PULAU BANYAK SEAPORT

Pelabuhan Ferry Pulau Banyak

Me And Friends

One of our reunion photos.

SMESA 2010

^__^.

BRIDGE ENGLISH CLUB

at Check Yuke Coffee.

Selasa, 19 April 2011

A little story about My aunt

My father had a sister, she is my aunt. My aunt was skinny and she had a white skin. She liked to decorate house for wedding.

I was so close to her and when I was a child I stayed at her house. She loved me very much and took me like her own child.

My aunt used to invite me on holidays. Usually we went to sibolga or other districts of Nourth Sumatera for holidays.

When I was twelve I returned to my parents' house because I wanted to enter junior hight school. Although I had been back to my parents, I always visited her house if I had leisure times.

Her death is a shocking time of my life. When I still slept, I was woken by my mother and she said we had to go to my aunts' house. I asked for my mother "what happened mom ?" and she said to me that we had lost my aunt. I was so sad and cried.

After her death, I stayed in her house during 1 mounth with her son and my uncle. When I was In there, I've always dreamed about her. I still remember her last words to me, she said "didn't fight with your brother again, that's not good".

That's a little story about my aunt, I really miss her and I hop to see her again, but it's impossible.




By ; Delismansyah Putra 

Kamis, 14 April 2011

Gray Day...

Everybody silent...
This day.,,
All leave me alone...
In my day...

I can't feel something..,,,
Everything has gone...

 
Try to thinking,,, But nothing...
Get one meaning...

I am walking..
Try to running from it...
But i don't have way...

It's crazy...
Why do u leave me ?
I need u , but not önly u...
In my life...
I hope u can take my meaning...
Every thing,.
I try to say..

Just do it...!
What do u want...
But,..
Don't leave me alone.,,
In gray day...


By  : Iswan Aramiko


                                                                                                                                By ; Iswan Aramiko

I'M A LOSER

I am standing on the boundary of twilight.........
To challenge the 
unsinkable  sun ....
I don't wanna go home to sleep.........
So that I am not lost in reverie..........

The night is coming slowly..................
While I am scared at the night........
I am scared of the dark night......
I am also scared of slience......


Because I am can't face the dark night.......
Because I dissolve in my mind.......
Because  I can't move at all........
Because I AM A LOSER..........



                                                                                  By ; Delismansyah Putra

Bahan Mata Kuliah Reading From Mr.Samsul Bahari Usman PART II

Bahan Pertemuan Ketiga/ 15 April 2011-USM

Improve Reading Skills
By Kenneth Beare

Ask yourself this question: Do I read every word in your own language when I am reading a schedule, summary, or other outlining document?
The answer is most definitely: No! Reading in English is like reading in your native language. This means that it is not always necessary to read and understand each and every word in English. Remember that reading skills in your native language and English are basically the same.
Here is a quick overview of the four types of reading skills used in every language:

Skimming – used to understand the "gist" or main idea. Skimming is used to quickly gather the most important information, or 'gist'. Run your eyes over the text, noting important information. Use skimming to quickly get up to speed on a current business situation. It's not essential to understand each word when skimming.

Examples of Skimming:
The Newspaper (quickly to get the general news of the day)
Magazines (quickly to discover which articles you would like to read in more detail)
Business and Travel Brochures (quickly to get informed)

Scanning
Scanning is used to find a particular piece of information. Scanning - used to find a particular piece of information Extensive reading - used for pleasure and general understanding Intensive reading - accurate reading for detailed understanding
Run your eyes over the text looking for the specific piece of information you need. Use scanning on schedules, meeting plans, etc. in order to find the specific details you require. If you see words or phrases that you don't understand, don't worry when scanning.
Examples of Scanning
• The "What's on TV" section of your newspaper.
• A train / airplane schedule
• A conference guide
Extensive reading
Extensive reading is used to obtain a general understanding of a subject and includes reading longer texts for pleasure, as well as business books. Use extensive reading skills to improve your general knowledge of business procedures. Do not worry if you understand each word.
Examples of Extensive Reading
• The latest marketing strategy book
• A novel you read before going to bed
• Magazine articles that interest you


Intensive reading
Intensive reading is used on shorter texts in order to extract specific information. It includes very close accurate reading for detail. Use intensive reading skills to grasp the details of a specific situation. In this case, it is important that you understand each word, number or fact.
Examples of Intensive Reading
• A bookkeeping report
• An insurance claim
• A contract


















