthesis is also a source of energy for almost all life on earth, both directly "through primary production" or indirectly "as the main source of energy in his food ".
The Main Determinants of Photosynthesis Rate
In the process of photosynthesis influenced by several factors namely factors that can affect directly such as environmental conditions and factors that do not affect directly such as the disruption of some organ functions that are important for the process of photosynthesis.
The process of photosynthesis is actually sensitive to several environmental conditions including the presence of sunlight, sehu environment and the concentration of carbon dioxide (CO2). In environmental factors this is known as a limiting factor and directly affects the rate of photosynthesis. So here are the main factors determining the rate of photosynthesis, namely:
The intensity of the light "beams", wavelength and temperature
In the early 120th century Frederick Frost Blackman and Albert Einstein investigated the effect of the intensity of light "emitting" and temperature on the level of carbon assimilation. In this study the conclusions are:
In fixed sushu, the level of carbon assimilation varies with emission initially increasing with the increase in emission. However, at higher emission levels, this relationship does not last long and the level of carbon assimilation is constant.
In fixed transmissions, the level of carbon assimilation increases as the temperature rises to a limited extent. This influence can be seen only at high transmission rates. At low emissions, increasing the temperature has little effect on the level of carbon assimilation.
Carbon dioxide levels and photorespiration
As the carbon dioxide concentration increases, the level of sugar produced by the light-dependent reaction increases until it is limited by other factors. Rubisco, an enzyme that increases carbon dioxide in dark reactions, has a binding affinity for carbon and oxygen. When the concentration of carbon dioxide is high, RuBisCo will fix carbon dioxide. However, if the carbon dioxide concentration is low, RuBisCo will bind oxygen and not carbon dioxide. Which in this process is called photorespiration which uses energy but does not produce sugar.
Factors supporting the Photosynthesis Rate
In addition to the 2 main factors above there are more supporting factors that determine the rate of photosynthesis, namely:
Temperature
The enzymes that work in the process of photosynthesis can only work at their optimal temperature. Generally the rate of photosynthesis increases with increasing temperature to the tolerance limit of the enzyme.
Water content
Lack of water or dryness causes the stomata to close, inhibiting the absorption of carbon dioxide thereby reducing the rate of photosynthesis.
Levels of Photosynthesis "Photosynthetic Results"
If the level of photosynthates such as carbohydrates decreases, the rate of photosynthesis will increase, if the level of photosynthate increases or even to saturation, the rate of photosynthesis will decrease.
Growth Stage
In research shows that the rate of photosynthesis is much higher in plants that are germinating than mature plants. This is probably because germinating plants need more energy and food to grow.
Photosynthesis is a biochemical process of stopping food substances such as carbohydrates carried out by plants, which are mainly plants that contain leafy or chlorophyll. And in addition to high-calorie plants, other non-chlorophyll living things that photosynthesize are algae and several types of bacteria. For these organisms to photosynthesize using nutrients, carbon dioxide and water and the help of sunlight energy.
The Main Determinants of Photosynthesis Rate
For photosynthetic organisms called photoautotrophs because they can make their own food. In plants, algae and cyanobacteria, photosynthesis is carried out by utilizing carbon dioxide and water and producing waste oxygen products. Photosynthesis is very important for all aerobic life on earth because in addition to being able to maintain normal levels of oxygen in the atmosphere, photosynthesis is also a source of energy for almost all life on earth, both directly "through primary production" or indirectly "as the main source of energy in his food ".
The Main Determinants of Photosynthesis Rate
In the process of photosynthesis influenced by several factors namely factors that can affect directly such as environmental conditions and factors that do not affect directly such as the disruption of some organ functions that are important for the process of photosynthesis.
The process of photosynthesis is actually sensitive to several environmental conditions including the presence of sunlight, sehu environment and the concentration of carbon dioxide (CO2). In environmental factors this is known as a limiting factor and directly affects the rate of photosynthesis. So here are the main factors determining the rate of photosynthesis, namely:
The intensity of the light "beams", wavelength and temperature
In the early 120th century Frederick Frost Blackman and Albert Einstein investigated the effect of the intensity of light "emitting" and temperature on the level of carbon assimilation. In this study the conclusions are:
In fixed sushu, the level of carbon assimilation varies with emission initially increasing with the increase in emission. However, at higher emission levels, this relationship does not last long and the level of carbon assimilation is constant.
In fixed transmissions, the level of carbon assimilation increases as the temperature rises to a limited extent. This influence can be seen only at high transmission rates. At low emissions, increasing the temperature has little effect on the level of carbon assimilation.
Carbon dioxide levels and photorespiration
As the carbon dioxide concentration increases, the level of sugar produced by the light-dependent reaction increases until it is limited by other factors. Rubisco, an enzyme that increases carbon dioxide in dark reactions, has a binding affinity for carbon and oxygen. When the concentration of carbon dioxide is high, RuBisCo will fix carbon dioxide. However, if the carbon dioxide concentration is low, RuBisCo will bind oxygen and not carbon dioxide. Which in this process is called photorespiration which uses energy but does not produce sugar.
