Minggu, 01 November 2009
YAMI YUGI
YAMI YUGI'S CRONICLE...PHARAOH DESTINY
TAKDIR YAMI YUGI
Pasca pertarungan Battle City yang dimenangkan oleh Yugi, Yami Yugi yang mendapatkan 3 Kartu Dewa lalu menunjukkannya di depan Batu Tulis Ingatan Raja, tempat tersegelnya ingatan Yami sebagai Pharaoh 3000 tahun lalu. Yami mengetahuinya setelah melihat ingatan Raja di punggung Malik. Saat 3 Kartu Dewa ditunjukkan ke batu tulis, keluarlah cahaya yang sangat terang. Bersama dengan itu, roh Yami terpisah dari Yugi dan petualangan Yami untuk mencari ingatannya dimulai.
Yami yang tiba-tiba berada di suatu istana terkejut melihat pendeta-pendeta di sekelilingnya. Pendeta-pendeta itu yaitu: Seth, Karim, Shada, Isis, Mahad, Aknadin, dan Shimon. Yami lalu menyadari posisisnya disisni adalah sebagai Pharaoh yang bertugas menjaga kestabilan negaranya. Suatu ketika muncullah Raja Perampok Bakura yang ingin merebut seluruh Millenium Item. Ia memiliki roh jahat bernama Diabound yang memiliki kemampuan khusus untuk menembus dinding. Para pendeta pun kewalahan menghadapi Bakura. Bakura juga mengeluarkan jasad raja terdahulu dari makamnya. Yami akhirnya turun tangan dengan memanggil Obelisk. Dengan satu pukulan Obelisk berhasil mengusir Bakura dan Diabound dari istana.
Masuknya Bakura ke istana disebabkan kelalaian pendeta Mahad dalam menjaga makam raja terdahulu.Untuk itu, Yami memerintahkan Mahad untuk memperkuat penjagaan.Saat malam tiba, datanglah Bakura dengan rohnya Diabound yang lebih kuat.Kali ini, Mahad bertekad untuk tidak menyia-nyiakan kepercayaan Yami. Mahad pun mengeluarkan rohnya, Dark Magician. Sayangnya, Mahad gugur dalam pertempuran melawan Bakura. Sesaat sebelum gugur, ia mengeluarkan jurus terhebatnya untuk bersatu dengan Dark Magician. Bakura pun berhasil dikalahkan dengan satu serangan Mahad yang telah bersatu dengan Dark Magician.
Berita tentang kematian Mahad telah menyebar di istana. Kematian Bakura pun belum dipastikan. Setelah lama tidak muncul, tiba-tiba Bakura kembali menyerang istana. Kali ini ia mengincar Millenium Eye milik Aknadin. Beruntung, Aknadin berhasil diselamatkan.Bakura membuat kekacauan di kota dengan menghabisi para penduduk. Yami pun akhirnya turun tangan dengan memanggil Osiris. Nyatanya, Diabound memiliki kemampuan untuk bersatu dengan kegelapan sehingga menyulitkan Osiris. Osiris yang terluka parah akibat melindungi penduduk akhirnya tumbang oleh Diabound. Tak disangka, Yugi dkk dengan bantuan Bobasa, penjaga Batu Tulis Ingatan Raja muncul di hadapan Yami dan memberikan tenaganya. Yami pun memanggil Dewa Matahari Ra. Dengan munculnya Ra yang membawa cahaya, Diabound akhirnya benar-benar dikalahkan dan Bakura pun tewas.
Sesaat setelah kemenangan Yami, di langit muncullah bayangan pendeta kegelapan bernama Zork Necrophades yang jiwanya terkunci dalam Millenium Puzzle bersama dengan roh Pharaoh. Zork pun bangkit kembali untuk melenyapkan Phataoh selama-lamanya. Ia lalu memutarbalikkan waktu sehingga Yami terpisah dari Yugi dkk. Dan Bakura hidup lagi. Akibatnya, Pharaoh kalah dan terjatuh dalam jurang. Sementara Millenium Puzzle jatuh ke tangan Bakura. Beruntung, Pharaoh diselamatkan oleh pria bertopeng misterius. Di lain pihak, Seth yang sebelumnya menangkap Kisara, wanita Naga Putih mencoba kekuatan roh Kisara. Seth terkejut melihat roh Naga Putih yang keluar dari Kisara yang pingsan. Aknadin lalu menyarankan Seth agar ia membunuh Kisara untuk mengeluarkan roh Naga Putih itu.
Yami telah kembali ke istana. Ia lalu memimpin pertempuran terakhir melawan Bakura di kuil desa Kul Elna.Awalnya , Pharaoh terdesak melawan Bakura karena ia tak bias memanggil roh. Namun, berkat keteguhan hatinya Yami berhasil memanggil Mahad, Dark Magician. Pendeta-pendeta pun segera menyusul Yami. Diabound yang menggunakan “ Perisai Aura “ akhirnya berhasil dikalahkan Dark Magician dengan bantuan Black Dragon Duos, meski dengan pengorbanan Karim yang gugur. Tiba-tiba muncullah Ryo Bakura, yang mengatakan kepada Yami bahwa dunia Mesir ini adalah game bernama “ Virtual Reality “. Game kegelapan ini dimainkan oleh Yami Yugi dan Ryo Bakura yang bertujuan menyingkap rahasia Millenium Puzzle.
Karena kekuatan menghentikan waktu milik Zork Necrophades yang menjadi partner Ryo, Pharaoh dan para pendeta tak dapat bergerak. Anehnya, Aknadin dapat bergerak dan ia merebut seluruh Millenium Item lalu memasangnya di “ Batu Tulis Millenium Item “. Kemudian, Aknadin memanggil Dewa Kegelapan Zork dan berubah menjadi Zork Necrophades. Sementara, Yugi dkk. telah menyadari bahwa dunia Mesir ini adalah dunia Game. Mereka lalu pergi ke Makam Raja untuk mencari nama Pharaoh yang terkunci. Tak disangka, mereka dihadang oleh belahan roh Ryo yang menantang Yugi untuk berduel. Dalam duel itu, Yugi berhasil menang dengan menggunakan deknya sendiri. Kematian Yami dan para pendeta kian dekat. Saat itu muncullah Hasan, roh suci batu tulis yang menahan serangan Dewa Zork.
Waktu pun kembali bergerak. Yami dan para pendeta pun kewalahan menghadapi Dewa Zork dan Zork Necrophades. Exodia, Dewa Pelindung Istana yang dipanggil Shimon tewas terbelah dua akibat serangan Zork. Shimon pun gugur. Bahkan, roh Yami telah habis sehingga Dark Magician perlahan menghilang. Saat Yami putus asa, muncullah Yugi dkk. Yugi memanggil Dark Magician, sementara Jounouchi memanggil Red Eyes Black Dragon. Tapi, itu belum cukup untuk mengalahkan Dewa Zork. Yugi dll. Lalu memfokuskan tulisan nama Yami di kalung karrtush pemberian Anzu. Akhirnya, nama Yami terungkap. “ Atem “, itulah kunci pemusnah kegelapan. Bersama dengan itu, 3 Dewa bersatu menjadi Horakhty, Dewa Pencipta Cahaya. Zork pun berhasil dikalahkan dan kedamaian pun kembali.
Atem yang melihat-lihat reruntuhan istana ditantang berduel oleh Seth yang dirasuki oleh roh Zork Necrophades alias Aknadin, ayahnya sendiri. Atem memanggil Dark Magician, sementara Seth memanggil Blue-Eyes White Dragon. Atem pun kalah. Seth pun mencoba untuk melepaskan kehendak Aknadin yang ingin membunuh Atem. Beruntung, Naga Putih datang melenyapkan Aknadin sehingga Seth terlepas dari kutukan Aknadin. Atem yang merasa dirinya telah kalah lalu menyerahkan Millenium Puzzle pada Seth, bukti Seth diakui sebagai Pharaoh baru. Bersama dngan itu, tubuh Atem perlahan menghilang pertanda ingatannya terputus di sini. Atem kembali ke tubuh Yugi. Perjalanan Atem dan Yugi ke tanah Mesir segera dimulai.
Minggu, 25 Oktober 2009
LAPORAN SPEAKING
“LET’S SPEAK WITH YOUR CONFIDENCE”
A REPORT OF
FIELD STUDY TO BOROBUDUR TEMPLE, SOSROVIJAYAN VILLAGE, AND MALIOBORO STREET
Was made for completing a speaking assignment of class XI science
Arranged by:
ANIK.N 03/XI SCIENCE 1
STATE SENIOR HIGH SCHOOL 7 PURWOREJO
2008/2009
MOTTO
A person needs just three thing to be truly in this world. Someone to love, something to do , and something to hope for.
No gain without pain.
Man was born not for himself, but for his country.
People never plan to fail, they just fail to plan
Just looking through your goal, wherever you are.
Nothing is really over until you stop trying.
Life is a journey, enjoy the ride and always make the best of it.
Do the best everything.
PREFACE
Praise and grateful I make for God that has given me charity and assistance so I can make this report with title ”LET’S SPEAK WITH YOUR CONFIDENCE:A report of field study to Borobudur temple, Sosrowijayan village, and Malioboro Street”. This report has been arranged primarily for completing a speaking assignment of class natural department XI on 2nd semester.
Many people assisted me at various times in the preparation of this report. I wish to thank Mr. Padmo Sukoco, M.Pd as principal of State Senior High School 7 Purworejo,Mr.SoNY,S.Pd as guide teacher, Mr.Agus Setiyono as guide teacher, all friends and all people that help me in the making of the report for your invaluable, nayindispensable, assistance in the preparation of the various drafts of the report.
I am aware that since there is much room for error. I will be grateful for comments and criticisms , so that a succeeding report may be an improvement.
With this report, I hope that can give information will help reader to get inspiration of thinking.
Purworejo,24th April 2009
Arranger
RATIFICATION SHEET
This report which title is:
“LET’S SPEAK WITH YOUR CONFIDENCE”
A REPORT OF
FIELD STUDY TO BOROBUDUR TEMPLE, SOSROVIJAYAN VILLAGE, AND MALIOBORO STREET
That arranged by:
Name : Anik. N
Class : XI RSBI 1
Number : 4856
Has been ratificate on:
Purworejo, 2009
Student
Guide Teacher
Headmaster
LIST CONTENT
Title …………………………………………………………………………… i
Mottos ………………………………………………………………………… ii
Preface ………………………………………………………………………... iii
Ratification Sheet …………………………………………………………….. iv
List Content …………………………………………………………………... v
CHAPTER 1 INTRODUCTION …………………………………………….. 1
A. Borobudur Temple ………………………………………………. 1
B. Sosrowijayan ……………………………………………….. 8
C. Malioboro Street …………………………………………… 9
CHAPTER 2 DISCUSSION …………………………………………………. 11
A. Conversations ………………………………………………. 11
B. Education In Indonesia ……………………………………... 15
C. Education In Thailand ……………………………………… 15
D. Education In Malaysia ……………………………………... 19
E. Education In German ………………………………………. 21
CHAPTER 3 CONCLUSION ……………………………………………….. 22
Bibliography …………………………………………………………………. 23
Appendix ……………………………………………………………………... 24
Gallery ………………………………………………………………………… 25
CHAPTER 1 INTRODUCTION
A.BOROBUDUR TEMPLE
Borobudur is a ninth-century Mahayana Buddhist monument in Magelang, Central Java, Indonesia. The monument comprises six square platforms topped by three circular platforms, and is decorated with 2,672 relief panels and 504 Buddha statues.[1] A main dome, located at the center of the top platform, is surrounded by 72 Buddha statues seated inside perforated stupa.
The monument is both a shrine to the Lord Buddha and a place for Buddhist pilgrimage. The journey for pilgrims begins at the base of the monument and follows a path circumambulating the monument while ascending to the top through the three levels of Buddhist cosmology, namely Kāmadhātu (the world of desire), Rupadhatu (the world of forms) and Arupadhatu (the world of formlessness). During the journey the monument guides the pilgrims through a system of stairways and corridors with 1,460 narrative relief panels on the wall and the balustrades.
Evidence suggests Borobudur was abandoned following the fourteenth century decline of Buddhist and Hindu kingdoms in Java, and the Javanese conversion to Islam. Worldwide knowledge of its existence was sparked in 1814 by Sir Thomas Stamford Raffles, the then British ruler of Java, who was advised of its location by native Indonesians. Borobudur has since been preserved through several restorations. The largest restoration project was undertaken between 1975 and 1982 by the Indonesian government and UNESCO, following which the monument was listed as a UNESCO World Heritage Site.[3] Borobudur is still used for pilgrimage; once a year Buddhists in Indonesia celebrate Vesak at the monument, and Borobudur is Indonesia's single most visited tourist attraction.
Borobudur stupas overlooking a mountain. For centuries, it was deserted.
In Indonesian, ancient temples are known as candi; thus "Borobudur Temple" is locally known as Candi Borobudur. The term candi is also used more loosely to describe any ancient structure, for example gates and bathing structures. The origins of the name Borobudur however are unclear, although the original names of most ancient Indonesian temples are no longer known The name Borobudur was first written in Sir Thomas Raffles' book on Javan history. Raffles wrote about a monument called borobudur, but there are no older documents suggesting the same name. The only old Javanese manuscript that hints at the monument as a holy Buddhist sanctuary is Nagarakretagama, written by Mpu Prapanca in 1365.