Bahan Pertemuan Keempat/………../USM
What's Wrong?
Intensive Reading
The following lesson focuses on reading intensively, in other words, understanding every word. Generally, teachers tend to ask students to read quickly for a general understanding. This method of reading is called "extensive reading" and is very helpful in getting students to deal with large chunks of information. However, at times students do need to understand details and this is when "intensive reading" is appropriate.
Aim: Developing intensive reading skills, vocabulary improvements concerning fine differences between related vocabulary terms
Activity: Intensive reading exercise in which each sentence must be read very carefully to discover mistakes and inconsistencies of syntax
Level: Upper-intermediate
Outline:
• Discuss different types of reading skills with students:
o Extensive reading: reading for pleasure with emphasis on general understanding
o Intensive reading: reading carefully for an exact understanding of text. Necessary for contracts, legal documentation, application forms, etc.
o Skimming: quickly looking through text to get an idea of what the text concerns. Used when reading magazines, newspaper articles etc.
o Scanning: locating specific information in a text. Usually used in timetables, charts, etc.
• Ask students to give examples of when they employ the various reading skills. This part of the discussion can serve to raise awareness concerning the fact that it is not always necessary to understand every word.
• Pass out handout and have students get into groups of 3-4. Ask students to read one sentence of the stories at a time and decide what is wrong with the sentences in terms of vocabulary (contradictions).
• Follow-up with a class discussion about the various problems with the text.
• Have students get back into their groups and try to substitute appropriate vocabulary for the incongruencies.
• As homework, ask students to write their own "What's Wrong?" story which will then be exchanged with other students as a follow-up activity to the lesson in the next class period.
What's Wrong?
This exercise focuses on intensive reading. Read one sentence at a time and find the inappropriate vocabulary mistake or contradiction. All errors are in the choice of vocabulary NOT in grammar.
1. Jack Forest is a baker who always provides his customers with tough meat. Last Tuesday, Mrs Brown came into the shop and asked for three fillets of brown bread. Unfortunately, Jack only had two fillets remaining. He excused Mrs Brown and promised her that he would have too much bread the next time she came. Mrs Brown, being a reliable customer, assured Jack that she would return. Later that day, Jack was sealing the shop when he the phone sang. It was Mrs Brown requiring if Jack had baked another slice of brown bread. Jack said, "As a matter of truth, I burnt some extra loaves a few hours ago. Would you like me to bring one buy?". Mrs Brown said she would and so Jack got into his bike and road to Mrs Brown's to deliver the third pound of brown toast.

2. My favorite reptile is the Cheetah. It is truly an amazing creature which can trot at a top speed of 60 m.p.h.! I've always wanted to go to the cool planes of Africa to see the Cheetah in action. I imagine it would be a disappointing experience looking at those Cheetah run. A few weeks ago, I was watching a National Geographic special on the radio and my wife said, "Why don't we go to Africa next summer?". I hopped for joy! "That's a lousy idea!", I stated. Well, next week our plain leaves for Africa and I can hardly imagine that we are going to Africa at first.

3. Frank Sinatra was an infamous singer, known throughout the world. He was a novice at singing in the "crooning" style. During the 50s and 60s grunge music was very popular throughout clubs in the US. Las Vegas was one of Frank Sinatra's favorite squares to sing. He often traveled into Las Vegas from his hut in the woods to perform in the evening. Audiences inevitably booed as he sang encore after encore to the delight of international fans from around the county.