Factors supporting the Photosynthesis Rate
In addition to the 2 main factors above there are more supporting factors that determine the rate of photosynthesis, namely:
Temperature
The enzymes that work in the process of photosynthesis can only work at their optimal temperature. Generally the rate of photosynthesis increases with increasing temperature to the tolerance limit of the enzyme.
Water content
Lack of water or dryness causes the stomata to close, inhibiting the absorption of carbon dioxide thereby reducing the rate of photosynthesis.
Levels of Photosynthesis "Photosynthetic Results"
If the level of photosynthates such as carbohydrates decreases, the rate of photosynthesis will increase, if the level of photosynthate increases or even to saturation, the rate of photosynthesis will decrease.
Growth Stage
In research shows that the rate of photosynthesis is much higher in plants that are germinating than mature plants. This is probably because germinating plants need more energy and food to grow.
The Tortoise's Living Habits and Their Descriptions
The Tortoise's Living Habits and Their Descriptions
Turtles are scaly quadrupeds which belong to the reptile group. This particular animal is easy to recognize by the presence of its hard and stiff "bony shell" shell.
Tortoise Living Habits
Tortoise shell consists of two parts, namely:
The upper part that covers the back is called the carapace carapace.
And for the lower part is the ventral or abdomen called the plastron.
Each of these parts consists of 2 layers, namely:
Outer layers are generally in the form of large, hard scales and arranged like a tile.
The inner layer is in the form of bone plates which are arranged tightly like a shell.
But in this case not all types of turtles have scales. In the "Trionychoidea" turtle-type turtle and leatherback turtle, the outer layer is not scaly and is replaced by a layer of skin on the outside of the bone shell.
See the Core List:
Evolution in Turtles
The second oldest tortoise fossil dating from the Triassic period, some 210 million years ago, namely Proganochelys has been shaped similar to turtles today.
Only for the difference in the part of the bones in the back that have not been so wide and have not all joined together to form a perfect shell.
In ancient turtles lived and developed in the same era as dinosaurs. Archelon for example is a giant turtle whose body diameter can reach more than 4 meters. The oldest fossil turtle found to date is Odontochelys, dating from around 220 million years ago. For the size of the tortoise's body, there are various kinds of small and large ones. Usually indicated by the length of the carapace.
The biggest tortoise is a leatherback turtle whose carapace can reach a length of around 300 cm. The largest turtles are irian turtles, with carapace lengths of around 51 inches. Giant tortoises from the Galapagos Islands and Seychelles Islands can exceed 50 inches in length.
While the smallest is a mini turtle from South Africa, whose carapace length does not exceed about 8 cm. This turtle is one type of animal that has a long life. This reptile can live for decades, even a tortoise from the Seychelles Islands was recorded living for 152 years "1766 to 1918".
Tortoise Living Habits
There are several turtle living habits which include:
Basically, turtles can live in various places, ranging from desert areas, grasslands, forests, swamps, rivers and the sea. However, most species live entirely in aquatic ecosystems, both in fresh water and in the ocean.
There are turtles that are herbivorous plant eaters, carnivorous meat eaters or "omnivorous" mixed eaters.
Turtles do not have teeth, but bone pavement in the snout's snout is able to cut anything that becomes food.
Many species of living turtles now are able to hide their heads, legs and tails in their shells, so they can save themselves. But some primitive turtles, such as sea turtles, cannot pull in their limbs.
Turtles reproduce by laying "Ovipar" eggs once laying can produce several eggs (in tortoises) to more than one hundred eggs (in some types of turtles). The eggs are usually placed on a sandbank on the banks of a river or sea, to then be hoarded and left to hatch with the help of the sun's heat. Turtle eggs hatch after about 2 months (50-70 days) stored in the sand.
And for the sex of the child turtle that will be born one of them is determined by the temperature of the sand where the eggs are stored. In most species of turtles, temperatures above average will produce female tortoises. And conversely temperatures below the average tend to produce a lot of male turtles.
Turtles are scaly quadrupeds which belong to the reptile group. This particular animal is easy to recognize by the presence of its hard and stiff "bony shell" shell.
Tortoise Living Habits
Tortoise shell consists of two parts, namely:
The upper part that covers the back is called the carapace carapace.
And for the lower part is the ventral or abdomen called the plastron.
Each of these parts consists of 2 layers, namely:
Outer layers are generally in the form of large, hard scales and arranged like a tile.
The inner layer is in the form of bone plates which are arranged tightly like a shell.
But in this case not all types of turtles have scales. In the "Trionychoidea" turtle-type turtle and leatherback turtle, the outer layer is not scaly and is replaced by a layer of skin on the outside of the bone shell.
See the Core List:
Evolution in Turtles
The second oldest tortoise fossil dating from the Triassic period, some 210 million years ago, namely Proganochelys has been shaped similar to turtles today.
Only for the difference in the part of the bones in the back that have not been so wide and have not all joined together to form a perfect shell.
In ancient turtles lived and developed in the same era as dinosaurs. Archelon for example is a giant turtle whose body diameter can reach more than 4 meters. The oldest fossil turtle found to date is Odontochelys, dating from around 220 million years ago. For the size of the tortoise's body, there are various kinds of small and large ones. Usually indicated by the length of the carapace.