The name 'Bore-Budur', and thus 'BoroBudur', is thought to have been written by Raffles in English grammar to mean the nearby village of Bore; most candi are named after a nearby village. If it followed Javanese language, the monument should have been named 'BudurBoro'. Raffles also suggested that 'Budur' might correspond to the modern Javanese word Buda ('ancient') – i.e., 'ancient Boro'. However, another archaeologist suggests the second component of the name ('Budur') comes from Javanese term bhudhara (or mountain)
Location
Approximately 40 kilometers (25 mi) northwest of Yogyakarta, Borobudur is located in an elevated area between two twin volcanoes, Sundoro-Sumbing and Merbabu-Merapi, and two rivers, the Progo and the Elo. According to local myth, the area known as Kedu Plain is a Javanese 'sacred' place and has been dubbed 'the garden of Java' due to its high agricultural fertility. Besides Borobudur, there are other Buddhist and Hindu temples in the area, including the Prambanan temples compound. During the restoration in the early 1900s, it was discovered that three Buddhist temples in the region, Borobudur, Pawon and Mendut, are lined in one straight line position. It might be accidental, but the temples' alignment is in conjunction with a native folk tale that a long time ago, there was a brick-paved road from Borobudur to Mendut with walls on both sides. The three temples (Borobudur–Pawon–Mendut) have similar architecture and ornamentation derived from the same time period, which suggests that ritual relationship between the three temples, in order to have formed a sacred unity, must have existed, although exact ritual process is yet unknown.
Unlike other temples, which were built on a flat surface, Borobudur was built on a bedrock hill, 265 m (869 ft) above sea level and 15 m (49 ft) above the floor of the dried-out paleolake. The lake's existence was the subject of intense discussion among archaeologists in the twentieth century; Borobudur was thought to have been built on a lake shore or even floated on a lake. In 1931, a Dutch artist and a scholar of Hindu and Buddhist architecture, W.O.J. Nieuwenkamp, developed a theory that Kedu Plain was once a lake and Borobudur initially represented a lotus flower floating on the lake.[10] Lotus flowers are found in almost every Buddhist work of art, often serving as a throne for buddhas and base for stupas. The architecture of Borobudur itself suggests a lotus depiction, in which Buddha postures in Borobudur symbolize the Lotus Sutra, mostly found in many Mahayana Buddhism (a school of Buddhism widely spread in the east Asia region) texts. Three circular platforms on the top are also thought to represent a lotus leaf. Nieuwenkamp's theory, however, was contested by many archaeologists because the natural environment surrounding the monument is a dry land.
Geologists, on the other hand, support Nieuwenkamp's view, pointing out clay sediments found near the site. A study of stratigraphy, sediment and pollen samples conducted in 2000 supports the existence of a paleolake environment near Borobudur, which tends to confirm Nieuwenkamp's theory. The lake area fluctuated with time and the study also proves that Borobudur was near the lake shore circa thirteenth and fourteenth century. River flows and volcanic activities shape the surrounding landscape, including the lake. One of the most active volcanoes in Indonesia, Mount Merapi, is in the direct vicinity of Borobudur and has been very active since the Pleistocene.
Construction
Buddhist pilgrims meditate on the top platform.
There is no written record of who built Borobudur or of its intended purpose. The construction time has been estimated by comparison between carved reliefs on the temple's hidden foot and the inscriptions commonly used in royal charters during the eight and ninth centuries. Borobudur was likely founded around 800 AD. This corresponds to the period between 760–830 AD, the peak of the Sailendra dynasty in central Java, when it was under the influence of the Srivijayan Empire. The construction has been estimated to have taken 75 years and been completed during the reign of Samaratungga in 825.
There is confusion between Hindu and Buddhist rulers in Java around that time. The Sailendras were known as ardent followers of Lord Buddha, though stone inscriptions found at Sojomerto suggest they may have been Hindus. It was during this time that many Hindu and Buddhist monuments were built on the plains and mountain around the Kedu Plain. The Buddhist monuments, including Borobudur, were erected around the same time as the Hindu Shiva Prambanan temple compound. In 732 AD, the Shivaite King Sanjaya commissioned a Shivalinga sanctuary to be built on the Ukir hill, only 10 km (6.2 miles) east of Borobudur.
Construction of Buddhist temples, including Borobudur, at that time was possible because Sanjaya's immediate successor, Rakai Panangkaran, granted his permission to the Buddhist followers to build such temples. In fact, to show his respect, Panangkaran gave the village of Kalasan to the Buddhist community, as is written in the Kalasan Charter dated 778 AD. This has led some archaeologists to believe that there was never serious conflict concerning religion in Java as it was possible for a Hindu king to patronize the establishment of a Buddhist monument; or for a Buddhist king to act likewise. However, it is likely that there were two rival royal dynasties in Java at the time—the Buddhist Sailendra and the Saivite Sanjaya—in which the latter triumphed over their rival in the 856 battle on the Ratubaka plateau. This confusion also exists regarding the Lara Jonggrang temple at the Prambanan complex, which was believed that it was erected by the victor Rakai Pikatan as the Sanjaya dynasty's reply to Borobudur, but others suggest that there was a climate of peaceful coexistence where Sailendra involvement exists in Lara Jonggrang.
Abandonment
Borobudur lay hidden for centuries under layers of volcanic ash and jungle growth. The facts behind its abandonment remain a mystery. It is not known when active use of the monument and Buddhist pilgrimage to it ceased. Somewhere between 928 and 1006, the center of power moved to East Java region and a series of volcanic eruptions took place; it is not certain whether the latter influenced the former but several sources mention this as the most likely period of abandonment. Soekmono (1976) also mentions the popular belief that the temples were disbanded when the population converted to Islam in the fifteenth century.
The monument was not forgotten completely, though folk stories gradually shifted from its past glory into more superstitious beliefs associated with bad luck and misery. Two old Javanese chronicles (babad) from the eighteenth century mention cases of bad luck associated with the monument. According to the Babad Tanah Jawi (or the History of Java), the monument was a fatal factor for a rebel who revolted against the king of Mataram in 1709. The hill was besieged and the insurgents were defeated and sentenced to death by the king. In the Babad Mataram (or the History of the Mataram Kingdom), the monument was associated with the misfortune of the crown prince of the Yogyakarta Sultanate in 1757. In spite of a taboo against visiting the monument, "he took what is written as the knight who was captured in a cage (a statue in one of the perforated stupas)". Upon returning to his palace, he fell ill and died one day later.
Rediscovery
Borobudur's main stupa, which is empty and has created a mystery during the discovery period.
Following the Anglo-Dutch Java War, Java was under British administration from 1811 to 1816. The appointed governor was Lieutenant Governor-General Thomas Stamford Raffles, who took great interest in the history of Java. He collected Javanese antiques and made notes through contacts with local inhabitants during his tour throughout the island. On an inspection tour to Semarang in 1814, he was informed about a big monument deep in a jungle near the village of Bumisegoro. He was not able to make the discovery himself and sent H.C. Cornelius, a Dutch engineer, to investigate.
The first photograph of Borobudur by Isidore van Kinsbergen (1873) after the monument was cleared up.
In two months, Cornelius and his 200 men cut down trees, burned down vegetation and dug away the earth to reveal the monument. Due to the danger of collapse, he could not unearth all galleries. He reported his findings to Raffles including various drawings. Although the discovery is only mentioned by a few sentences, Raffles has been credited with the monument's recovery, as one who had brought it to the world's attention.
Hartmann, a Dutch administrator of the Kedu region, continued Cornelius' work and in 1835 the whole complex was finally unearthed. His interest in Borobudur was more personal than official. Hartmann did not write any reports of his activities; in particular, the alleged story that he discovered the large statue of Buddha in the main stupa. In 1842, Hartmann investigated the main dome although what he discovered remains unknown as the main stupa remains empty.
The Dutch East Indies government then commissioned F.C. Wilsen, a Dutch engineering official, who studied the monument and drew hundreds of relief sketches. J.F.G. Brumund was also appointed to make a detailed study of the monument, which was completed in 1859. The government intended to publish an article based on Brumund study supplemented by Wilsen's drawings, but Brumund refused to cooperate. The government then commissioned another scholar, C. Leemans, who compiled a monograph based on Brumund's and Wilsen's sources. In 1873, the first monograph of the detailed study of Borobudur was published, followed by its French translation a year later. The first photograph of the monument was taken in 1873 by a Dutch-Flemish engraver, Isidore van Kinsbergen.
Appreciation of the site developed slowly, and it served for some time largely as a source of souvenirs and income for "souvenir hunters" and thieves. In 1882, the chief inspector of cultural artifacts recommended that Borobudur be entirely disassembled with the relocation of reliefs into museums due to the unstable condition of the monument. As a result, the government appointed Groenveldt, an archeologist, to undertake a thorough investigation of the site and to assess the actual condition of the complex; his report found that these fears were unjustified and recommended it be left intact.
Contemporary events
Tourists in Borobudur.
Following the major 1973 renovation funded by UNESCO, Borobudur is once again used as a place of worship and pilgrimage. Once a year, during the full moon in May or June, Buddhists in Indonesia observe Vesak (Indonesian: Waisak) day commemorating the birth, death, and the time when Siddhārtha Gautama attained the highest wisdom to become the Buddha Shakyamuni. Vesak is an official national holiday in Indonesiaand the ceremony is centered at the three Buddhist temples by walking from Mendut to Pawon and ending at Borobudur. The monument is the single most visited tourist attraction in Indonesia. In 1974, 260,000 tourists of whom 36,000 were foreigners visited the monument.
The figure hiked into 2.5 million visitors annually (80% were domestic tourists) in the mid 1990s, before the country's economy crisis.Tourism development, however, has been criticized for not including the local community on which occasional local conflict has arisen.
In 2003, residents and small businesses around Borobudur organized several meetings and poetry protests, objecting to a provincial government plan to build a three-story mall complex, dubbed the 'Java World'.
On 21 January 1985, nine stupas were badly damaged by nine bombs.
In 1991, a blind Muslim evangelist, Husein Ali Al Habsyie, was sentenced to life imprisonment for masterminding a series of bombings in the mid 1980s including the temple attack.
Two other members of a right-wing extremist group that carried out the bombings were each sentenced to 20 years in 1986 and another man received a 13-year prison term. On 27 May 2006, an earthquake of 6.2 magnitude on the Richter scale struck the south coast of Central Java. The event had caused severe damage around the region and casualties to the nearby city of Yogyakarta, but Borobudur remained intact.
B.SOSROWIJAYAN
Sosrowijayan, a Tourist Kampong in the City Center of Yogyakarta
Walking about 200 meters southwards from Tugu railway station, along Malioboro Street, you will find Sosrowijayan kampong. A plank at the corner of the small street with the same name on it leads you to the area. Connecting Dagen Street and Malioboro Street, Sosrowijayan is split into two areas, namely East Sosrowijayan and West Sosrowijayan. Later, East Sosrowijayan is known as the second famous tourist kampong in Yogyakarta after Prawirotaman.
Arriving at the T-junction of the street named after the past authority of the area (Sosrowijoyo), you will be greeted friendly by pedicab drivers. Usually, they will assist you to get lodgings or take a mini tour along Malioboro Street or to get bakpia (the special snack of this city) at Pathok area by riding their pedicab. Many guides will readily assist you to get lodgings, for example. They will tell you many things about places of interests in Yogyakarta, too.
Entering Sosrowijayan area, you will see an old building functioning as a lodging, namely Aziatic Hotel. The building that was built during the Dutch colonization has typical European architecture. The building has white wall with three doors and some supporting pillars on the front side, while the name of the hotel is directly embossed to the wall in black color. Once, this hotel was used as the shooting location of 'Daun di Atas Bantal (The Leaf on A Pillow)' film that was shown in Cannes Film Festival.
Entering the first alley, there are two bookshops. Most of the works sold there are novels in English; some of them are in Indonesian language. You can freely select or just take a quick reading of the content since they are all unwrapped. Even though most of them are used ones, physical quality of the books is preserved so well that they are worth collecting. The prices vary but they are definitely cheaper than those in bookshops.
If you want to be able to make batik, you can take a course offered by a lodging in the second alley. Close to the lodging, there is a batik studio managed by a local inhabitant. The style of the batik in this studio is painting batik, just like the ones you find in Taman kampong, near Tamansari Water Castle. The superiority of painting batik lies of its colors and temporary design.
As a kampong for tourists, there must be many guesthouses there. Different from the ones in Prawirotaman, the guesthouses and lodgings in this kampong are among local people's houses since most of them are in the alleys of the kampong. If you want to stay in more a private lodging, you can choose one among many hotels alongside Sosrowijayan Street. The tariff of the lodgings in this kampong that is located to the south of Pasar Kembang area is not different from that in Prawirotaman.