Bahan Pertemuan Kelima/ 2011-USM
Reading Tips to Improve Your Vocabulary
By Kenneth Beare, About.com Guide
Reading Tips to Improve Your Vocabulary
• Construct vocabulary trees from short stories or articles you are reading.
• Build mind maps based on the stories or articles you are reading.
• Photocopy a page or an article and highlight all the words you do not understand. Look up those words and add them to your vocabulary diary.
• When you come across a word you do not understand, first try to understand based on context.
• Focus on prefixes and suffixes and find examples in a text you are reading. Underline and try to understand based on the prefixes or suffixes. Try to come up with the antonyms. These are words with an opposite meaning and are often related (unhappy - happy, misinformation - information, etc.)
• Read a short story and try to retell or rewrite the story using as much vocabulary from the story as possible.
• Note down nouns and adjectives you do not understand. Use a thesaurus to help you find synonyms to these words. Finding synonyms will help you learn groups of words with similar meanings.
Reading Tips to Improve Your Conversational Skills
• Choose an article or short story to read with a friend or classmate. Discuss the article together.
• Choose an article or short story to read with a friend or classmate. Each person should write down five questions about the article and his / her partner.
• Read a few articles to develop a debate. Hold the debate in class making arguments based on what you have read.
• Read a short play with a few friends. Continue the conversation by each taking a character from the play and having a discussion about something that happened in the play.
• Read dialogues. Once you've practiced the written texts, improvise a continued conversation using the same characters as in the dialogue.
• Read short biographies. Pair up with a friend or classmate and take on the roles of interviewer and famous person (taken from the biography).
Reading Tips to Improve Your Grammar
• Focus on various tenses or forms, by highlighting examples of a specific form in a text you are reading.
• Highlight all auxiliary verbs in a text. Discuss which tenses take the highlighted auxiliary verbs.
• Choose a few sentences from your reading material and highlight content words (main verbs, nouns, adjectives, adverbs) in red and structural words (articles, auxiliary verbs, any and some, etc.) in yellow or another color.
• Find linking words (although, however, but, first, next, etc.) and notice how they relate sentences to each other.
• Use a text as a basis for a sentence auction in class. Change some of the sentences to an incorrect version and see if you can fool your classmates into thinking they are correct.
• In small groups, highlight sentences using different tenses. Each students explains the reasons for the tense in each sentence.
• Mark-up a few sentences from an article selecting subject, auxiliary verb, main verb, adjective, etc.
Reading Tips to Improve Your Listening Skills
• Read the text as you listen to it on an audio book.
• Take advantage of audio books. Read a page and then listen to that page. Repeat once a day.
• Read aloud to each other in small groups. Each student is responsible for explaining new vocabulary in the paragraphs he / she reads.
• Ask your teacher to choose a book to read aloud to the class. Do a few pages each day.
• Listen to easy audio books in English on your way to and from work.
















Bahan Pertemuan Keenam/ 2011-USM

Reading Comprehension Techniques

1. Three Step Method
Preview
Reading
Review

2. Skimming
3. Outlining
Underlining
Note taking

4. Phrasing (grouping words)
5. Getting the Main Idea
6. Reading the Questions first
7. Predicting Questions
8. Questioning the Author
What is the author's purpose?
What is the author doing in this paragraph?
Why did the author put this information here?
What is being compared/contrasted here?
What alternatives does the author offer?
What is the author implying?
What is the author not telling you?
What is the author's tone?

9. SQ3R Method (from Effective Study by Francis Robinson)

Survey
Question
Read
Recite
Review

Preview
Preview involves skimming over a reading passage to get a general idea of its content and to help focus the reader's mind on the topic. It is a very valuable tool in faster reading.
To preview, look at the title and subtitles, then read quickly over the first and last paragraphs and skim through the rest of the passage to get an idea of what the passage will be about.
Questions
If there are comprehension questions, read them after the preview to help focus the mind on specific ideas to look for. Then read the passage, looking for answers to the questions.
If there are no comprehension questions, try turning the title and subtitles into questions to help you look for meaning in your reading.
Reading
Read through the passage carefully, but not too slowly. Keep in mind the questions you have formed so that you will be able to concentrate and stay focused on the reading material. In reading, try to keep a steady pace and avoid going back over words or phrases.
Review
After reading, skim over the passage again to remember main ideas and subpoints. Think of the answers to the questions or form an outline of the passage in your mind as you review.
Vocabulary
It is best to check the meanings of words in the passage, either before or after the reading, not during, as this will slow down your reading pace. Try to guess the what the words mean from the context (surrounding words) and only check the dictionary as a last resort.
Practice
It is sometimes useful to check your progress by keeping track of reading time, rate (words per minute) and comprehension (a percentage of correct answers to questions). There are several texts which enable you to do this through exercises. One of the best is a series entitled Timed Readings.


