The biggest tortoise is a leatherback turtle whose carapace can reach a length of around 300 cm. The largest turtles are irian turtles, with carapace lengths of around 51 inches. Giant tortoises from the Galapagos Islands and Seychelles Islands can exceed 50 inches in length.
While the smallest is a mini turtle from South Africa, whose carapace length does not exceed about 8 cm. This turtle is one type of animal that has a long life. This reptile can live for decades, even a tortoise from the Seychelles Islands was recorded living for 152 years "1766 to 1918".
Tortoise Living Habits
There are several turtle living habits which include:
Basically, turtles can live in various places, ranging from desert areas, grasslands, forests, swamps, rivers and the sea. However, most species live entirely in aquatic ecosystems, both in fresh water and in the ocean.
There are turtles that are herbivorous plant eaters, carnivorous meat eaters or "omnivorous" mixed eaters.
Turtles do not have teeth, but bone pavement in the snout's snout is able to cut anything that becomes food.
Many species of living turtles now are able to hide their heads, legs and tails in their shells, so they can save themselves. But some primitive turtles, such as sea turtles, cannot pull in their limbs.
Turtles reproduce by laying "Ovipar" eggs once laying can produce several eggs (in tortoises) to more than one hundred eggs (in some types of turtles). The eggs are usually placed on a sandbank on the banks of a river or sea, to then be hoarded and left to hatch with the help of the sun's heat. Turtle eggs hatch after about 2 months (50-70 days) stored in the sand.
And for the sex of the child turtle that will be born one of them is determined by the temperature of the sand where the eggs are stored. In most species of turtles, temperatures above average will produce female tortoises. And conversely temperatures below the average tend to produce a lot of male turtles.
Explanation of Photosynthesis in Biology
Explanation of Photosynthesis in Biology
Photosynthesis is a process in the manufacture of high-energy food molecules from simpler components carried out by autotroph plants, which are plants that can make their own food.
Photosynthesis Devices
Photosynthesis can also be interpreted by bio-chemical processes carried out by plants to produce energy (nutrition) by utilizing light energy.
Photosynthesis Devices
There are several photosynthetic devices including:
Pigment
In the process of photosynthesis can not take place in every cell, but only in cells that contain photosynthetic pigments. Cells that do not have photosynthetic pigments are unable to carry out photosynthesis. In the January Ingenhousz experiment, it can be seen that light intensity affects the rate of photosynthesis in plants. This can occur because of the difference in energy produced by each light spectrum.
In addition to the energy difference, another factor that makes the difference is the ability of the leaves to absorb the different spectrums of light. The difference in the ability of leaves to absorb various light spectrums is due to differences in the type of pigment contained in leaf tissue.
Chloroplast
Chloroplast is found in all parts of plants that are green, including stems and fruits that are not so mature. The chlorophyll pigment that plays a role in the process of photosynthesis in chloroplasts. Chloroplast has a disk-like shape with a space called stroma.
This stroma is wrapped by two layers of membranes. The stromal membrane is called thylakoid in which there are spaces between membranes called loci. In the stroma there are also lamelae that are piled up to form grana "granum collection". Granum itself consists of thylakoid membranes which are the place where bright reactions occur and thylakoids which are spaces between thylakoids membranes.
Photosystem
Photosystem is a unit that is able to capture the sun's light energy consisting of chlorophyll A, antenna complex and electron acceptor. In the chloroplast there are several kinds of chlorophyll and other pigments, such as light green chlorophyll A, lever green chlorophyll B and yellow to orange carotene. These pigments cluster in thylakoid membranes and form pigmentary devices that play an important role in photosynthesis.
This photosystem is divided into two namely:
Photosystem I
Namely the absorption of light energy is carried out by chlorophyll A which is sensitive to light with a wavelength of 700 nm so that chlorophyll A is also called P700. The energy obtained by P700 is transferred from the antenna complex.
Photosystem II
Ie the absorption of light energy is carried out by chlorophyll A which is sensitive to a wavelength of 680 nm so it is called P680. Oxidized P680 is an oxidizing agent that is stronger than P700. With a greater redox potential, there will be enough negative electrons to obtain electrons from water molecules.
Photosynthetic Membranes And Organelles
Proteins that collect light for photosynthesis are equipped with cell membranes. The simplest method is found in bacteria, which are stored in the plasma membrane.
However, these membranes can be folded tightly into cylindrical sheets called thylakoids or collected into vesicles called intrakitoplasm membranes. This structure can fill most of the cell's interior, making the membrane have a large surface area and thereby increasing the amount of light that can be absorbed by bacteria
Photosynthesis is a process in the manufacture of high-energy food molecules from simpler components carried out by autotroph plants, which are plants that can make their own food.
Photosynthesis Devices
Photosynthesis can also be interpreted by bio-chemical processes carried out by plants to produce energy (nutrition) by utilizing light energy.
Photosynthesis Devices
There are several photosynthetic devices including:
Pigment
In the process of photosynthesis can not take place in every cell, but only in cells that contain photosynthetic pigments. Cells that do not have photosynthetic pigments are unable to carry out photosynthesis. In the January Ingenhousz experiment, it can be seen that light intensity affects the rate of photosynthesis in plants. This can occur because of the difference in energy produced by each light spectrum.