In the afternoon, while relaxing after wandering about Yogyakarta, you can enjoy the life of local children. Usually, girls will play rope jump or other traditional children games and boys gather in a certain place to have a chat. Meanwhile, the young people play guitar while singing Indonesian hit songs. They are members of Maliboro Art Community that in certain occasions they perform on stages.
Tour travels are also available in Sosrowijayan. Moneychanger, internet connection, telecommunication booth, motorcycle and car rental are all available for your convenience. When you are hungry, you can just go to dining places opened by local inhabitants. At the end of the first alley, for example, there is a simple dining place yet many foreign tourists come to have meals. Traditional cuisine such as fried noodle, stir-fried vegetables with chili and other delicious dishes are served. Some restaurants serve steak and other menus at affordable prices.
In the evening time, Sosrowijayan gets more vivid. Many young people gather at the street sides while some cafes tune live music as an alternative amusement. In combination with the nightlife of Malioboro Street, Sosrowijayan becomes vivid. A small warong under an orange tent that local people call angkringan is a nice place to have a talk. While chatting, you can enjoy tea, ginger beverage, or the other delicious menus at very cheap prices.
C.MALIOBORO SREET
Malioboro Sreet is a major shopping street in Yogyakarta, Indonesia; the name is also used more generally for the neighborhood around the street. It runs north from the Yogyakarta kraton (palace) towards the roads that lead to either Surakarta to the east, or Magelang to the north, as well as Mount Merapi. This is in itself is significant to many of the local population, the north south orientation between the palace and the volcano being of importance.
The street is the centre of Yogyakarta's largest tourist district; many hotels and restaurants are located nearby. Sidewalks on both sides of the street are crowded with small stalls selling a variety of goods. In the evening several open-air streetside restaurants, called lesehan, operate along the street.
Less obvious to the tourist, but more for the local population, side streets, lanes and structures that lead on to Malioboro are as important as the street itself.
The street was for many years two-way, but by the 1980s had become one way only, from the railway line (where it starts) to the south - to Beringharjo markets, where it ends. The largest, oldest Dutch era hotel, Hotel Garuda, is located on the street's northern end, on the eastern side adjacent to the railway line. It has the former Dutch era Prime Minister's complex, the kepatihan, on the eastern side.
For many years in the 1980s and later, a cigarette advertisement was placed on the first building south of the railway line - or effectively the last building on Malioboro, which advertised Marlboro cigarettes, no doubt appealing to locals and foreigners who would see a pun with name of the street with a foreign product being advertised.
It does not reach the walls or grounds of the Yogyakarta palace, as Malioboro ceases in name adjacent to the very large market Beringharjo (on the eastern side as well). From this point the street changes name and has on the western side the former Governors residence, and on the eastern side the old Dutch Fort Vredenburg.
CHAPTER 2 DISCUSSION
A.CONVERSTIONS
Conversation 1---with tourist from Thai
A :”Good Afternoon”
T :”Good Afternoon”
A :”I’m sorry ,I disturb you.”
T :”Owh,no problem..”
A :”If I may know…Where are you from?”
T :”From Thai”
A :”Oh, I nearly Forget…I do not Introduce yet.I.m a student of State Senior High School 7 Purworejo.I’m still studying English.
May I know your name?”
T :”I’m Puang Kharn”
A :”Where place have you ever visit?”
T :”Mm…. Solo and this place,Borobudur temple.”
A :’Maybe you want to visit Purworejo?”
T :”Purworejo?Where is it?”
A :”Near Magelang.There is a big drum name Pendhawa.A biggest drum in Indonesia.”
T :”Whoa!!It’s really amazing.Maybe next day I will visit Purworejo.”
A :”You must visit it.You will not get regret.I’m sure….
Mm…How do you say about Indonesia?”
T :”Indonesia is a beautiful country.There many tourism objects that really wonderful,like this borobudur temple.And if you know,the people are very kind, beautiful and helpful.”
A :”Really?!Owhh,thank you.
How about education in Indonesia?”
T :”I just little knowing education in Indoesia.Because I’m firstly visit this country.I can say that Indonesian students are very exciting.They have power to study.”
A :”OK,Miss.Will you write your name in my paper?”
T :”Sure.”
A :”I think our talking is enough.
I hope you will enjoy the trip as much as possible.Thank you very much.”
T :”You’re welcome……..”
Conversation 2-----with tourist from Malaysia
A :”Excuse me, Sir.
Can I speak English with you?”
T :”Sure.Come on…I’m Parmin from Malaysia.And you?”
A :”I’m Anik.I’m a student of State Senior High School 7 Purworejo.”
T :”Can I take a photo with you?”
A :”And I want take a picture with you…”
T :”OK”
A :”Mm..Sir.I want to ask you something..”
T :”Yes.”
A :”All right.You seem knowing about this.
What do you think about education in Indonesia?”
T :”I think,I can answer this question.It’s connected with my country that neighboring with Indonesia.Education in Indonesia develop fastly.Looked from the student that study to other country that higher in amount from year to year.They choose university,college and faculty that different.They study to Asia,Australy,America and Europe.There are many priorities to develop the education a country,these are amount of students that study to other country,education system and teachers.And I think Indonesia still in medium level.That’s all.”
A :”OK,Thank you Sir.And what your suggestion for education in Indonesia?”
T :”National education system must developed and be suitable to need and development that happen in local,national or global level.”
A :”Maybe your reasons will give me inspiration.I’m really happr to get it.
Fine ,where will you shall go?”
T :”I haven’t surrounded this place……..”
A :”OK, I hope,I do not disturb you.
Before you go,may I get your signature?”
T :”For sure.”
A :”Thank you……”
Conversation 3------with tourist from German
A :”Good Afternoon”
T :”Good afternoon”
A :”I’m sorry,if I disturb you…”
T :”Ow no no, I’ll enjoy this
A :”I’m Anik.I’m from State Senior High School 7 Purworejo.
I’m still studying English.”
T :”My name is Jeannette,from German.”
A :”By the way, What do you think about education in Indonesia?”
T :”I don’t know anything about that…..”
A :”OK.How about education in your country?”
T :”Mmm….Almost all institutions in Europe likely in German, Netherland or French has quality standart that is same.One that different is fee for life.In Erfurt,capital ciy of Thuringen,there is university of applied science(fachhochchule).In German,now,there are 300 colleges.As place to study,German has 3 higher in value:first,German is located in the middle of Europe,so anybody study there get visions clearly about Europe.Second,German a place with high technology.Third,most of university have connection company or industrial world.Have you know,in Gottingen there Malayan,many people from IPB is there…..”
A :”For Indonesian student there is a problem with language of Germany..”
T :”The ability of German for pra-college students must be showed by having Zertifikat Deutsch(ZD).Preparation since 2nd grade of senior high school is enough.”
A :”And take a course of Germanic Linguistics?”
T :”That is needed to help in communication.”
A :”Hm…OK,you give me a lot of information.and,I should be better if you would give me picture or signature….”
T :”Sure.”
A :”Thank you our talking is enough..I hope I can meet you again See you later…”
T :”See you…..”
B.EDUCATION IN INDONESIA
Education in Indonesia is the responsibility of the Ministry of National Education of Indonesia (Departemen Pendidikan Nasional Republik Indonesia/Depdiknas). Education in Indonesia was previously the responsibility of the Ministry of Education and Culture of Indonesia (Departemen Pendidikan dan Kebudayaan Republik Indonesia/Depdikbud). In Indonesia, every citizen has to have nine years of education, six years at elementary level and three in middle school.
Law No. 20/2003
Based on the correct constitution, education is defined as a planned effort to establish a study environment and education process so that the student may actively develop his/her own potential to gain the religious and spiritual level, consciousness, personality, intelligence, behaviour and creativity to him/herself, other citizens and for the nation. The constitution also noted that education in Indonesia is divided into two major parts, formal and non-formal. A formal education is divided again into three levels, primary, secondary and tertiary education.
Indonesia Table of Contents
The character of Indonesia's educational system reflects its diverse religious heritage, its struggle for a national identity, and the challenge of resource allocation in a poor but developing archipelagic nation with a young and rapidly growing population. Although a draft constitution stated in 1950 that a key government goal was to provide every Indonesian with at least six years of primary schooling, the aim of universal education had not been reached by the late 1980s, particularly among females--although great improvements had been made. Obstacles to meeting the government's goal included a high birth rate, a decline in infant mortality, and a shortage of schools and qualified teachers. In 1973 Suharto issued an order to set aside portions of oil revenues for the construction of new primary schools. This act resulted in the construction or repair of nearly 40,000 primary school facilities by the late 1980s, a move that greatly facilitated the goal of universal education.
C.EDUCATION IN THAILAND
Education in Thailand is provided mainly by the Thai government through the Ministry of Education from pre-school to senior high school. A free basic education of twelve years is guaranteed by the constitution, and a minimum of nine years' school attendance is mandatory.
Formal education consists of at least twelve years of basic education, and higher education. Basic education is divided into six years of primary education and six years of secondary education, the latter being further divided into three years of lower- and upper-secondary levels. Kindergarten levels of pre-primary education, also part of the basic education level, spans 2-3 years depending on the locale, and is variably provided. Non-formal education is also supported by the state. Independent schools contribute significantly to the general education infrastructure.
Administration and control of public and private universities is carried out by the Ministry of University Affairs.
The school structure is divided into four key stages: the first three years in elementary school, Prathom 1 - 3, are for age groups 6 to 8, the second level, Prathom 4 through 6 are for age groups 9 to 11, the third level, Matthayom 1 - 3, is for age groups 12 to 14. The upper secondary level of schooling consists of Matthayom 4 - 6, for age groups 15 to 17 and is divided into academic and vocational streams. There are also academic upper secondary schools, vocational upper secondary schools and comprehensive schools offering both academic and vocational tracks. Students who choose the academic stream usually intend to enter a university. Vocational schools offer programs that prepare students for employment or further studies.
Admission to an upper secondary school is through an entrance exam. On the completion of each level, students need to pass the NET (National Educational Test) to graduate. Children are required only to attend six years of elementary school and at least the first three years of high school. Those who graduate from the sixth year of high school are candidates for two decisive tests: O-NET (Ordinary National Educational Test) and A-NET (Advanced National Educational Test).
Public schools are administered by the government, and the private sector comprises schools run for profit and fee-paying non-profit schools which are often run by charitable organisations - especially by Catholic diocesan and religious orders that operate over 300 large primary/secondary schools throughout the country.Village and sub-district schools usually provide pre-school kindergarten (anuban) and elementary classes, while in the district towns, schools will serve their areas with comprehensive schools with all the classes from kindergarten to age 14, and separate secondary schools for ages 11 through 17.
Due to budgetary limitations, rural schools are generally less well equipped than the schools in the cities and the standard of instruction, particularly for the English language, is much lower, and many high school students will commute 60 - 80 kilometres to schools in the nearest city.
International schools
By government definition: “An international school is an educational institution providing an international curriculum or international curriculum which its subject’s detail has been adjusted or a self-organized curriculum, which is not the Ministry of Education’s. A foreign language is used as the medium of teaching and learning and students are enrolled without restriction or limitation on nationality or religion or government regime, and are not against the morality or stability of Thailand.” The curriculum is required to be approved by the Ministry of Education and may be an international one, an international curriculum with modifications, or a curriculum established by the school itself. Thai language and culture constitutes a core subject and is mandatory at every level for all students; Thai students are required to study at least five 50-minutes periods a week, while non-Thai students must receive a minimum of instruction of one period per week. Interntional schools must operate within a framework of requirements and conditions established by the Ministry of Education, that stipulates the ownership, location and size of the plot, design and structure of buildings, ratio of students to classroom surface, sanitary installations, administration and educational support facilities such as libraries and resources centres.Within one year from their commencement, primary and secondary schools must apply accreditation from an international organization recognized and accepted by the Office of the Private Education Commission and are and accreeditation must be granted within six years. Managers and Head teachers must be of Thai nationality;
Currently 90 international schools operate in the Kingdom, of which 65 are located in the Bangkok area.
English language education in Thailand
The use of English in Thailand while far from being as developed as in the Netherlands, Germany, the Scandinavian countries or the Philippines, is nevertheless rapidly increasing through the influence of the media and the Internet and is far greater, for example, than in France, the United Kingdom's nearest neighbour.
The government has long realised the importance of the English language as a major core subject in schools, and it has been a compulsory subject at varying levels for several decades. Since 2005 schools are being encouraged to establish bilingual departments where the core subjects are taught in English, and to offer intensive English language programmes.
Notwithstanding the extensive use of, and exposure to English in everyday life in Thailand, the standard of correct English in the schools is now the lowest in Southeast Asia. In 1997 Thailand was still in the forefront, but by 2001 Laos and Vietnam had caught up, and by mid 2006 were clearly in the lead.
Native speaker teachers
Several thousand native English speakers are employed in public and private schools throughout the country, their existence being encouraged by the need to develop students' oral expression and knowledge of foreign culture; much of their time however, is taken up with remedial teaching: putting right any grammar, orthography, pronunciation and cultural background that has been wrongly taught and which leads to great misunderstanding - they see this as a greater priority.