Topics for Semester
Skills, Strategies and Understanding
http://www.eslgold.net/reading/skills.html
• Critical Reading Towards Critical Writing (from The University of Toronto)
• How Do You Become a Better Reader? from Language Centre of HKUST
• How to Enjoy Reading from Language Centre of HKUST
• How to Get the Most out of Reading (from The University of Toronto)
• Improving Reading Speed from Language Centre of HKUST
• Reading Comprehension Techniques
• Reading Critically from Language Centre of HKUST
• Reading For Main Points from Language Centre of HKUST
• Reading For Specific Information from Language Centre of HKUST
• Reading Skills for Academic Study from Using English for Academic Purposes
• Taking Notes from Research Reading (from The University of Toronto)
• Techniques for Faster Reading

Bahan Mata Kuliah Reading From Mr.Samsul Bahari Usman PART I

Assalamulaikum,
Berikut saya kirimkan bahan mata kuliah reading II untuk Enam kali prtemuan ke depan.
Mohon dibaca.
Terimakasih

Wassalam

--
Samsul Bahri Usman, B.Ed (Hons), M.Ed.
Director of Australian Corner &
Kangguru International Education Service (KIES-ACEH)
Office: Rumah Kangguru Aceh
Jln. Banda Aceh-Lambaro, Komplek Dolog Tanjong Indah No. 12, Kav 31. Ds. Tanjong, Kec.Ingin Jaya, (Perbatasan Banda Aceh-Aceh Besar)
Phone: +62 651 27636
Mobile: +62 812 690 00 910
Email: australiancorneraceh@gmail.com. or kies.aceh@gmail.com
Skype: samsulacehneseboy999

(Bahan Pertemuan KEDUA- 07 April 2011)
http://pusatbahasaalazhar.wordpress.com/persembahan-buat-guru/five-possible-methods-in-teaching-reading/

FIVE POSSIBLE METHODS IN TEACHING READING
Oleh pusatbahasaalazhar
Iqbal Nurul Azhar


Abstract
Tidak ada satupun metode pengajaran membaca atau kombinasi metode pengajaran membaca
yang dimiliki seorang guru atau dosen yang sukses mengajarkan membaca pada semua jenis
siswa/mahasiswa. Namun meskipun demikian tidak ada salahnya apabila seorang dosen atau
guru memiliki dan menerapkan satu atau dua metode yang disukai di dalam kelas. Dengan
metode-metode yang diterapkan tersebut diharapkan guru atau dosen akan memberikan catatan
kecil untuk revisi dan pengembangan ke depan sehingga mampu melahirnya metode yang lebih
baik dan sempurna. Artikel ini mencoba memaparkan lima metode pengajaran membaca.
Diharapkan dari pemaparan ini, guru atau dosen akan berkenan menerapkannya, memberikan
catatan dan mengembangkan metode tersebut sehingga menjadi lebih sempurna di masa yang
akan datang.

A. Introduction
For long time, methods for teaching reading for English Department students have raised
controversy. The controversy is well debated as important as the statement that reading
is important for the students who are its major focus of concern. Early reading ability
effects academic success across the department curriculum, and students. Lecturers and
university policy maker must pay much concern to these issues. The international reading association has developed position statements on several important issues related to beginning reading instruction. These statements are aimed to clarify association’s stance on method for teaching beginning reading.
A reading method is a set of teaching and learning materials and/or activities often given a label, such as
phonic method, literature based method, or language experience method (international reading
association, 1999).
The statements say that there is no single method or single combination methods that can
successfully teach all students to read. Therefore a teacher/a lecturer must have a strong
knowledge of multiple methods for teaching reading and a strong knowledge of the students
in their care so they can create the appropriate balance of methods needed for the students they teach. (international reading association, 1999).
Although there is no single method or single combination methods that can successfully
teach all students to read, it is still essential for teaching reading experts to conduct
studies and invent better methods to revise the old ones. As a result, methods have
been found and implemented in reading subject in classroom. At least more than ten methods
have been developed and implemented and some of them have become trends, yet only five of
them to be highlighted in this article, those are; (1) Choral Reading (CR) Method,
(2) Paired Reading (PR) method, , (3) PORPE method, (4) KWL method and (5) SQ4R method.
These methods are taken as the main discussion in this article since they (some of the
methods) can easily be memorized through the acronym/abbreviation of their names and
implemented in class room. Furthermore they have become trends in teaching reading
comprehension.
This articles reviews recent trends in the study of reading methods. It introduces and
discusses the six methods in teaching reading in the classroom.