In addition to the energy difference, another factor that makes the difference is the ability of the leaves to absorb the different spectrums of light. The difference in the ability of leaves to absorb various light spectrums is due to differences in the type of pigment contained in leaf tissue.
Chloroplast
Chloroplast is found in all parts of plants that are green, including stems and fruits that are not so mature. The chlorophyll pigment that plays a role in the process of photosynthesis in chloroplasts. Chloroplast has a disk-like shape with a space called stroma.
This stroma is wrapped by two layers of membranes. The stromal membrane is called thylakoid in which there are spaces between membranes called loci. In the stroma there are also lamelae that are piled up to form grana "granum collection". Granum itself consists of thylakoid membranes which are the place where bright reactions occur and thylakoids which are spaces between thylakoids membranes.
Photosystem
Photosystem is a unit that is able to capture the sun's light energy consisting of chlorophyll A, antenna complex and electron acceptor. In the chloroplast there are several kinds of chlorophyll and other pigments, such as light green chlorophyll A, lever green chlorophyll B and yellow to orange carotene. These pigments cluster in thylakoid membranes and form pigmentary devices that play an important role in photosynthesis.
This photosystem is divided into two namely:
Photosystem I
Namely the absorption of light energy is carried out by chlorophyll A which is sensitive to light with a wavelength of 700 nm so that chlorophyll A is also called P700. The energy obtained by P700 is transferred from the antenna complex.
Photosystem II
Ie the absorption of light energy is carried out by chlorophyll A which is sensitive to a wavelength of 680 nm so it is called P680. Oxidized P680 is an oxidizing agent that is stronger than P700. With a greater redox potential, there will be enough negative electrons to obtain electrons from water molecules.
Photosynthetic Membranes And Organelles
Proteins that collect light for photosynthesis are equipped with cell membranes. The simplest method is found in bacteria, which are stored in the plasma membrane.
However, these membranes can be folded tightly into cylindrical sheets called thylakoids or collected into vesicles called intrakitoplasm membranes. This structure can fill most of the cell's interior, making the membrane have a large surface area and thereby increasing the amount of light that can be absorbed by bacteria
Understanding Anecdotal Text
Understanding Anecdotal Text
Anecdotes are short, interesting and funny stories that can describe an actual event or person. Anecdotes can also be as short as setting and provoking a joke. Based on real events, anecdotes always involve actual people, whether famous or not, generally in a place that can be identified. But, over time, modifications at the time of retelling can turn a certain anecdote into fiction, something that can be retold but "too good to be true".
Anecdotal Text
A short monologue that starts with "A man shows up at the bar ..." will be a joke. The short monologue that began "After J. Edgar Hoover appeared in a bar ..." would be an anecdote. Thus, an anecdote is closer to traditional traditions than fairy tales that are made openly with animal characters and human figures in general, but are different from parables in the historical specificity they claim.
Anecdotes are sometimes natural innuendos. Under the authoritarian regime in the Soviet Union various types of political anecdotes spread in society as the only way to open and condemn the evil of the political system and its leaders. They laughed at the personalities of Vladimir Lenin, Nikita Khrushchev, Leonid Brezhnev, and other Soviet leaders. In modern Russia there are many anecdotes about Vladimir Putin.
Purpose of Anecdotal Texts
Sometimes entertaining, anecdotes are not jokes, because the main purpose is not only to arouse laughter, but to express truth that is more general than the short story itself, or to portray characters so lightly that they are jolted in an instant. A direct understanding of the essence. Novalis observed "Eine Anekdote ist eines historisches Element - ein historisches Molekül oder Epigramm".
Anecdotal Text Structure
To make the text neater and more suitable, it is also very shaped. This structure consists of five types and must be included in the anecdotal text.
Abstract
Abstract is the earliest humor text structure in the text called anecdotes. Abstracts are placed at the beginning of paragraphs with functions to describe the text in general so that the reader can imagine.
Orientation
Orientation is the beginning of an event in a story or part that explains the background why the main event in the story can occur.
Crisis
The next anecdotal text structure is Crisis. Crisis is the part that explains the main problems with unique and unusual colors. Or even overwrite the author himself.
Reaction
The reaction is related to the structure of the crisis. Reaction is the part that will complete in the form of clarifying the problem using ways that are also unique and different.
Koda
Like the conclusion, the last anecdotal text structure is Koda. Koda is the part that closes the story in the text.
Characteristics of Anecdotal Texts
After we know the meaning of anecdotal text, anecdotal text also has characteristics that can be useful for differentiating from other texts. You can see these characteristics as follows:
Anecdotal texts are humor or jokes, meaning anecdotal texts contain funny or arrogant stories.
Is intriguing, meaning that the anecdotal text will make the reader feel entertained with humor in the text.
Are satirical or satirical
It could be about important people
Has a certain purpose
The story of the story presented is almost like a fairy tale
Telling about human and animal characters is often associated in a general and realistic way
Example Anecdotal Text
Anecdotes are not as popular as poetry or rhymes. But anecdotes sometimes contain humor, criticism, and opinions that seem firm, real, but still tickling and entertaining. One of the most famous anecdotes is the "President and Parrot" anecdote
There were two presidents involved in the question and answer session and the atmosphere was quite surprising.