The official version of English, although not always practical in its dispensation, is British. Qualified native teachers with a background in linguistics will ensure that students are exposed to both major variations of the language and understand them and their differences, whichever version the students choose to speak.
Language classes, sponsored by the governments of English speaking countries such as those provided by the British Council, enjoy an excellent reputation for quality, both for general English, and for the preparation for international exams such as the American English TOEFL and the British English IELTS, which are prerequisites for the entry into many professions, particularly aircrew and tourism. There is also no shortage of cramming schools, usually franchise chains, in the capital and larger cities, but although they are staffed mainly by highly motivated, qualified native speakers, and have excellent resources, they are often branded by cynics as 'the McDonalds of English language'.
There has been a dramatic increase since 2000 in the number of Thailand based TEFL/TESOL (Teaching of English as a Foreign Language / Teaching of English to Speakers of Other Languages) teacher training institutions. Some dispense internationally recognised teaching certificates and diplomas that follow the courses of established universities, and some provide courses and certification franchised from other organisations and universities, still others dispense their own courses and certification.
Currently, to teach English in licenced schools, public or private, the minimum academic qualification for native speakers, is a bachelor degree in any subject. However, the government is in the process of exercising greater control, particularly to combat the use of bogus certificates or degrees issued by diploma mills, and to prevent access to schools by persons with doubtful motives.
In 2008, the government announced plans to improve requirements for native speaker teachers in mainstream schools. They now require academic qualifications in either education or linguistics, in addition to their bachelor degrees, and to complete a government course in Thai culture and language. In 2008 applications for TESOL posts in Thailand experienced a significant drop, and many posts are being taken up by second-language English speakers from Asian countries where the use English may be of a high standard and officially recognised, but not as a first language. Parents, particularly those with children in fee-paying schools, maintain the belief that native English speakers should have Western ethnic origins.
D.EDUCATION IN MALAYSIA
Education in Malaysia may be obtained from government-sponsored schools, private schools, or through homeschooling. The education system is highly centralised, particularly for primary and secondary schools, with state and local governments having little say in the curriculum or other major aspects of education. As in other Asian countries such as Singapore and China, standardised tests are a common feature, contributing to the high numbers of school dropouts.
Secular schools in Malaysia were largely an innovation of the British colonial government. There were four initial proposals for developing the national education system: the Barnes Report, Razak's Report, Ordinan Report and the Fenn-Wu Report. The former proposal was implemented through the 1952 Education Ordinance.
Many of the earliest schools in Malaysia were started in the Straits Settlements of Penang, Melaka, and Singapore. The oldest English school in Malaya is the Penang Free School, founded in 1816, followed by Malacca High School, and Anglo Chinese School, Klang. Many of these schools still carry with them an air of prestige although there is no formal difference between these schools and other schools.
British historian Richard O. Winstedt was concerned with the education of the Malays and he was instrumental in establishing Sultan Idris Training College. The college was established with the purpose of producing Malay teachers. R J Wilkinson, Winstedt predecessor on the other hand helped established the Malay College Kuala Kangsar in 1905 which aimed to educate the Malay elite.
Initially, the British colonial government did not provide for any Malay-medium secondary schools, forcing those who had studied in Malay during primary school to adjust to an English-medium secondary school. Many Malays opted to drop out instead. Despite complaints about this policy, the British Director of Education stated:
It would be contrary to the considered policy of government to afford to a community, the great majority of whose members find congenial livelihood and independence in agricultural pursuits, more extended facilities for the learning of English which would be likely to have the effect of inducing them to abandon those pursuits.
Eventually, to remedy this problem, the British established the Malay College Kuala Kangsar. However, it was mainly intended as a way to educate future low-level civil servants, and not as a means to opening the doors of commerce to the Malays — the school was never intended to prepare students for entrance to higher institutions of education.
E.EDUCATION IN GERMAN
Responsibility for German education system lies primarily with the Bundesländer (states) while the federal government only has a minor role. Optional kindergarten education is provided for all children between three and six years old, after which school attendance is compulsory for mostly 11 to 12 years. In the first nine years all students attend school from age six to eighteen or nineteen. The system varies throughout Germany because each Bundesland decides on their own educational policies. Most children, however, first attend Grundschule from age six to nine.
In contrast, secondary education includes four types of schools based on a pupil's ability as determined by teacher recommendations: the Gymnasium includes the most gifted children and prepares students for university studies; the Realschule has a broader range of emphasis for intermediary students; the Hauptschule prepares pupils for vocational education, and the Gesamtschule, or comprehensive school, combines the three approaches. There are also Förderschulen (schools for the mentally challenged and physically challenged). One in 21 students attends a Förderschule.
In order to enter higher education, students are required to take the Abitur examination; however, students possessing a diploma from a vocational school may also apply to enter. A special system of apprenticeship called Duale Ausbildung allows pupils in vocational training to learn in a company as well as in a state-run school. Although Germany has had a history of a strong educational system, recent PISA student assessments demonstrated a weakness in certain subjects. In the test of 43 countries in the year 2000, Germany ranked 21st in reading and 20th in both mathematics and the natural sciences, prompting calls for reform.
German School System
German public education makes it possible for qualified kids to study up to university level, regardless of their families' financial status.
The German education system is different in many ways from the ones in Anglo-Saxon countries, but it produces high-performing students. Although education is a function of the federal states, and there are differences from state to state, some generalizations are possible.
Children aged three to six may attend kindergarten. After that school is compulsory for nine or ten years. From grades 1 through 4 children attend elementary school (Grundschule), where the subjects taught are the same for all. Then, after the 4th grade, they are separated according to their academic ability and the wishes of their families.
International Schools in Germany
There are compelling reasons why you might choose to send your children to one of Germany's many fine international schools.
Many English-speaking expatriates are educating their children at Germany's international schools, and an education at such a school has numerous advantages.
There is, of course, instruction in the native language. And, since the student body is usually quite international, they expose the young people to a variety of cultures. They also do a better job than most German schools of introducing the students to computers, and the program of sports and extracurricular activities is more like what they are accustomed to at home.
Physical plants and facilities are usually quite modern, clean and comfortable, with new equipment more conducive to learning. And the curricula among international schools is uniform, allowing ease of transfer. They usually are accredited by the New England Association of Schools and Colleges (NEASC) and the European Council of International Schools (ECIS) and offer the International Baccalaureate as well as the American high school diploma and, sometimes, the German Abitur.
The costs may be high, approximating what a US college education commands: as much as €16,000 per high school student per year. Preschool and elementary school grades cost 30 to 50 percent less. Additional costs include transportation, lunches, class trips and various special activities.
CHAPTER 3 CONCLUSION
Education in Indonesia is the responsibility of the Ministry of National Education of Indonesia (Departemen Pendidikan Nasional Republik Indonesia/Depdiknas). Education in Indonesia was previously the responsibility of the Ministry of Education and Culture of Indonesia (Departemen Pendidikan dan Kebudayaan Republik Indonesia/Depdikbud). In Indonesia, every citizen has to have nine years of education, six years at elementary level and three in middle school.
Education in Thailand is provided mainly by the Thai government through the Ministry of Education from pre-school to senior high school. A free basic education of twelve years is guaranteed by the constitution, and a minimum of nine years' school attendance is mandatory.
Education in Malaysia may be obtained from government-sponsored schools, private schools, or through homeschooling. The education system is highly centralised, particularly for primary and secondary schools, with state and local governments having little say in the curriculum or other major aspects of education. As in other Asian countries such as Singapore and China, standardised tests are a common feature, contributing to the high numbers of school dropouts.
Responsibility for German education system lies primarily with the Bundesländer (states) while the federal government only has a minor role. Optional kindergarten education is provided for all children between three and six years old, after which school attendance is compulsory for mostly 11 to 12 years. In the first nine years all students attend school from age six to eighteen or nineteen. The system varies throughout Germany because each Bundesland decides on their own educational policies. Most children, however, first attend Grundschule from age six to nine.
BIBLIOGRAPHY
http://en.wikipedia.org/wiki/Borobudur ,downloaded on 11:12 Monday 20th Aptil 2009
http://www.google.co.id/search?hl=id&q=BOROBUDUR&meta=,downloaded on 11:34 Monday 20th April 2009
www.yogyes.com/id/yogyakarta-tourism-object/candi/borobudur/ ,downloaded on 11:54 Monday 20th April 2009
www.yogyes.com/en/yogyakarta-tourism-object/places-of-interest/sosrowijayan/ ,downloaded on 12:33 Monday 20th April 2009
http://www.nesoindonesia.com/home/news-events/news-archive/2008,downloaded on 12:48 Monday 20th April 2009
http://en.wikipedia.org/wiki/Education_in_Malaysia,
http://en.wikipedia.org/wiki/Education_in_Thailand
http://en.wikipedia.org/wiki/Education_in_Germany
http://www.howtogermany.com/pages/germanschools.html
http://www.howtogermany.com/pages/internationalschools.html
http://countrystudies.us/indonesia/56.htm
n.wikipedia.org/wiki/Category:Education_in_Indonesia
A REPORT OF
FIELD STUDY TO BOROBUDUR TEMPLE, SOSROVIJAYAN VILLAGE, AND MALIOBORO STREET
Was made for completing a speaking assignment of class XI science
Arranged by:
ANIK.N 03/XI SCIENCE 1
STATE SENIOR HIGH SCHOOL 7 PURWOREJO
2008/2009
MOTTO
A person needs just three thing to be truly in this world. Someone to love, something to do , and something to hope for.
No gain without pain.
Man was born not for himself, but for his country.
People never plan to fail, they just fail to plan
Just looking through your goal, wherever you are.
Nothing is really over until you stop trying.
Life is a journey, enjoy the ride and always make the best of it.
Do the best everything.
PREFACE
Praise and grateful I make for God that has given me charity and assistance so I can make this report with title ”LET’S SPEAK WITH YOUR CONFIDENCE:A report of field study to Borobudur temple, Sosrowijayan village, and Malioboro Street”. This report has been arranged primarily for completing a speaking assignment of class natural department XI on 2nd semester.
Many people assisted me at various times in the preparation of this report. I wish to thank Mr. Padmo Sukoco, M.Pd as principal of State Senior High School 7 Purworejo,Mr.SoNY,S.Pd as guide teacher, Mr.Agus Setiyono as guide teacher, all friends and all people that help me in the making of the report for your invaluable, nayindispensable, assistance in the preparation of the various drafts of the report.
I am aware that since there is much room for error. I will be grateful for comments and criticisms , so that a succeeding report may be an improvement.
With this report, I hope that can give information will help reader to get inspiration of thinking.
Purworejo,24th April 2009
Arranger
RATIFICATION SHEET
This report which title is:
“LET’S SPEAK WITH YOUR CONFIDENCE”
A REPORT OF
FIELD STUDY TO BOROBUDUR TEMPLE, SOSROVIJAYAN VILLAGE, AND MALIOBORO STREET
That arranged by:
Name : Anik. N
Class : XI RSBI 1
Number : 4856
Has been ratificate on:
Purworejo, 2009
Student
Guide Teacher
Headmaster
LIST CONTENT
Title …………………………………………………………………………… i
Mottos ………………………………………………………………………… ii
Preface ………………………………………………………………………... iii
Ratification Sheet …………………………………………………………….. iv
List Content …………………………………………………………………... v
CHAPTER 1 INTRODUCTION …………………………………………….. 1
A. Borobudur Temple ………………………………………………. 1
B. Sosrowijayan ……………………………………………….. 8
C. Malioboro Street …………………………………………… 9
CHAPTER 2 DISCUSSION …………………………………………………. 11
A. Conversations ………………………………………………. 11
B. Education In Indonesia ……………………………………... 15
C. Education In Thailand ……………………………………… 15
D. Education In Malaysia ……………………………………... 19
E. Education In German ………………………………………. 21
CHAPTER 3 CONCLUSION ……………………………………………….. 22
Bibliography …………………………………………………………………. 23
Appendix ……………………………………………………………………... 24
Gallery ………………………………………………………………………… 25
CHAPTER 1 INTRODUCTION
A.BOROBUDUR TEMPLE
Borobudur is a ninth-century Mahayana Buddhist monument in Magelang, Central Java, Indonesia. The monument comprises six square platforms topped by three circular platforms, and is decorated with 2,672 relief panels and 504 Buddha statues.[1] A main dome, located at the center of the top platform, is surrounded by 72 Buddha statues seated inside perforated stupa.
The monument is both a shrine to the Lord Buddha and a place for Buddhist pilgrimage. The journey for pilgrims begins at the base of the monument and follows a path circumambulating the monument while ascending to the top through the three levels of Buddhist cosmology, namely Kāmadhātu (the world of desire), Rupadhatu (the world of forms) and Arupadhatu (the world of formlessness). During the journey the monument guides the pilgrims through a system of stairways and corridors with 1,460 narrative relief panels on the wall and the balustrades.