B. The Five Possible Methods in Teaching Reading
B.1 Choral Reading (CR) Method
The first reading method is called Choral Reading Method, or frequently called “unison
reading.” Choral method provides many opportunities for repeated readings of a particular
piece, and gives practice in oral reading. Choral reading is particularly suitable to
poetry and rhymes. There are four principles for selecting materials that are planned
to read in chorus or together. The principles are:
1. Try to take short selection of stories or poems.
2. Select the material that every student can read easily.
3. Look for something with an attractive title that will make imaginations work.
4. Select a poem or story that will come alive when it’s read aloud, words with charming
sounds, contrast of some sort that can be interpreted, mood that can be improved through
verbal interpretation or dialogue that draws personality.
To prepare, each student reads the whole selection that is going to be chorally read.
One can read it aloud with the other person following along silently. Then the readers
read the piece together. A few repetitions are necessary to fix the piece in the students’
thought.
Next comes the hottest part. An almost infinite number of possibilities exist for choral
reading. Try to decide on the most fitting voice elements to strengthen the sense of the
selection. Dissimilarity is the key. Use one or two simple classifications for the voices
for example, high and low, as well as strong and soft. Here are just a few of the possible
strategies.
1. Alternate slow and fast lines, stanzas, or paragraphs.
2. Alternate loud and soft lines.
3. Alternate low and high voices.
4. Emphasize key words and phrases by reading them in a louder or softer voice.
5. Pause for a specified number of silent “beats” before the students join in and
continue reading.
6. Clap or make a certain sound at the end of certain lines, stanzas, or paragraphs.
(www.d2i.k12.il.us)
Choral reading is like improvisational affected behavior. The significance in
choral method is that it is a amusing way to put into practice reading. Pleasure can
easily be found during the practice. Don’t worry about the excellence!
B.2 The Paired Reading (PR) Method
The paired reading was formerly used by parents with their children at home. But because
of its advantages, the use of this method then was modified to broader area. It has also
been utilized by schools to conduct classroom action research or to train tutors to read
with students on a regular basis in natural settings.
The technique allows the students to be supported while reading texts of greater complexity
levels than they would be able to read individually.
Evaluation studies show that students involved in paired reading, on the average, make
three times the normal progress in reading accuracy and five times the normal progress
in reading comprehension (www. paired_rdg_method.html).
This method has been shown to be successful with students at all levels of skill and
ability, ranging from the students in special class for slow learners, to students who are
beyond average in reading skills competence. Studies indicate an increase in reading
fluency, comprehension and accuracy. In addition, research indicates that students find
the method easy to use, and feel they becomes a competent readers as a result of paired
reading. (www. paired_rdg_method.html).
a. At the first Reading Session
1. Make an agreement on reading times
2. Make also an agreement about starting signal
3. Teacher/lecturer reviews how the method works
b. Before Reading
1. Student pick up reading materials and can exchange among them as they like
2. Find a comfortable place that far away from distractions
c. Reading in Duet
1. Always start by reading together
2. It is wise to have non-critical correction of errors works: if a student makes an error, the tutor only says the word and the student repeats it
d. Reading Solo
1. Student and lecturer agree on a solo reading signal
2. Praise the student when the signal is used
3. Tutor continues to offer assistance and commend during solo reading
e. Return to Duet Reading
1. Tutor corrects student’s error (gives word and student repeats it).
2. Return to duet reading until the students hear the signals of reading solo
f. “Talk”
Try to always relax and discuss what the students have read

B.3 PORPE Method
PORPE is a method to study textbook materials in which the students create and answer
essay questions. It can be a time-consuming process, but it is an excellent means for
preparing for essay exams (www.arc.sbc.edu/porpe.html)
There are five steps in this learning strategy. Those steps are: Predict, Organize,
Rehearse, Practice and Evaluate.
1. Predict: After reading the chapter, predict possible essay questions from the
information contained in the text. In the arrangement of these questions, the students
should evade questions that begin with “what,” “who” or “when” and do not include
analysis.Some key question words are “explain,” “discuss,” “criticize,” “evaluate,”
“contrast” and “compare”
2. Organize: few days before the exam, the organization of information is needed to answer
the predicted questions. The organization can be done by outlining or by other methods
such as mapping. Main concepts and supporting details to answer the questions are highly
recommended to be summarized. The more information is organized, the more advantage can
be taken to arrange the practice answers..
3. Rehearse: Recite aloud the information and examine the students memory. Reciting aloud
must be performed because the more senses that are involved in forming the memory,
the better understanding the students will get. This step helps students to place the key
ideas, examples, and overall organization in students’ long-term memory.
4. Practice: In practicing, the students’ answer the students’ predicted essay questions
from memory. The students can draft an outline of the essay or organize a complete answer.
5. Evaluate: Evaluate the students’ work by asking the following question: Do I have
enough clear examples? Is my answer complete, truthful, and suitable? Is there anything I
should study before taking the exam?