President 1: There is a parrot that has been taught in two languages at the same time, and the parrot can mimic well, one is English and the second is Russian. So if you pull your right foot, the parrot will speak English and if you pull the left leg, the parrot will speak Russian, great!
President 2: Great!
President 1: What if both legs are pulled?
President 2: Wow, that parrot can speak two languages at the same time!
President 1: False
President 2: Oh maybe the two languages were mixed!
President 1: False
President 2: Or maybe one of the words will be confused, one English and the second Russian word
President 1: False
President 2: So ... what do you do?
Anecdotes are short, interesting and funny stories that can describe an actual event or person. Anecdotes can also be as short as setting and provoking a joke. Based on real events, anecdotes always involve actual people, whether famous or not, generally in a place that can be identified. But, over time, modifications at the time of retelling can turn a certain anecdote into fiction, something that can be retold but "too good to be true".
Anecdotal Text
A short monologue that starts with "A man shows up at the bar ..." will be a joke. The short monologue that began "After J. Edgar Hoover appeared in a bar ..." would be an anecdote. Thus, an anecdote is closer to traditional traditions than fairy tales that are made openly with animal characters and human figures in general, but are different from parables in the historical specificity they claim.
Anecdotes are sometimes natural innuendos. Under the authoritarian regime in the Soviet Union various types of political anecdotes spread in society as the only way to open and condemn the evil of the political system and its leaders. They laughed at the personalities of Vladimir Lenin, Nikita Khrushchev, Leonid Brezhnev, and other Soviet leaders. In modern Russia there are many anecdotes about Vladimir Putin.
Purpose of Anecdotal Texts
Sometimes entertaining, anecdotes are not jokes, because the main purpose is not only to arouse laughter, but to express truth that is more general than the short story itself, or to portray characters so lightly that they are jolted in an instant. A direct understanding of the essence. Novalis observed "Eine Anekdote ist eines historisches Element - ein historisches Molekül oder Epigramm".
Anecdotal Text Structure
To make the text neater and more suitable, it is also very shaped. This structure consists of five types and must be included in the anecdotal text.
Abstract
Abstract is the earliest humor text structure in the text called anecdotes. Abstracts are placed at the beginning of paragraphs with functions to describe the text in general so that the reader can imagine.
Orientation
Orientation is the beginning of an event in a story or part that explains the background why the main event in the story can occur.
Crisis
The next anecdotal text structure is Crisis. Crisis is the part that explains the main problems with unique and unusual colors. Or even overwrite the author himself.
Reaction
The reaction is related to the structure of the crisis. Reaction is the part that will complete in the form of clarifying the problem using ways that are also unique and different.
Koda
Like the conclusion, the last anecdotal text structure is Koda. Koda is the part that closes the story in the text.
Characteristics of Anecdotal Texts
After we know the meaning of anecdotal text, anecdotal text also has characteristics that can be useful for differentiating from other texts. You can see these characteristics as follows:
Anecdotal texts are humor or jokes, meaning anecdotal texts contain funny or arrogant stories.
Is intriguing, meaning that the anecdotal text will make the reader feel entertained with humor in the text.
Are satirical or satirical
It could be about important people
Has a certain purpose
The story of the story presented is almost like a fairy tale
Telling about human and animal characters is often associated in a general and realistic way
Example Anecdotal Text
Anecdotes are not as popular as poetry or rhymes. But anecdotes sometimes contain humor, criticism, and opinions that seem firm, real, but still tickling and entertaining. One of the most famous anecdotes is the "President and Parrot" anecdote
There were two presidents involved in the question and answer session and the atmosphere was quite surprising.
President 1: There is a parrot that has been taught in two languages at the same time, and the parrot can mimic well, one is English and the second is Russian. So if you pull your right foot, the parrot will speak English and if you pull the left leg, the parrot will speak Russian, great!
President 2: Great!
President 1: What if both legs are pulled?
President 2: Wow, that parrot can speak two languages at the same time!
President 1: False
President 2: Oh maybe the two languages were mixed!
President 1: False
President 2: Or maybe one of the words will be confused, one English and the second Russian word
President 1: False
President 2: So ... what do you do?
Examples of Scientific Work
Examples of Scientific Work
Basically the scientific work discusses the cleanliness found in the environment around us. Often the environment around us is rarely considered so that it can cause a disease such as flu, cough, shortness of breath and so forth, therefore it should be noted that the cleanliness of the environment around us is for the common good.
Praise us for the presence of God who has given His grace and gifts to us so that we can successfully complete this Scientific Work on time entitled "CLEANLINESS OF THE ENVIRONMENT AROUND"
This Scientific Work contains information about the Definition of an Environmental Cleanliness Around Us or more generally is to discuss the application of environmental cleanliness around. It is hoped that the existence of this Scientific Work can provide information to all of us regarding the cleanliness of the environment around us.
I realize the existence of this Scientific Work is still far from perfect, therefore criticism and also suggestions from all parties that are good and constructive are always expected for the perfection of this Scientific Work.