Evidence suggests Borobudur was abandoned following the fourteenth century decline of Buddhist and Hindu kingdoms in Java, and the Javanese conversion to Islam. Worldwide knowledge of its existence was sparked in 1814 by Sir Thomas Stamford Raffles, the then British ruler of Java, who was advised of its location by native Indonesians. Borobudur has since been preserved through several restorations. The largest restoration project was undertaken between 1975 and 1982 by the Indonesian government and UNESCO, following which the monument was listed as a UNESCO World Heritage Site.[3] Borobudur is still used for pilgrimage; once a year Buddhists in Indonesia celebrate Vesak at the monument, and Borobudur is Indonesia's single most visited tourist attraction.
Borobudur stupas overlooking a mountain. For centuries, it was deserted.
In Indonesian, ancient temples are known as candi; thus "Borobudur Temple" is locally known as Candi Borobudur. The term candi is also used more loosely to describe any ancient structure, for example gates and bathing structures. The origins of the name Borobudur however are unclear, although the original names of most ancient Indonesian temples are no longer known The name Borobudur was first written in Sir Thomas Raffles' book on Javan history. Raffles wrote about a monument called borobudur, but there are no older documents suggesting the same name. The only old Javanese manuscript that hints at the monument as a holy Buddhist sanctuary is Nagarakretagama, written by Mpu Prapanca in 1365.
The name 'Bore-Budur', and thus 'BoroBudur', is thought to have been written by Raffles in English grammar to mean the nearby village of Bore; most candi are named after a nearby village. If it followed Javanese language, the monument should have been named 'BudurBoro'. Raffles also suggested that 'Budur' might correspond to the modern Javanese word Buda ('ancient') – i.e., 'ancient Boro'. However, another archaeologist suggests the second component of the name ('Budur') comes from Javanese term bhudhara (or mountain)
Location
Approximately 40 kilometers (25 mi) northwest of Yogyakarta, Borobudur is located in an elevated area between two twin volcanoes, Sundoro-Sumbing and Merbabu-Merapi, and two rivers, the Progo and the Elo. According to local myth, the area known as Kedu Plain is a Javanese 'sacred' place and has been dubbed 'the garden of Java' due to its high agricultural fertility. Besides Borobudur, there are other Buddhist and Hindu temples in the area, including the Prambanan temples compound. During the restoration in the early 1900s, it was discovered that three Buddhist temples in the region, Borobudur, Pawon and Mendut, are lined in one straight line position. It might be accidental, but the temples' alignment is in conjunction with a native folk tale that a long time ago, there was a brick-paved road from Borobudur to Mendut with walls on both sides. The three temples (Borobudur–Pawon–Mendut) have similar architecture and ornamentation derived from the same time period, which suggests that ritual relationship between the three temples, in order to have formed a sacred unity, must have existed, although exact ritual process is yet unknown.
Unlike other temples, which were built on a flat surface, Borobudur was built on a bedrock hill, 265 m (869 ft) above sea level and 15 m (49 ft) above the floor of the dried-out paleolake. The lake's existence was the subject of intense discussion among archaeologists in the twentieth century; Borobudur was thought to have been built on a lake shore or even floated on a lake. In 1931, a Dutch artist and a scholar of Hindu and Buddhist architecture, W.O.J. Nieuwenkamp, developed a theory that Kedu Plain was once a lake and Borobudur initially represented a lotus flower floating on the lake.[10] Lotus flowers are found in almost every Buddhist work of art, often serving as a throne for buddhas and base for stupas. The architecture of Borobudur itself suggests a lotus depiction, in which Buddha postures in Borobudur symbolize the Lotus Sutra, mostly found in many Mahayana Buddhism (a school of Buddhism widely spread in the east Asia region) texts. Three circular platforms on the top are also thought to represent a lotus leaf. Nieuwenkamp's theory, however, was contested by many archaeologists because the natural environment surrounding the monument is a dry land.
Geologists, on the other hand, support Nieuwenkamp's view, pointing out clay sediments found near the site. A study of stratigraphy, sediment and pollen samples conducted in 2000 supports the existence of a paleolake environment near Borobudur, which tends to confirm Nieuwenkamp's theory. The lake area fluctuated with time and the study also proves that Borobudur was near the lake shore circa thirteenth and fourteenth century. River flows and volcanic activities shape the surrounding landscape, including the lake. One of the most active volcanoes in Indonesia, Mount Merapi, is in the direct vicinity of Borobudur and has been very active since the Pleistocene.
Construction
Buddhist pilgrims meditate on the top platform.
There is no written record of who built Borobudur or of its intended purpose. The construction time has been estimated by comparison between carved reliefs on the temple's hidden foot and the inscriptions commonly used in royal charters during the eight and ninth centuries. Borobudur was likely founded around 800 AD. This corresponds to the period between 760–830 AD, the peak of the Sailendra dynasty in central Java, when it was under the influence of the Srivijayan Empire. The construction has been estimated to have taken 75 years and been completed during the reign of Samaratungga in 825.
There is confusion between Hindu and Buddhist rulers in Java around that time. The Sailendras were known as ardent followers of Lord Buddha, though stone inscriptions found at Sojomerto suggest they may have been Hindus. It was during this time that many Hindu and Buddhist monuments were built on the plains and mountain around the Kedu Plain. The Buddhist monuments, including Borobudur, were erected around the same time as the Hindu Shiva Prambanan temple compound. In 732 AD, the Shivaite King Sanjaya commissioned a Shivalinga sanctuary to be built on the Ukir hill, only 10 km (6.2 miles) east of Borobudur.
Construction of Buddhist temples, including Borobudur, at that time was possible because Sanjaya's immediate successor, Rakai Panangkaran, granted his permission to the Buddhist followers to build such temples. In fact, to show his respect, Panangkaran gave the village of Kalasan to the Buddhist community, as is written in the Kalasan Charter dated 778 AD. This has led some archaeologists to believe that there was never serious conflict concerning religion in Java as it was possible for a Hindu king to patronize the establishment of a Buddhist monument; or for a Buddhist king to act likewise. However, it is likely that there were two rival royal dynasties in Java at the time—the Buddhist Sailendra and the Saivite Sanjaya—in which the latter triumphed over their rival in the 856 battle on the Ratubaka plateau. This confusion also exists regarding the Lara Jonggrang temple at the Prambanan complex, which was believed that it was erected by the victor Rakai Pikatan as the Sanjaya dynasty's reply to Borobudur, but others suggest that there was a climate of peaceful coexistence where Sailendra involvement exists in Lara Jonggrang.
Abandonment
Borobudur lay hidden for centuries under layers of volcanic ash and jungle growth. The facts behind its abandonment remain a mystery. It is not known when active use of the monument and Buddhist pilgrimage to it ceased. Somewhere between 928 and 1006, the center of power moved to East Java region and a series of volcanic eruptions took place; it is not certain whether the latter influenced the former but several sources mention this as the most likely period of abandonment. Soekmono (1976) also mentions the popular belief that the temples were disbanded when the population converted to Islam in the fifteenth century.
The monument was not forgotten completely, though folk stories gradually shifted from its past glory into more superstitious beliefs associated with bad luck and misery. Two old Javanese chronicles (babad) from the eighteenth century mention cases of bad luck associated with the monument. According to the Babad Tanah Jawi (or the History of Java), the monument was a fatal factor for a rebel who revolted against the king of Mataram in 1709. The hill was besieged and the insurgents were defeated and sentenced to death by the king. In the Babad Mataram (or the History of the Mataram Kingdom), the monument was associated with the misfortune of the crown prince of the Yogyakarta Sultanate in 1757. In spite of a taboo against visiting the monument, "he took what is written as the knight who was captured in a cage (a statue in one of the perforated stupas)". Upon returning to his palace, he fell ill and died one day later.
Rediscovery
Borobudur's main stupa, which is empty and has created a mystery during the discovery period.
Following the Anglo-Dutch Java War, Java was under British administration from 1811 to 1816. The appointed governor was Lieutenant Governor-General Thomas Stamford Raffles, who took great interest in the history of Java. He collected Javanese antiques and made notes through contacts with local inhabitants during his tour throughout the island. On an inspection tour to Semarang in 1814, he was informed about a big monument deep in a jungle near the village of Bumisegoro. He was not able to make the discovery himself and sent H.C. Cornelius, a Dutch engineer, to investigate.
The first photograph of Borobudur by Isidore van Kinsbergen (1873) after the monument was cleared up.
In two months, Cornelius and his 200 men cut down trees, burned down vegetation and dug away the earth to reveal the monument. Due to the danger of collapse, he could not unearth all galleries. He reported his findings to Raffles including various drawings. Although the discovery is only mentioned by a few sentences, Raffles has been credited with the monument's recovery, as one who had brought it to the world's attention.
Hartmann, a Dutch administrator of the Kedu region, continued Cornelius' work and in 1835 the whole complex was finally unearthed. His interest in Borobudur was more personal than official. Hartmann did not write any reports of his activities; in particular, the alleged story that he discovered the large statue of Buddha in the main stupa. In 1842, Hartmann investigated the main dome although what he discovered remains unknown as the main stupa remains empty.
The Dutch East Indies government then commissioned F.C. Wilsen, a Dutch engineering official, who studied the monument and drew hundreds of relief sketches. J.F.G. Brumund was also appointed to make a detailed study of the monument, which was completed in 1859. The government intended to publish an article based on Brumund study supplemented by Wilsen's drawings, but Brumund refused to cooperate. The government then commissioned another scholar, C. Leemans, who compiled a monograph based on Brumund's and Wilsen's sources. In 1873, the first monograph of the detailed study of Borobudur was published, followed by its French translation a year later. The first photograph of the monument was taken in 1873 by a Dutch-Flemish engraver, Isidore van Kinsbergen.
Appreciation of the site developed slowly, and it served for some time largely as a source of souvenirs and income for "souvenir hunters" and thieves. In 1882, the chief inspector of cultural artifacts recommended that Borobudur be entirely disassembled with the relocation of reliefs into museums due to the unstable condition of the monument. As a result, the government appointed Groenveldt, an archeologist, to undertake a thorough investigation of the site and to assess the actual condition of the complex; his report found that these fears were unjustified and recommended it be left intact.
Contemporary events
Tourists in Borobudur.
Following the major 1973 renovation funded by UNESCO, Borobudur is once again used as a place of worship and pilgrimage. Once a year, during the full moon in May or June, Buddhists in Indonesia observe Vesak (Indonesian: Waisak) day commemorating the birth, death, and the time when Siddhārtha Gautama attained the highest wisdom to become the Buddha Shakyamuni. Vesak is an official national holiday in Indonesiaand the ceremony is centered at the three Buddhist temples by walking from Mendut to Pawon and ending at Borobudur. The monument is the single most visited tourist attraction in Indonesia. In 1974, 260,000 tourists of whom 36,000 were foreigners visited the monument.
The figure hiked into 2.5 million visitors annually (80% were domestic tourists) in the mid 1990s, before the country's economy crisis.Tourism development, however, has been criticized for not including the local community on which occasional local conflict has arisen.
In 2003, residents and small businesses around Borobudur organized several meetings and poetry protests, objecting to a provincial government plan to build a three-story mall complex, dubbed the 'Java World'.
On 21 January 1985, nine stupas were badly damaged by nine bombs.
In 1991, a blind Muslim evangelist, Husein Ali Al Habsyie, was sentenced to life imprisonment for masterminding a series of bombings in the mid 1980s including the temple attack.
Two other members of a right-wing extremist group that carried out the bombings were each sentenced to 20 years in 1986 and another man received a 13-year prison term. On 27 May 2006, an earthquake of 6.2 magnitude on the Richter scale struck the south coast of Central Java. The event had caused severe damage around the region and casualties to the nearby city of Yogyakarta, but Borobudur remained intact.
B.SOSROWIJAYAN
Sosrowijayan, a Tourist Kampong in the City Center of Yogyakarta
Walking about 200 meters southwards from Tugu railway station, along Malioboro Street, you will find Sosrowijayan kampong. A plank at the corner of the small street with the same name on it leads you to the area. Connecting Dagen Street and Malioboro Street, Sosrowijayan is split into two areas, namely East Sosrowijayan and West Sosrowijayan. Later, East Sosrowijayan is known as the second famous tourist kampong in Yogyakarta after Prawirotaman.
Arriving at the T-junction of the street named after the past authority of the area (Sosrowijoyo), you will be greeted friendly by pedicab drivers. Usually, they will assist you to get lodgings or take a mini tour along Malioboro Street or to get bakpia (the special snack of this city) at Pathok area by riding their pedicab. Many guides will readily assist you to get lodgings, for example. They will tell you many things about places of interests in Yogyakarta, too.
Entering Sosrowijayan area, you will see an old building functioning as a lodging, namely Aziatic Hotel. The building that was built during the Dutch colonization has typical European architecture. The building has white wall with three doors and some supporting pillars on the front side, while the name of the hotel is directly embossed to the wall in black color. Once, this hotel was used as the shooting location of 'Daun di Atas Bantal (The Leaf on A Pillow)' film that was shown in Cannes Film Festival.
Entering the first alley, there are two bookshops. Most of the works sold there are novels in English; some of them are in Indonesian language. You can freely select or just take a quick reading of the content since they are all unwrapped. Even though most of them are used ones, physical quality of the books is preserved so well that they are worth collecting. The prices vary but they are definitely cheaper than those in bookshops.