B.4. KWL Method
In recent times, an instructional method known as K-W-L, developed by Ogle (1986) has
been implemented in classrooms. Students’ prior knowledge is activated by asking them
what they already know; then students set goals focusing on what they want to learn;
and after reading, students discuss what they have studied. Students apply higher-order
thinking strategies which assist them to build meaning from what they read and help them
examine their progress toward their goals. A worksheet is given to every student that
includes columns for each of these activities. (www.ncrel2.org.htm)
KWL is aimed to be an exercise for a study group or class that can direct the students
in reading and understanding a text. The students can adjust it to working alone.
The method is formed of only three stages that reflect a worksheet of three columns
with the three letters. The three stages is intended to discover the following information;
a. what the students Know
b. what the students Will/Want to know
c. and what the students Learned
a. K stands for Know. This first stage occasionally astonishing: Think first what the
students understand about the topic and make a list about that. This activity constructs
a knowledge of the new material. Build a scaffold to support it. Think of it as a
pre-reading inventory.
• Brainstorm!
Before looking at the text, think of terms, phrases, or keywords about the topic,
either in the students class or in a study group.
• Record these in the K column of the students chart until the students cannot think
of more.
• Engage the students’ group in a discussion about what the students wrote in the K
column.
• Organize the entries into general categories.
b. W stands for Will or Want. The second stage is to list a series of questions of what the
students want to know more of the subject, based upon what the students listed in K.
• Preview the text’s table of contents, headings, pictures, charts etc.
Discuss what the students want to learn
• List some thoughts on what the students want, or expect to learn, generally or
specifically.Think in terms of what the students will learn, or what do the
students want to learn about this.
• Turn all sentences into questions before writing them down.
They will help the students focus the students’ attention during reading.
• List the questions by importance.
c. L stands for Learned. The final stage is to answer the students’ questions, as well
as to list what new information the students have learned. Either while reading or
after the students have finished.
• List out what the students learn as the students read, either by section, or
after the whole work, whichever is comfortable for the students.
• Check it against the W column, what the students wanted to learn
• Create symbols to indicate main ideas, surprising ideas, questionable ideas, and
those the students don’t understand!
d. Expand this exercise beyond K W L:
We can add an H to make this method complete. H stands for How. By adding this,
we can learn more. This H can be done by easily by posing new questions about the
topic. The questions my form: “How can I learn more or answer questions not answered
in my worksheet. These include other sources of information, including: organizations,
experts, tutors, websites, librarians, etc. Below is the sample K-W-L-H
e. How Does It Work?
1. On the chalkboard, on an overhead, on a handout, or on students’ individual
clean sheets, three/four (the last is optional) columns should be drawn.
2. Label Column 1 K, Column 2 W, Column 3 L, Colum 4 H (Additional)
3. Before reading (or viewing or listening), students fill in the Know column with words,
terms, or phrases from their background or prior knowledge. If the teachers are having
them draw on a topic previously learned, then the K column may be topic-related.
But if the topic is something brand-new, and they don’t know anything (or much) about
it, teachers should use the K column to have them bringing to mind a similar, analogous,
or broader idea.
4. Then have students predict what they might learn about the topic, which might follow a
quick glance at the topic headings, pictures, and charts that are found in the reading.
This helps set their purpose for reading and focuses their attention on key ideas.
5. Alternatively, you might have students put in the middle column what they want to
learn about the topic.
6. After reading, students should fill in their new knowledge gained from reading the
content. They can also clear up misperceptions about the topic which might have shown
up in the Know column before they actually read anything. This is the stage of
meta cognition.