At the end of the word, I thank all of you who have played a role in compiling this Scientific Work from beginning to completion. May God Almighty always provide what is good for all our endeavors. Amen
A. Background
Environmental cleanliness is a condition that is free from dirt such as dust, garbage, and also odor. Indonesia in particular, the problem of environmental cleanliness is always a matter of debate and also a problem that continues to develop. Cases involving an environmental hygiene problem are increasing every year.
the problem regarding environmental hygiene that is not conducive is caused because the community is always not aware of the good environmental cleanliness. Landfills are also not used and are not properly maintained. The result is that there are disease problems, such as diarrhea, skin diseases, respiratory illnesses and other diseases that are also caused by the lack of cleanliness of an environment, especially in water and pollution that often attacks the economically weak families. With various efforts to develop health in children in general also be hampered by it.
B. Problem Formulation
Based on the stated background, the writer also formulates several issues that will be discussed in a scientific paper, namely:
Regarding How do people care about the cleanliness of the surrounding environment?
Regarding how to keep the environment clean?
C. Research Objectives
It is so that the environment around can be maintained clean.
It is to increase awareness of the community around the importance of a clean environment.
D. Research Methods and Techniques
To get the information and data needed, the writer will use the observation method and also the literature. As for the techniques used in this study are as follows:
Direct Observation Techniques, is the author plunging directly and also researching into the field to be able to find out how environmental cleanliness and also how the role of students to an environmental hygiene problem.
Interview Technique, The purpose of this technique is to obtain a more detailed description of the case discussed. Respondents who include the surrounding community, especially environmental hygiene experts are as a source of information about case studies of environmental hygiene issues.
Literature Study, In this method, is reading books and also writings that are related to writing scientific papers and also which are closely related to environmental issues and the behavior of adolescents around.
E. Systematics of Writing
In this scientific work, the author will also explain the results of research in the field that begins with the introductory chapter. The chapter covers the background of the problem, the formulation of the problem, the objectives of the study and also the systematic writing. for the next chapter, the author will conduct field research.
F. Community awareness in maintaining environmental cleanliness
Cleanliness is a reflection of each individual in maintaining health that is so important in life. And also as it is known that cleanliness is as a matter of faith, cleanliness is also a condition where it is free from dirt, disease, and so forth, which obviously can be detrimental to all aspects concerning each activity and also to the environmental behavior of the community. as is known that human life can not be separated either the natural environment or social environment. Therefore, as a community must be able to maintain the cleanliness of the environment.
because without a clean environment for each individual or the community itself will be able to suffer because of one of the adverse factors such as health. Health is so expensive. So that the good cleanliness must all be treated well. The dirty environment means that it is a health nuisance which also means planting the germs.
but everything there is a change only in all issues in maintaining environmental cleanliness, all that can not be carried out without an awareness of each individual or the community to maintain cleanliness, therefore Hygiene will be useful and will also benefit if each individual or also the community can protect the surrounding environment.
Basically the scientific work discusses the cleanliness found in the environment around us. Often the environment around us is rarely considered so that it can cause a disease such as flu, cough, shortness of breath and so forth, therefore it should be noted that the cleanliness of the environment around us is for the common good.
Praise us for the presence of God who has given His grace and gifts to us so that we can successfully complete this Scientific Work on time entitled "CLEANLINESS OF THE ENVIRONMENT AROUND"
This Scientific Work contains information about the Definition of an Environmental Cleanliness Around Us or more generally is to discuss the application of environmental cleanliness around. It is hoped that the existence of this Scientific Work can provide information to all of us regarding the cleanliness of the environment around us.
I realize the existence of this Scientific Work is still far from perfect, therefore criticism and also suggestions from all parties that are good and constructive are always expected for the perfection of this Scientific Work.
At the end of the word, I thank all of you who have played a role in compiling this Scientific Work from beginning to completion. May God Almighty always provide what is good for all our endeavors. Amen
A. Background
Environmental cleanliness is a condition that is free from dirt such as dust, garbage, and also odor. Indonesia in particular, the problem of environmental cleanliness is always a matter of debate and also a problem that continues to develop. Cases involving an environmental hygiene problem are increasing every year.
the problem regarding environmental hygiene that is not conducive is caused because the community is always not aware of the good environmental cleanliness. Landfills are also not used and are not properly maintained. The result is that there are disease problems, such as diarrhea, skin diseases, respiratory illnesses and other diseases that are also caused by the lack of cleanliness of an environment, especially in water and pollution that often attacks the economically weak families. With various efforts to develop health in children in general also be hampered by it.
B. Problem Formulation
Based on the stated background, the writer also formulates several issues that will be discussed in a scientific paper, namely:
Regarding How do people care about the cleanliness of the surrounding environment?
Regarding how to keep the environment clean?
C. Research Objectives
It is so that the environment around can be maintained clean.
It is to increase awareness of the community around the importance of a clean environment.
D. Research Methods and Techniques
To get the information and data needed, the writer will use the observation method and also the literature. As for the techniques used in this study are as follows:
Direct Observation Techniques, is the author plunging directly and also researching into the field to be able to find out how environmental cleanliness and also how the role of students to an environmental hygiene problem.
Interview Technique, The purpose of this technique is to obtain a more detailed description of the case discussed. Respondents who include the surrounding community, especially environmental hygiene experts are as a source of information about case studies of environmental hygiene issues.