If you want to be able to make batik, you can take a course offered by a lodging in the second alley. Close to the lodging, there is a batik studio managed by a local inhabitant. The style of the batik in this studio is painting batik, just like the ones you find in Taman kampong, near Tamansari Water Castle. The superiority of painting batik lies of its colors and temporary design.
As a kampong for tourists, there must be many guesthouses there. Different from the ones in Prawirotaman, the guesthouses and lodgings in this kampong are among local people's houses since most of them are in the alleys of the kampong. If you want to stay in more a private lodging, you can choose one among many hotels alongside Sosrowijayan Street. The tariff of the lodgings in this kampong that is located to the south of Pasar Kembang area is not different from that in Prawirotaman.
In the afternoon, while relaxing after wandering about Yogyakarta, you can enjoy the life of local children. Usually, girls will play rope jump or other traditional children games and boys gather in a certain place to have a chat. Meanwhile, the young people play guitar while singing Indonesian hit songs. They are members of Maliboro Art Community that in certain occasions they perform on stages.
Tour travels are also available in Sosrowijayan. Moneychanger, internet connection, telecommunication booth, motorcycle and car rental are all available for your convenience. When you are hungry, you can just go to dining places opened by local inhabitants. At the end of the first alley, for example, there is a simple dining place yet many foreign tourists come to have meals. Traditional cuisine such as fried noodle, stir-fried vegetables with chili and other delicious dishes are served. Some restaurants serve steak and other menus at affordable prices.
In the evening time, Sosrowijayan gets more vivid. Many young people gather at the street sides while some cafes tune live music as an alternative amusement. In combination with the nightlife of Malioboro Street, Sosrowijayan becomes vivid. A small warong under an orange tent that local people call angkringan is a nice place to have a talk. While chatting, you can enjoy tea, ginger beverage, or the other delicious menus at very cheap prices.
C.MALIOBORO SREET
Malioboro Sreet is a major shopping street in Yogyakarta, Indonesia; the name is also used more generally for the neighborhood around the street. It runs north from the Yogyakarta kraton (palace) towards the roads that lead to either Surakarta to the east, or Magelang to the north, as well as Mount Merapi. This is in itself is significant to many of the local population, the north south orientation between the palace and the volcano being of importance.
The street is the centre of Yogyakarta's largest tourist district; many hotels and restaurants are located nearby. Sidewalks on both sides of the street are crowded with small stalls selling a variety of goods. In the evening several open-air streetside restaurants, called lesehan, operate along the street.
Less obvious to the tourist, but more for the local population, side streets, lanes and structures that lead on to Malioboro are as important as the street itself.
The street was for many years two-way, but by the 1980s had become one way only, from the railway line (where it starts) to the south - to Beringharjo markets, where it ends. The largest, oldest Dutch era hotel, Hotel Garuda, is located on the street's northern end, on the eastern side adjacent to the railway line. It has the former Dutch era Prime Minister's complex, the kepatihan, on the eastern side.
For many years in the 1980s and later, a cigarette advertisement was placed on the first building south of the railway line - or effectively the last building on Malioboro, which advertised Marlboro cigarettes, no doubt appealing to locals and foreigners who would see a pun with name of the street with a foreign product being advertised.
It does not reach the walls or grounds of the Yogyakarta palace, as Malioboro ceases in name adjacent to the very large market Beringharjo (on the eastern side as well). From this point the street changes name and has on the western side the former Governors residence, and on the eastern side the old Dutch Fort Vredenburg.
CHAPTER 2 DISCUSSION
A.CONVERSTIONS
Conversation 1---with tourist from Thai
A :”Good Afternoon”
T :”Good Afternoon”
A :”I’m sorry ,I disturb you.”
T :”Owh,no problem..”
A :”If I may know…Where are you from?”
T :”From Thai”
A :”Oh, I nearly Forget…I do not Introduce yet.I.m a student of State Senior High School 7 Purworejo.I’m still studying English.
May I know your name?”
T :”I’m Puang Kharn”
A :”Where place have you ever visit?”
T :”Mm…. Solo and this place,Borobudur temple.”
A :’Maybe you want to visit Purworejo?”
T :”Purworejo?Where is it?”
A :”Near Magelang.There is a big drum name Pendhawa.A biggest drum in Indonesia.”
T :”Whoa!!It’s really amazing.Maybe next day I will visit Purworejo.”
A :”You must visit it.You will not get regret.I’m sure….
Mm…How do you say about Indonesia?”
T :”Indonesia is a beautiful country.There many tourism objects that really wonderful,like this borobudur temple.And if you know,the people are very kind, beautiful and helpful.”
A :”Really?!Owhh,thank you.
How about education in Indonesia?”
T :”I just little knowing education in Indoesia.Because I’m firstly visit this country.I can say that Indonesian students are very exciting.They have power to study.”
A :”OK,Miss.Will you write your name in my paper?”
T :”Sure.”
A :”I think our talking is enough.
I hope you will enjoy the trip as much as possible.Thank you very much.”
T :”You’re welcome……..”
Conversation 2-----with tourist from Malaysia
A :”Excuse me, Sir.
Can I speak English with you?”
T :”Sure.Come on…I’m Parmin from Malaysia.And you?”
A :”I’m Anik.I’m a student of State Senior High School 7 Purworejo.”
T :”Can I take a photo with you?”
A :”And I want take a picture with you…”
T :”OK”
A :”Mm..Sir.I want to ask you something..”
T :”Yes.”
A :”All right.You seem knowing about this.
What do you think about education in Indonesia?”
T :”I think,I can answer this question.It’s connected with my country that neighboring with Indonesia.Education in Indonesia develop fastly.Looked from the student that study to other country that higher in amount from year to year.They choose university,college and faculty that different.They study to Asia,Australy,America and Europe.There are many priorities to develop the education a country,these are amount of students that study to other country,education system and teachers.And I think Indonesia still in medium level.That’s all.”
A :”OK,Thank you Sir.And what your suggestion for education in Indonesia?”
T :”National education system must developed and be suitable to need and development that happen in local,national or global level.”
A :”Maybe your reasons will give me inspiration.I’m really happr to get it.
Fine ,where will you shall go?”
T :”I haven’t surrounded this place……..”
A :”OK, I hope,I do not disturb you.
Before you go,may I get your signature?”
T :”For sure.”
A :”Thank you……”
Conversation 3------with tourist from German
A :”Good Afternoon”
T :”Good afternoon”
A :”I’m sorry,if I disturb you…”
T :”Ow no no, I’ll enjoy this
A :”I’m Anik.I’m from State Senior High School 7 Purworejo.
I’m still studying English.”
T :”My name is Jeannette,from German.”
A :”By the way, What do you think about education in Indonesia?”
T :”I don’t know anything about that…..”
A :”OK.How about education in your country?”
T :”Mmm….Almost all institutions in Europe likely in German, Netherland or French has quality standart that is same.One that different is fee for life.In Erfurt,capital ciy of Thuringen,there is university of applied science(fachhochchule).In German,now,there are 300 colleges.As place to study,German has 3 higher in value:first,German is located in the middle of Europe,so anybody study there get visions clearly about Europe.Second,German a place with high technology.Third,most of university have connection company or industrial world.Have you know,in Gottingen there Malayan,many people from IPB is there…..”
A :”For Indonesian student there is a problem with language of Germany..”
T :”The ability of German for pra-college students must be showed by having Zertifikat Deutsch(ZD).Preparation since 2nd grade of senior high school is enough.”
A :”And take a course of Germanic Linguistics?”
T :”That is needed to help in communication.”
A :”Hm…OK,you give me a lot of information.and,I should be better if you would give me picture or signature….”
T :”Sure.”
A :”Thank you our talking is enough..I hope I can meet you again See you later…”
T :”See you…..”
B.EDUCATION IN INDONESIA
Education in Indonesia is the responsibility of the Ministry of National Education of Indonesia (Departemen Pendidikan Nasional Republik Indonesia/Depdiknas). Education in Indonesia was previously the responsibility of the Ministry of Education and Culture of Indonesia (Departemen Pendidikan dan Kebudayaan Republik Indonesia/Depdikbud). In Indonesia, every citizen has to have nine years of education, six years at elementary level and three in middle school.
Law No. 20/2003
Based on the correct constitution, education is defined as a planned effort to establish a study environment and education process so that the student may actively develop his/her own potential to gain the religious and spiritual level, consciousness, personality, intelligence, behaviour and creativity to him/herself, other citizens and for the nation. The constitution also noted that education in Indonesia is divided into two major parts, formal and non-formal. A formal education is divided again into three levels, primary, secondary and tertiary education.
Indonesia Table of Contents
The character of Indonesia's educational system reflects its diverse religious heritage, its struggle for a national identity, and the challenge of resource allocation in a poor but developing archipelagic nation with a young and rapidly growing population. Although a draft constitution stated in 1950 that a key government goal was to provide every Indonesian with at least six years of primary schooling, the aim of universal education had not been reached by the late 1980s, particularly among females--although great improvements had been made. Obstacles to meeting the government's goal included a high birth rate, a decline in infant mortality, and a shortage of schools and qualified teachers. In 1973 Suharto issued an order to set aside portions of oil revenues for the construction of new primary schools. This act resulted in the construction or repair of nearly 40,000 primary school facilities by the late 1980s, a move that greatly facilitated the goal of universal education.
C.EDUCATION IN THAILAND
Education in Thailand is provided mainly by the Thai government through the Ministry of Education from pre-school to senior high school. A free basic education of twelve years is guaranteed by the constitution, and a minimum of nine years' school attendance is mandatory.
Formal education consists of at least twelve years of basic education, and higher education. Basic education is divided into six years of primary education and six years of secondary education, the latter being further divided into three years of lower- and upper-secondary levels. Kindergarten levels of pre-primary education, also part of the basic education level, spans 2-3 years depending on the locale, and is variably provided. Non-formal education is also supported by the state. Independent schools contribute significantly to the general education infrastructure.
Administration and control of public and private universities is carried out by the Ministry of University Affairs.
The school structure is divided into four key stages: the first three years in elementary school, Prathom 1 - 3, are for age groups 6 to 8, the second level, Prathom 4 through 6 are for age groups 9 to 11, the third level, Matthayom 1 - 3, is for age groups 12 to 14. The upper secondary level of schooling consists of Matthayom 4 - 6, for age groups 15 to 17 and is divided into academic and vocational streams. There are also academic upper secondary schools, vocational upper secondary schools and comprehensive schools offering both academic and vocational tracks. Students who choose the academic stream usually intend to enter a university. Vocational schools offer programs that prepare students for employment or further studies.
Admission to an upper secondary school is through an entrance exam. On the completion of each level, students need to pass the NET (National Educational Test) to graduate. Children are required only to attend six years of elementary school and at least the first three years of high school. Those who graduate from the sixth year of high school are candidates for two decisive tests: O-NET (Ordinary National Educational Test) and A-NET (Advanced National Educational Test).
Public schools are administered by the government, and the private sector comprises schools run for profit and fee-paying non-profit schools which are often run by charitable organisations - especially by Catholic diocesan and religious orders that operate over 300 large primary/secondary schools throughout the country.Village and sub-district schools usually provide pre-school kindergarten (anuban) and elementary classes, while in the district towns, schools will serve their areas with comprehensive schools with all the classes from kindergarten to age 14, and separate secondary schools for ages 11 through 17.
Due to budgetary limitations, rural schools are generally less well equipped than the schools in the cities and the standard of instruction, particularly for the English language, is much lower, and many high school students will commute 60 - 80 kilometres to schools in the nearest city.
International schools
By government definition: “An international school is an educational institution providing an international curriculum or international curriculum which its subject’s detail has been adjusted or a self-organized curriculum, which is not the Ministry of Education’s. A foreign language is used as the medium of teaching and learning and students are enrolled without restriction or limitation on nationality or religion or government regime, and are not against the morality or stability of Thailand.” The curriculum is required to be approved by the Ministry of Education and may be an international one, an international curriculum with modifications, or a curriculum established by the school itself. Thai language and culture constitutes a core subject and is mandatory at every level for all students; Thai students are required to study at least five 50-minutes periods a week, while non-Thai students must receive a minimum of instruction of one period per week. Interntional schools must operate within a framework of requirements and conditions established by the Ministry of Education, that stipulates the ownership, location and size of the plot, design and structure of buildings, ratio of students to classroom surface, sanitary installations, administration and educational support facilities such as libraries and resources centres.Within one year from their commencement, primary and secondary schools must apply accreditation from an international organization recognized and accepted by the Office of the Private Education Commission and are and accreeditation must be granted within six years. Managers and Head teachers must be of Thai nationality;
Currently 90 international schools operate in the Kingdom, of which 65 are located in the Bangkok area.
English language education in Thailand
The use of English in Thailand while far from being as developed as in the Netherlands, Germany, the Scandinavian countries or the Philippines, is nevertheless rapidly increasing through the influence of the media and the Internet and is far greater, for example, than in France, the United Kingdom's nearest neighbour.
The government has long realised the importance of the English language as a major core subject in schools, and it has been a compulsory subject at varying levels for several decades. Since 2005 schools are being encouraged to establish bilingual departments where the core subjects are taught in English, and to offer intensive English language programmes.