B.5. SQ4R Method
This SQ4R Method is very practical to help students keep studying organized and efficient.
The steps to SQ4R are Survey, Question, Read, Recite, Record, Review. These steps are
explained in the steps below.
a. Survey
Students should skim and scan the chapter. The purpose of surveying the chapter
is to get the general idea of the content, structure, organization, and plan of
the chapter. Surveying the chapter gives the “big picture” a framework of the main
ideas, which will help to hold the details together later (Richardson & Morgan, 1997).
Look at:
• Titles, headings, and subheadings
• Caption under pictures, charts, graphs or maps
• review questions or teacher-made study guides
• Introduction and conclusion
• Bold or italicized print
• First and last sentences in paragraphs
• Summary and Footnotes (www. reading/sq3r.html)
After surveying the entirely text, the next is to focus to a particular information in
a particular place in the writing. Survey each chapter. Survey a chapter assignment before
the students actually read it. Survey should tell the scope of the content, how different
topics are organized, and what the author’s purpose and point of view are. The chapter
survey will also give the students sufficient background information for class notes.
? Read the chapter title.
? Read the chapter objectives.
? Read the chapter summary or review.
? Read the major headings and subheadings.
? Read the visual aids.
? Read the italicized and/or underlined words and terms.
Try also to survey the illustrations. Our society is visually oriented; authors and
publishers are well aware that effective use of illustrations in textbooks is more
necessary than ever. Illustrations can literally replace hundreds of words and convey
a message more dramatically and quickly than a comparable section of text. Formats range
from equations, theorems, and formulas to tables and graphic illustrations.
b. Question
Having students develop questions gives them a purpose for reading. Reading for
specific purposes positively influences comprehension (Narvaez in Santa, Havens,
and Valdes, 2004).
Setting a purpose also aids the student in recalling information. Developing questions
prior to reading results in spontaneous attempts to answer the questions based on
information already known, increased concentration and attention while reading to find
an answer to the question, and increased comprehension due to the mind in its attempt
to find an answer to the question.
Before beginning to read, students should turn each title and subtitle into a question.
Practice will make this skill automatic (Richardson & Morgan). For example, if they are
reading part of a chapter called “Functions of Word Formation Processes,” the teacher
should lead the students to ask themselves, “What are the functions of Word Formation
Processes?”
c. Read
Reading promotes an active search for answers to the specific questions that students
have developed. It forces the student to concentrate for better comprehension and aids
in lengthening attention span (Richardson & Morgan, 1997).
Students should read each section of the text to answer questions that were developed
in the step above. If a word meaning is not clear through its use in the selection,
reread. If it is still unclear, underline the word or jot it down and look it up when
students finish reading.
? Question in mind: What is the writer’s purpose? What is he trying to get the
reader to think or do? Is he giving facts or his opinions?
? Look for answers to the questions that have been developed in mind.
? Reread captions under pictures, charts, graphs, or maps.
? Note all the underlined, italicized, or bold printed words or phrases.
? Study graphic aids.
? Reduce the speed for difficult passages.
? Stop and reread parts that are not clear.
c. Recite
Recite the main ideas, in other words, aloud or to the students, after finishing a page.
Check the comprehension and make sure the students have the correct information.
Do the same for the major points after reading each section or chapter.
By reciting what the students’ read, the students are able to see how much information
the students absorbed, areas the students didn’t understand and need to review, and
answers to the questions the students generated for the students. If the students
cannot answer the questions, go back to the material and reread.
(www.magicspeedreading.com)
d. Record
Marking the textbook increases understanding of the material for the present and for
future reference. The process of selecting and marking requires the students to find
the main ideas. Later, when the students evaluate the text for exam purposes,
the students will find that the textbook markings and highlights enable the students
to grab the essential points without having to read whole paragraphs and chapters again.
Write down the central points for the chapter or section in the notebook. Do each
assignment before class. This will prepare the students to take part in class
discussions which will, in turn, help the students memorize the material the students
have read and to put it into mind.
Underlining key words and sentences will make those items stand out in the mind.
Summaries enable the students to write a brief outline of a section in other words.
Expand the students own system of reading. Use whatever facilitates the students
retention of the material and works best for the students. The students might use the
following: a double underline for main ideas and a single underline for supporting
points; a bracket to enclose several consecutive lines that are important, rather
than underlining all of them; or a box or circle around key terms.
Use other words. Marginal notations and summaries should be in other language so the
students can readily recall the original material as the students review.
Using the text in this manner enables the students to extract all that the book has to
offer the students in a learning situation, now and in the future.
The students will be able to use the texts for review in later softwares in the same field or in a related field, thus reducing the need to re-read the material. The students will reap the most benefit from reviewing the notes in the text, rather than being distracted by notes the students may find written by some other person in a used text.
e. Review
Teachers should include regular review periods as an effective strategy for retaining
information. Regular reviews help students remember more of the information, thereby
changing the nature of studying done at exam time. Rather than relearning material that
has been forgotten because students haven’t looked at it since reading it or writing it
down, preparing for an exam can include a review of familiar material and rehearsal
strategies like trying old exams. The volume of material to review increases as the
course continues, but the amount of time needed to review older material decreases.
Students should study their outlines and notes and be able to retell what was read in
their own words. Students should try to see relationships within the content. If they
are unable to the teacher may need to model for students how to look for relationships.
Student should be checking their memory by trying to recall main points and sub points
(Richardson & Morgan, 1997).
C. Concluding remark
Though the five teaching reading methods that have been discussed in this article are
not the ultimate solutions that can solve all students’ reading problem, they are very
helpful for teacher. Not only the methods give direction to the teachers who teach
reading, give them inspiration to find their own style in teaching, but also encourage
the teacher to conduct researches. Researches that are intended to revise, to improve
and to develop these teaching reading methods so that they become better in the future.
These five methods are just a trigger for the teachers to increase teachers’ spirit to
teach reading.
There is no single method or single combination methods that can successfully teach all
students to read. Even so, by working hard one day, teachers will be able to teach all
students reading successfully by using thousands methods that have been developed from
the five ones.
REFERENCES
Choral Reading Method. www.d21.il.us/dep_instr/langarts/parentinfo/
choral_rdg.tml (Accessed on June 28, 2008)
International reading association. 1999. Using multiple methods of beginning reading
instruction, a position statement of the international reading association. Newark,
Delaware. USA
-. Reading Method:PORPE. www.arc.sbc.edu/porpe.html (Accessed on December 6, 2007)
Richardson, J. and Morgan, R. (1997). Reading to learn in the content areas. Belmont,
CA: Wadsworth Publishing Company.
Ogle, D.M. (1986). K-W-L: A teaching model that develops active reading of expository text. Reading Teacher, 39, 564-570.
Santa, C., Havens, L. and Valdes, B. (2004) Project CRISS: Creating indenpendence through student owned strategies. Dubuque, IA: Kendall/Hunt Publishng Company
-. THE Paired Reading Method. www. paired_rdg_method.html. (Accessed on December 3, 2007)
-. The KWL Reading Method. www.kipling.org.uk/poems_serving.htm. (Accessed on December 6, 20