Literature Study, In this method, is reading books and also writings that are related to writing scientific papers and also which are closely related to environmental issues and the behavior of adolescents around.
E. Systematics of Writing
In this scientific work, the author will also explain the results of research in the field that begins with the introductory chapter. The chapter covers the background of the problem, the formulation of the problem, the objectives of the study and also the systematic writing. for the next chapter, the author will conduct field research.
F. Community awareness in maintaining environmental cleanliness
Cleanliness is a reflection of each individual in maintaining health that is so important in life. And also as it is known that cleanliness is as a matter of faith, cleanliness is also a condition where it is free from dirt, disease, and so forth, which obviously can be detrimental to all aspects concerning each activity and also to the environmental behavior of the community. as is known that human life can not be separated either the natural environment or social environment. Therefore, as a community must be able to maintain the cleanliness of the environment.
because without a clean environment for each individual or the community itself will be able to suffer because of one of the adverse factors such as health. Health is so expensive. So that the good cleanliness must all be treated well. The dirty environment means that it is a health nuisance which also means planting the germs.
but everything there is a change only in all issues in maintaining environmental cleanliness, all that can not be carried out without an awareness of each individual or the community to maintain cleanliness, therefore Hygiene will be useful and will also benefit if each individual or also the community can protect the surrounding environment.
Anatomy of the Hippocampus and its Explanations
Anatomy of the Hippocampus and its Explanations
The hippocampus is a structure in a limbic system in the brain and looks a bit like an upside-down seahorse facing toward the front of the head. In the form of simteris, the anatomy of the hippocampus is reflected in both hemispheres of the brain, this structure is responsible for conveying information to the thalamus and has an impact on spatial awareness, memory and learning.
A part of the limbic system, the hippocampus is located deep in the brain. The hippocampus is divided into two symmetrical sides on the left and right side of the brain. The hippocampus is wrapped around the thalamus, another structure in the limbic system, which is found close to the center of the brain. For the above structures both the hippocampus and thalamus are known as the corpus callosum.
Anatomy of the Hippocampus
This hippocampus consists of several key structures. At the bottom, which is the widest point called the proper hippocampus or cornu ammonis and partly covered by another part of the hippocampus called the alveus.
Anatomy of the Hippocampus
Sub-curriculum is the part of the hippocampus that starts with a thin curve and towards the thalamus. At the top of the thalamus sits part of the hippocampus called the fimbria. Fornix is the thinnest part of the hippocampus and also the point where this structure is connected to the thalamus behind the forehead.
For electrical information, the ammonic cornu is collected, after the information is entered, the ammonic cornu moves to another part of the hippocampal anatomy called the choroid plexus. This structure begins in the middle of the cornel ammonis and follows a spiral, which passes through the subiculum, fimbria and fornix all the way to the thalamus.
The hippocampal fornix joins at the top because it comes above the thalamus. The two sides press together but then separate back to connect to the right and left lobes of the thalamus. The relationship between the two sides of the fornix is known as the hippocampal commissure.
It is useful to imagine the anatomy of the hippocampus as an inverted sea horse indeed for this the name Hippocampus comes from the Greek for horse, hippopotamus and sea monster, campus.
The hippocampus is wide and thick in the lower regions, like the head of a sea horse. Like wrapping around the thalamus, it thinned into the fornices that looked similar to the sea horse's tail. Two circles are like the "seahorse" of the thalamus because of the symmetrical hippocampal anatomy.
Thus the discussion of the Anatomy of the Hippocampus along with its explanation, hopefully with this review can add insight and knowledge of you all, thank you very much for your visit
The hippocampus is a structure in a limbic system in the brain and looks a bit like an upside-down seahorse facing toward the front of the head. In the form of simteris, the anatomy of the hippocampus is reflected in both hemispheres of the brain, this structure is responsible for conveying information to the thalamus and has an impact on spatial awareness, memory and learning.
A part of the limbic system, the hippocampus is located deep in the brain. The hippocampus is divided into two symmetrical sides on the left and right side of the brain. The hippocampus is wrapped around the thalamus, another structure in the limbic system, which is found close to the center of the brain. For the above structures both the hippocampus and thalamus are known as the corpus callosum.
Anatomy of the Hippocampus
This hippocampus consists of several key structures. At the bottom, which is the widest point called the proper hippocampus or cornu ammonis and partly covered by another part of the hippocampus called the alveus.
Anatomy of the Hippocampus
Sub-curriculum is the part of the hippocampus that starts with a thin curve and towards the thalamus. At the top of the thalamus sits part of the hippocampus called the fimbria. Fornix is the thinnest part of the hippocampus and also the point where this structure is connected to the thalamus behind the forehead.
For electrical information, the ammonic cornu is collected, after the information is entered, the ammonic cornu moves to another part of the hippocampal anatomy called the choroid plexus. This structure begins in the middle of the cornel ammonis and follows a spiral, which passes through the subiculum, fimbria and fornix all the way to the thalamus.
The hippocampal fornix joins at the top because it comes above the thalamus. The two sides press together but then separate back to connect to the right and left lobes of the thalamus. The relationship between the two sides of the fornix is known as the hippocampal commissure.