Notwithstanding the extensive use of, and exposure to English in everyday life in Thailand, the standard of correct English in the schools is now the lowest in Southeast Asia. In 1997 Thailand was still in the forefront, but by 2001 Laos and Vietnam had caught up, and by mid 2006 were clearly in the lead.
Native speaker teachers
Several thousand native English speakers are employed in public and private schools throughout the country, their existence being encouraged by the need to develop students' oral expression and knowledge of foreign culture; much of their time however, is taken up with remedial teaching: putting right any grammar, orthography, pronunciation and cultural background that has been wrongly taught and which leads to great misunderstanding - they see this as a greater priority.
The official version of English, although not always practical in its dispensation, is British. Qualified native teachers with a background in linguistics will ensure that students are exposed to both major variations of the language and understand them and their differences, whichever version the students choose to speak.
Language classes, sponsored by the governments of English speaking countries such as those provided by the British Council, enjoy an excellent reputation for quality, both for general English, and for the preparation for international exams such as the American English TOEFL and the British English IELTS, which are prerequisites for the entry into many professions, particularly aircrew and tourism. There is also no shortage of cramming schools, usually franchise chains, in the capital and larger cities, but although they are staffed mainly by highly motivated, qualified native speakers, and have excellent resources, they are often branded by cynics as 'the McDonalds of English language'.
There has been a dramatic increase since 2000 in the number of Thailand based TEFL/TESOL (Teaching of English as a Foreign Language / Teaching of English to Speakers of Other Languages) teacher training institutions. Some dispense internationally recognised teaching certificates and diplomas that follow the courses of established universities, and some provide courses and certification franchised from other organisations and universities, still others dispense their own courses and certification.
Currently, to teach English in licenced schools, public or private, the minimum academic qualification for native speakers, is a bachelor degree in any subject. However, the government is in the process of exercising greater control, particularly to combat the use of bogus certificates or degrees issued by diploma mills, and to prevent access to schools by persons with doubtful motives.
In 2008, the government announced plans to improve requirements for native speaker teachers in mainstream schools. They now require academic qualifications in either education or linguistics, in addition to their bachelor degrees, and to complete a government course in Thai culture and language. In 2008 applications for TESOL posts in Thailand experienced a significant drop, and many posts are being taken up by second-language English speakers from Asian countries where the use English may be of a high standard and officially recognised, but not as a first language. Parents, particularly those with children in fee-paying schools, maintain the belief that native English speakers should have Western ethnic origins.
D.EDUCATION IN MALAYSIA
Education in Malaysia may be obtained from government-sponsored schools, private schools, or through homeschooling. The education system is highly centralised, particularly for primary and secondary schools, with state and local governments having little say in the curriculum or other major aspects of education. As in other Asian countries such as Singapore and China, standardised tests are a common feature, contributing to the high numbers of school dropouts.
Secular schools in Malaysia were largely an innovation of the British colonial government. There were four initial proposals for developing the national education system: the Barnes Report, Razak's Report, Ordinan Report and the Fenn-Wu Report. The former proposal was implemented through the 1952 Education Ordinance.
Many of the earliest schools in Malaysia were started in the Straits Settlements of Penang, Melaka, and Singapore. The oldest English school in Malaya is the Penang Free School, founded in 1816, followed by Malacca High School, and Anglo Chinese School, Klang. Many of these schools still carry with them an air of prestige although there is no formal difference between these schools and other schools.
British historian Richard O. Winstedt was concerned with the education of the Malays and he was instrumental in establishing Sultan Idris Training College. The college was established with the purpose of producing Malay teachers. R J Wilkinson, Winstedt predecessor on the other hand helped established the Malay College Kuala Kangsar in 1905 which aimed to educate the Malay elite.
Initially, the British colonial government did not provide for any Malay-medium secondary schools, forcing those who had studied in Malay during primary school to adjust to an English-medium secondary school. Many Malays opted to drop out instead. Despite complaints about this policy, the British Director of Education stated:
It would be contrary to the considered policy of government to afford to a community, the great majority of whose members find congenial livelihood and independence in agricultural pursuits, more extended facilities for the learning of English which would be likely to have the effect of inducing them to abandon those pursuits.
Eventually, to remedy this problem, the British established the Malay College Kuala Kangsar. However, it was mainly intended as a way to educate future low-level civil servants, and not as a means to opening the doors of commerce to the Malays — the school was never intended to prepare students for entrance to higher institutions of education.
E.EDUCATION IN GERMAN
Responsibility for German education system lies primarily with the Bundesländer (states) while the federal government only has a minor role. Optional kindergarten education is provided for all children between three and six years old, after which school attendance is compulsory for mostly 11 to 12 years. In the first nine years all students attend school from age six to eighteen or nineteen. The system varies throughout Germany because each Bundesland decides on their own educational policies. Most children, however, first attend Grundschule from age six to nine.
In contrast, secondary education includes four types of schools based on a pupil's ability as determined by teacher recommendations: the Gymnasium includes the most gifted children and prepares students for university studies; the Realschule has a broader range of emphasis for intermediary students; the Hauptschule prepares pupils for vocational education, and the Gesamtschule, or comprehensive school, combines the three approaches. There are also Förderschulen (schools for the mentally challenged and physically challenged). One in 21 students attends a Förderschule.
In order to enter higher education, students are required to take the Abitur examination; however, students possessing a diploma from a vocational school may also apply to enter. A special system of apprenticeship called Duale Ausbildung allows pupils in vocational training to learn in a company as well as in a state-run school. Although Germany has had a history of a strong educational system, recent PISA student assessments demonstrated a weakness in certain subjects. In the test of 43 countries in the year 2000, Germany ranked 21st in reading and 20th in both mathematics and the natural sciences, prompting calls for reform.
German School System
German public education makes it possible for qualified kids to study up to university level, regardless of their families' financial status.
The German education system is different in many ways from the ones in Anglo-Saxon countries, but it produces high-performing students. Although education is a function of the federal states, and there are differences from state to state, some generalizations are possible.
Children aged three to six may attend kindergarten. After that school is compulsory for nine or ten years. From grades 1 through 4 children attend elementary school (Grundschule), where the subjects taught are the same for all. Then, after the 4th grade, they are separated according to their academic ability and the wishes of their families.
International Schools in Germany
There are compelling reasons why you might choose to send your children to one of Germany's many fine international schools.
Many English-speaking expatriates are educating their children at Germany's international schools, and an education at such a school has numerous advantages.
There is, of course, instruction in the native language. And, since the student body is usually quite international, they expose the young people to a variety of cultures. They also do a better job than most German schools of introducing the students to computers, and the program of sports and extracurricular activities is more like what they are accustomed to at home.
Physical plants and facilities are usually quite modern, clean and comfortable, with new equipment more conducive to learning. And the curricula among international schools is uniform, allowing ease of transfer. They usually are accredited by the New England Association of Schools and Colleges (NEASC) and the European Council of International Schools (ECIS) and offer the International Baccalaureate as well as the American high school diploma and, sometimes, the German Abitur.
The costs may be high, approximating what a US college education commands: as much as €16,000 per high school student per year. Preschool and elementary school grades cost 30 to 50 percent less. Additional costs include transportation, lunches, class trips and various special activities.
CHAPTER 3 CONCLUSION
Education in Indonesia is the responsibility of the Ministry of National Education of Indonesia (Departemen Pendidikan Nasional Republik Indonesia/Depdiknas). Education in Indonesia was previously the responsibility of the Ministry of Education and Culture of Indonesia (Departemen Pendidikan dan Kebudayaan Republik Indonesia/Depdikbud). In Indonesia, every citizen has to have nine years of education, six years at elementary level and three in middle school.
Education in Thailand is provided mainly by the Thai government through the Ministry of Education from pre-school to senior high school. A free basic education of twelve years is guaranteed by the constitution, and a minimum of nine years' school attendance is mandatory.
Education in Malaysia may be obtained from government-sponsored schools, private schools, or through homeschooling. The education system is highly centralised, particularly for primary and secondary schools, with state and local governments having little say in the curriculum or other major aspects of education. As in other Asian countries such as Singapore and China, standardised tests are a common feature, contributing to the high numbers of school dropouts.
Responsibility for German education system lies primarily with the Bundesländer (states) while the federal government only has a minor role. Optional kindergarten education is provided for all children between three and six years old, after which school attendance is compulsory for mostly 11 to 12 years. In the first nine years all students attend school from age six to eighteen or nineteen. The system varies throughout Germany because each Bundesland decides on their own educational policies. Most children, however, first attend Grundschule from age six to nine.
BIBLIOGRAPHY
http://en.wikipedia.org/wiki/Borobudur ,downloaded on 11:12 Monday 20th Aptil 2009
http://www.google.co.id/search?hl=id&q=BOROBUDUR&meta=,downloaded on 11:34 Monday 20th April 2009
www.yogyes.com/id/yogyakarta-tourism-object/candi/borobudur/ ,downloaded on 11:54 Monday 20th April 2009
www.yogyes.com/en/yogyakarta-tourism-object/places-of-interest/sosrowijayan/ ,downloaded on 12:33 Monday 20th April 2009
http://www.nesoindonesia.com/home/news-events/news-archive/2008,downloaded on 12:48 Monday 20th April 2009
http://en.wikipedia.org/wiki/Education_in_Malaysia,
http://en.wikipedia.org/wiki/Education_in_Thailand
http://en.wikipedia.org/wiki/Education_in_Germany
http://www.howtogermany.com/pages/germanschools.html
http://www.howtogermany.com/pages/internationalschools.html
http://countrystudies.us/indonesia/56.htm
n.wikipedia.org/wiki/Category:Education_in_Indonesia
Sabtu, 24 Oktober 2009
LAPORAN BIOLOGI
oleh:Anik.N
Kelas : XII IPA 1
SMA NEGERI 7 PURWOREJO
Tahun ajaran 2009/ 2010
Kerja Enzim Katalase
A. Tujuan:
Untuk mengetahui faktor-faktor yang mempengaruhi kerja enzim katalase
B. Tinjauan Pustaka
a. Pengertian Metabolisme
Metabolisme berasal dari bahasa Yunani yaitu metabole yang berarti berubah. Metabolisme merupakan seluruh rangkaian reaksi kimia yang berlangsung di dalam sel makhluk hidup. Metabolisme terdiri dari dua proses, yaitu anabolisme dan katabolisme.
Anabolisme
Anabolisme merupakan serangkaian reaksi kimia berupa penyusunan zat kompleks dari zat yang lebih sederhana. Contohnya, reaksi fotosintetsis.
Katabolisme
Katabolisme disebut juga dissimilasi, pada proses ini terjadi penguraian zat kompleks menjadi bentuk sederhana dan pembebasan energi kimia yang tersimpan di dalamnya.
Reaksi yang membebaskan energi kimia disebut reaksi eksoterm. Katabolisme bertujuan untuk pembongkaran atau penguraian suatu molekul. Biasanya katabolisme bersifat eksergonik (menghasilkan energi). Katabolisme mempunyai dua fungsi, yaitu menyediakan bahan baku untuk sintesis molekul lain dan menyediakan energi kimia yang dibutuhkan unuk emlakukan berbagai aktivitas kehidupan baik tingkat seluler maupun tingkat individu. Kedua proses metabolisme terssebut berlangsung dengan bantuan enzim.
b. Enzim
Enzim merupakan suatu protein yang berfungsi sebagai biokatalisator dalamreaksi penguraian dan penyusuanan suatu zat yang terjadi di dlam sel makhluk hidup. Biokatalisator adalah zat yang dapat mempercepat reaksi-reaksi biologi, tetapi zat itu sendiri tidak ikut bereaksi (tanpa mengalami perubahan struktur kimia). Molekul yang bereaksi di dalam suatu reaksi yang dikatalis oleh enzim disebut subtrat, molekul yang dihasilkan disebut produk. Enzim dibuta di dalam sel yang hidup. Enzim yang bekerja di dalam sel disebut intraseluler, contohnya adalah katalase. Beberapa enzim dibuat di dalam sel, kemudian dikeluarkan dari dalam sel untuk melakukan fungsinya disebut enzim ekstraseluler. Contoh enzim ekstraseluler adalah enzim-enzim pencernaan, misalnya amilase.
c. Komponen Enzim
Enzim secara keseluruhan atau yang terikat dengan kofaktor disebut holoenzym. Enzim terdiri dari komponen protein dan nonprotein. Komponen protein (apoenzim) pada enzim sangat menentukan kerja enzim, dikarenakan apoenzim merupakan tempat melekatnya subtrat dan sekaligus tempat mereaksikan subtrat. Subtrat merupakan bahan atau molekul yang dikatalis oleh suatu enzim. Subtrat berupa karbohidarat, protein dan lemak. Komponen nonprotein (kofaktor) pada enzim mempunyai sifat stabil pada suhu yang relatif tinggi dan tidak berubah pada akhir reaksi.
Jenis- jenis kofaktor:
Ion Anorganik
Ion anorganik sederhanan merupakan salah satu kofaktor. Ion – ion ini terikat oleh enzimatau subtrat kompleks dan dapat membuat fungsi enzim lebih efektif. Contoh: amilase alam saliva akan bekerja lebih baik dengan adanya ion klorida dan kalsium.