It is useful to imagine the anatomy of the hippocampus as an inverted sea horse indeed for this the name Hippocampus comes from the Greek for horse, hippopotamus and sea monster, campus.
The hippocampus is wide and thick in the lower regions, like the head of a sea horse. Like wrapping around the thalamus, it thinned into the fornices that looked similar to the sea horse's tail. Two circles are like the "seahorse" of the thalamus because of the symmetrical hippocampal anatomy.
Thus the discussion of the Anatomy of the Hippocampus along with its explanation, hopefully with this review can add insight and knowledge of you all, thank you very much for your visit
The Function of Recombinant DNA in Biological Sciences
The Function of Recombinant DNA in Biological Sciences
Recombinant "DNA" deoxyribonucleic acid is a segment of DNA that is artificially inserted into the original DNA of an organism. There are various uses for recombinant DNA in biological science.
The Function of Recombinant DNA in Biological Sciences
In botany genes from plants and other animals are often incorporated into existing plant DNA to make plants stronger. In medicine, some vaccines use recombinant DNA along with the administration of the virus. It also allows us to be able to use this technology to replace damaged genes with health.
Definition of Recombinant DNA
One of the first uses of recombinant DNA in botany, many plants have genomes that are adaptable enough to make it possible for them to readily incorporate DNA from distantly related species. With new gene splicing, scientists have been able to develop plants that are resistant to extreme environmental conditions including drought and heat.
In this case it is also possible to use recombinant DNA to take genes from certain animals and splice in the genome there are several plants to make plants that contain chemicals that make them not appetizing for various pests and parasites.
Recombinant DNA function
In administering vaccines through recombinant DNA it is also possible, in order to create this vaccine, the host virus, such as the herpes virus, has its DNA removed and is filled with recombinant DNA that contains coding to make antibodies for certain diseases.
Although this technology is relatively new, it has proven to be quite successful and scientists hope that this can be further developed to make vaccines for various diseases that currently do not have them. It is also possible to use recombinant DNA technology to cure patients of several diseases. There are many conditions caused by damaged DNA sequences that can be replaced with healthy parts of DNA given to patients, usually through virus delivery.
Which in research shows that diseases such as cystic fibrosis and sickle cell anemia may both be treated one day and prevented through structural changes to one's DNA. Technology to cure this disease is still under development, but initial results are quite promising.
In patients not having a DNA sequence that makes or recognizes the need for certain enzymes can also benefit from recombinant DNA treatment. In this case, a DNA strand that creates special proteins needed to perform a particular task can be inserted into a person's DNA. For many types of conditions, damaged parts of DNA do not need to be replaced by recombinant DNA, as new DNA can only be attached to the normal strand. Diabetes sufferers who take insulin utilize recombinant DNA technology like this because insulin is produced using this type of technology.
Thus the discussion about the function of Recombinant DNA in Biology, hopefully with this review can add insight and knowledge of you all, thank you very much for visiting
Recombinant "DNA" deoxyribonucleic acid is a segment of DNA that is artificially inserted into the original DNA of an organism. There are various uses for recombinant DNA in biological science.
The Function of Recombinant DNA in Biological Sciences
In botany genes from plants and other animals are often incorporated into existing plant DNA to make plants stronger. In medicine, some vaccines use recombinant DNA along with the administration of the virus. It also allows us to be able to use this technology to replace damaged genes with health.
Definition of Recombinant DNA
One of the first uses of recombinant DNA in botany, many plants have genomes that are adaptable enough to make it possible for them to readily incorporate DNA from distantly related species. With new gene splicing, scientists have been able to develop plants that are resistant to extreme environmental conditions including drought and heat.
In this case it is also possible to use recombinant DNA to take genes from certain animals and splice in the genome there are several plants to make plants that contain chemicals that make them not appetizing for various pests and parasites.
Recombinant DNA function
In administering vaccines through recombinant DNA it is also possible, in order to create this vaccine, the host virus, such as the herpes virus, has its DNA removed and is filled with recombinant DNA that contains coding to make antibodies for certain diseases.
Although this technology is relatively new, it has proven to be quite successful and scientists hope that this can be further developed to make vaccines for various diseases that currently do not have them. It is also possible to use recombinant DNA technology to cure patients of several diseases. There are many conditions caused by damaged DNA sequences that can be replaced with healthy parts of DNA given to patients, usually through virus delivery.
Which in research shows that diseases such as cystic fibrosis and sickle cell anemia may both be treated one day and prevented through structural changes to one's DNA. Technology to cure this disease is still under development, but initial results are quite promising.
In patients not having a DNA sequence that makes or recognizes the need for certain enzymes can also benefit from recombinant DNA treatment. In this case, a DNA strand that creates special proteins needed to perform a particular task can be inserted into a person's DNA. For many types of conditions, damaged parts of DNA do not need to be replaced by recombinant DNA, as new DNA can only be attached to the normal strand. Diabetes sufferers who take insulin utilize recombinant DNA technology like this because insulin is produced using this type of technology.
Thus the discussion about the function of Recombinant DNA in Biology, hopefully with this review can add insight and knowledge of you all, thank you very much for visiting
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