Gugus Prostetik
Gugus prostetik tipe kofaktor yang lain. Gugus prostetik berperan memberi kekuatan tambahan terhadap kerja enzim. Gugs prostetik terdiri dari molekul-molekul organik yang terikat rapat dengan enzim. Contohnya heme (molekul berbentuk cincin pipih mengandung besi). Heme adlah gugus prostetik sejumlah enzim, antara lain katalase, peroksidase dan sitokrom oksidase (dalam reaspirasi seluler).
Koenzim
Koenzim adalah kofaktor yang terdiri dari molekul organik non-protein kompleks yang terikat renggang dengan enzim. Koenzim berfungsi untuk memindahlan gugus kimia, atom, atau elektron dari satu enzim ke enzim yang lain. Beberapa koenzim adalah vitamin atau turunan vitamin.
d. Sifat-sifat Enzim
Enzim adalah protein
Kaena enzim adalah protein, kerja enzim seperi sifat protein yaitu membutuhkan kondisi lingkungan (suhu, Ph, konsentrasi ion) yang sesuai). Lingkungan yang tidak cocok menyebabkan enzim rusak, sehingga tidak dapat bekerja dengan baik.
Enzim bekerja secara spesifik/ khusus
Tiap enzim hanya bisa bekerja untuk mengkatalis reaksi yang spesifik. Setiap enzim hanya bekerja sesuai dengan subtratnya yang cocok.
Enzim sebagai Biokatalisator
Mengubah kecepatan reaksi namun tidak mengubah produk akhir yang dibentuk atau mempengaruhi keseimbangan reaksi.
Hanya diperlukan dlam jumlah sedikit
Sebagai biokatalisator, enzim hanya diperlukan dlam jumlah sedikit. Satu molekul enzim dapat bekerja berkali-kali selama tidak rusak.
Dapat bekerja secara bolak-balik
Enzim tidak mempengaruhi arah reaksi, sehingga dapat bekerja bolak balik. Enzim dapat menguraikan suatu senyawa menjadi senyawa-senyawa lain. Enzim juga dapat menyusun senyawa-senyawa menjadi senyawa tertentu.
Dipengaruhi oleh lingkungan
Misalnya suhu (dapat menggumpal pada suhu yang tinggi), pH, aktivator, inhibitor, konsentrasi enzim dan subtrat.
e. Faktor-faktor yang Mempengaruhi Kerja Enzim
Suhu
Pada suhu lebih tinggi, kecepatan molekul subtrat meningkat, sehingga pada saat bertumbukan dengan enzim, energi molekul subtrat berkurang. Hal; ini memudahkan molekul subtrat pada sisi aktiv enzim. Aktivitas enzim meningkat dengan meningkatnya suhu sampai pada titik tertentu. Kecepatan enzim mrengkaalis rekasi mencapai suatu puncaknya pada suhu tertentu yang disebut suhu optimum suatu reaksi. Diatas suhu tersebut produk yang dihasilkanmenurun. Peningkatan suhu diatas suhu optimummenyebabkan putusnya ikatan hidrogendan ikatan lain yang merangkaimolekul enzim, sehingga enzim mengalami denaturasi.
Denaturasi adalah rusaknya bentuk 3 dimensi enzim yang menyebabkan enzim tidak dapat lagi berikatan dengan subtrat.
Ph
Derajat Keasaman (Ph) juga mempengaruhi aktivitas enzim. Perubahan kondisi asam an basa disekitar molekul enzim mempengaruhi bentuk tiga dimensi enzim dan dapat menyebabkan denaturasi enzim. Setiap enzim memiliki pH optimum. Pada pH yang tepat, muataan pada sisi aktifcocok dengan subtrat sehingga kompleks enzim dan subtrat terbentuk. Pada pH rendah (asam), terlalu banyak ion H+ berarti sisi aktiv menolak subtrat. Pada Ph tinggi (basa), terlalu banyak ion H- berarti sisi aktiv menolak subtrat.
Aktivator dan Inhibitor
Aktivator adalah molekul yang mempermudah ikatan antara enzim dengan subtratnya. Contoh: ion Cl-
Inhibitor adalah molekul yang menghambat ikatan enzim dengan subtratnya.
Contoh: ion CN
Konsentrasi Enzim
Semakin besar konsentrasi enzim semakin cepat pula reaksi yang berlangsung.
Konsentrasi Subtrat
Bila jumlah enzim dalam keadaan tetap, kecepatan reaksi akan meningkat dengan adanya peningkatan konsntrasi subtrat. Namun saat sisi aktif semua enzim bekerja, penambahan subtrat tidak dapat meningkatkan kecepatan reaksi enzim lebih lanjut.
f. Enzim Katalase
enzim katalase terdapat di dalam hati. Enzim ini berperan dalam menguraikan racun berupa hidrogen peroksida.
oleh:Anik.N
Kelas : XII IPA 1
SMA NEGERI 7 PURWOREJO
Tahun ajaran 2009/ 2010
Kerja Enzim Katalase
A. Tujuan:
Untuk mengetahui faktor-faktor yang mempengaruhi kerja enzim katalase
B. Tinjauan Pustaka
a. Pengertian Metabolisme
Metabolisme berasal dari bahasa Yunani yaitu metabole yang berarti berubah. Metabolisme merupakan seluruh rangkaian reaksi kimia yang berlangsung di dalam sel makhluk hidup. Metabolisme terdiri dari dua proses, yaitu anabolisme dan katabolisme.
Anabolisme
Anabolisme merupakan serangkaian reaksi kimia berupa penyusunan zat kompleks dari zat yang lebih sederhana. Contohnya, reaksi fotosintetsis.
Katabolisme
Katabolisme disebut juga dissimilasi, pada proses ini terjadi penguraian zat kompleks menjadi bentuk sederhana dan pembebasan energi kimia yang tersimpan di dalamnya.
Reaksi yang membebaskan energi kimia disebut reaksi eksoterm. Katabolisme bertujuan untuk pembongkaran atau penguraian suatu molekul. Biasanya katabolisme bersifat eksergonik (menghasilkan energi). Katabolisme mempunyai dua fungsi, yaitu menyediakan bahan baku untuk sintesis molekul lain dan menyediakan energi kimia yang dibutuhkan unuk emlakukan berbagai aktivitas kehidupan baik tingkat seluler maupun tingkat individu. Kedua proses metabolisme terssebut berlangsung dengan bantuan enzim.
b. Enzim
Enzim merupakan suatu protein yang berfungsi sebagai biokatalisator dalamreaksi penguraian dan penyusuanan suatu zat yang terjadi di dlam sel makhluk hidup. Biokatalisator adalah zat yang dapat mempercepat reaksi-reaksi biologi, tetapi zat itu sendiri tidak ikut bereaksi (tanpa mengalami perubahan struktur kimia). Molekul yang bereaksi di dalam suatu reaksi yang dikatalis oleh enzim disebut subtrat, molekul yang dihasilkan disebut produk. Enzim dibuta di dalam sel yang hidup. Enzim yang bekerja di dalam sel disebut intraseluler, contohnya adalah katalase. Beberapa enzim dibuat di dalam sel, kemudian dikeluarkan dari dalam sel untuk melakukan fungsinya disebut enzim ekstraseluler. Contoh enzim ekstraseluler adalah enzim-enzim pencernaan, misalnya amilase.
c. Komponen Enzim
Enzim secara keseluruhan atau yang terikat dengan kofaktor disebut holoenzym. Enzim terdiri dari komponen protein dan nonprotein. Komponen protein (apoenzim) pada enzim sangat menentukan kerja enzim, dikarenakan apoenzim merupakan tempat melekatnya subtrat dan sekaligus tempat mereaksikan subtrat. Subtrat merupakan bahan atau molekul yang dikatalis oleh suatu enzim. Subtrat berupa karbohidarat, protein dan lemak. Komponen nonprotein (kofaktor) pada enzim mempunyai sifat stabil pada suhu yang relatif tinggi dan tidak berubah pada akhir reaksi.
Jenis- jenis kofaktor:
Ion Anorganik
Ion anorganik sederhanan merupakan salah satu kofaktor. Ion – ion ini terikat oleh enzimatau subtrat kompleks dan dapat membuat fungsi enzim lebih efektif. Contoh: amilase alam saliva akan bekerja lebih baik dengan adanya ion klorida dan kalsium.
Gugus Prostetik
Gugus prostetik tipe kofaktor yang lain. Gugus prostetik berperan memberi kekuatan tambahan terhadap kerja enzim. Gugs prostetik terdiri dari molekul-molekul organik yang terikat rapat dengan enzim. Contohnya heme (molekul berbentuk cincin pipih mengandung besi). Heme adlah gugus prostetik sejumlah enzim, antara lain katalase, peroksidase dan sitokrom oksidase (dalam reaspirasi seluler).
Koenzim
Koenzim adalah kofaktor yang terdiri dari molekul organik non-protein kompleks yang terikat renggang dengan enzim. Koenzim berfungsi untuk memindahlan gugus kimia, atom, atau elektron dari satu enzim ke enzim yang lain. Beberapa koenzim adalah vitamin atau turunan vitamin.
d. Sifat-sifat Enzim
Enzim adalah protein
Kaena enzim adalah protein, kerja enzim seperi sifat protein yaitu membutuhkan kondisi lingkungan (suhu, Ph, konsentrasi ion) yang sesuai). Lingkungan yang tidak cocok menyebabkan enzim rusak, sehingga tidak dapat bekerja dengan baik.
Enzim bekerja secara spesifik/ khusus
Tiap enzim hanya bisa bekerja untuk mengkatalis reaksi yang spesifik. Setiap enzim hanya bekerja sesuai dengan subtratnya yang cocok.
Enzim sebagai Biokatalisator
Mengubah kecepatan reaksi namun tidak mengubah produk akhir yang dibentuk atau mempengaruhi keseimbangan reaksi.
Hanya diperlukan dlam jumlah sedikit
Sebagai biokatalisator, enzim hanya diperlukan dlam jumlah sedikit. Satu molekul enzim dapat bekerja berkali-kali selama tidak rusak.
Dapat bekerja secara bolak-balik
Enzim tidak mempengaruhi arah reaksi, sehingga dapat bekerja bolak balik. Enzim dapat menguraikan suatu senyawa menjadi senyawa-senyawa lain. Enzim juga dapat menyusun senyawa-senyawa menjadi senyawa tertentu.
Dipengaruhi oleh lingkungan
Misalnya suhu (dapat menggumpal pada suhu yang tinggi), pH, aktivator, inhibitor, konsentrasi enzim dan subtrat.
e. Faktor-faktor yang Mempengaruhi Kerja Enzim
Suhu
Pada suhu lebih tinggi, kecepatan molekul subtrat meningkat, sehingga pada saat bertumbukan dengan enzim, energi molekul subtrat berkurang. Hal; ini memudahkan molekul subtrat pada sisi aktiv enzim. Aktivitas enzim meningkat dengan meningkatnya suhu sampai pada titik tertentu. Kecepatan enzim mrengkaalis rekasi mencapai suatu puncaknya pada suhu tertentu yang disebut suhu optimum suatu reaksi. Diatas suhu tersebut produk yang dihasilkanmenurun. Peningkatan suhu diatas suhu optimummenyebabkan putusnya ikatan hidrogendan ikatan lain yang merangkaimolekul enzim, sehingga enzim mengalami denaturasi.
Denaturasi adalah rusaknya bentuk 3 dimensi enzim yang menyebabkan enzim tidak dapat lagi berikatan dengan subtrat.
Ph
Derajat Keasaman (Ph) juga mempengaruhi aktivitas enzim. Perubahan kondisi asam an basa disekitar molekul enzim mempengaruhi bentuk tiga dimensi enzim dan dapat menyebabkan denaturasi enzim. Setiap enzim memiliki pH optimum. Pada pH yang tepat, muataan pada sisi aktifcocok dengan subtrat sehingga kompleks enzim dan subtrat terbentuk. Pada pH rendah (asam), terlalu banyak ion H+ berarti sisi aktiv menolak subtrat. Pada Ph tinggi (basa), terlalu banyak ion H- berarti sisi aktiv menolak subtrat.
Aktivator dan Inhibitor
Aktivator adalah molekul yang mempermudah ikatan antara enzim dengan subtratnya. Contoh: ion Cl-
Inhibitor adalah molekul yang menghambat ikatan enzim dengan subtratnya.
Contoh: ion CN
Konsentrasi Enzim
Semakin besar konsentrasi enzim semakin cepat pula reaksi yang berlangsung.
Konsentrasi Subtrat
Bila jumlah enzim dalam keadaan tetap, kecepatan reaksi akan meningkat dengan adanya peningkatan konsntrasi subtrat. Namun saat sisi aktif semua enzim bekerja, penambahan subtrat tidak dapat meningkatkan kecepatan reaksi enzim lebih lanjut.
f. Enzim Katalase
enzim katalase terdapat di dalam hati. Enzim ini berperan dalam menguraikan racun berupa hidrogen peroksida.
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