Senin, 11 April 2011

A Bug

Every night, Frank would go down to the liquor store, get a six pack, bring it home, and drink it while he watched TV. One night, as he finished his last beer, the doorbell rang. He stumbled to the door and found a six-foot cockroach standing there.  The bug grabbed him by the collar and threw him across the room, then left.

The next night, after he finished his 4th beer, the doorbell rang.  He walked slowly to the door and found the same six-foot cockroach standing there.  The big bug punched him in the stomach, then left.

The next night, after he finished his 1st beer, the doorbell rang again.  The same six-foot cockroach was standing there.  This time he was kneed in the groin and hit behind the ear as he doubled over in pain.  Then the big bug left.

The fourth night Frank didn't drink at all.  The doorbell rang.  The cockroach was standing there.  The bug beat the snot out of Frank and left him in a heap on the living room floor.

The following day, Frank went to see his doctor.  He explained events of the preceding four nights.  "What can I do?" he pleaded.  "Not much" the doctor replied.  "There's just a nasty bug going around."

Source: fun.co.uk

Sabtu, 09 April 2011

History of the Puritans under Elizabeth I


The reign of Elizabeth I of England, from 1558 to 1603, saw the rise of the Puritan movement in England, its clash with the authorities of the Church of England, and its temporarily effective suppression in the 1590s by severe judicial means.

Background, to 1559

The English Reformation, begun in the reign of Henry VIII of England, was initially influenced by a number of reforming movements on the continent: Erasmian, Lutheran, and Reformed, while the practice of the Church of England continued to display many similarities with Roman Catholicism. In the reign of Henry's son, Edward VI of England, the English Reformation took on a distinctly Calvinist tone. Shortly after Edward ascended the throne, the forces of the Schmalkaldic League were defeated at the Battle of Muhlberg by the forces of Charles V, Holy Roman Emperor, which led to a number of leading Reformed churchmen seeking refuge in England. The refugees included Peter Martyr Vermigli (who became Regius Professor of Divinity at Oxford University), Martin Bucer (who became Regius Professor of Divinity at Cambridge University), and John a Lasco (who became head of the stranger churches).

All three influenced England's leading Protestant reformer, Archbishop of Canterbury Thomas Cranmer, the primate of the Church of England. On the issue of the eucharist (probably the most contentious theological issue of the day), Cranmer adopted the Reformed, rather than the Lutheran position. (At his trial, Cranmer said that he was influenced in this regard by Nicholas Ridley, Bishop of London, who said that he was most influenced that the Calvinists were correct through his study of Ratramnus.) Cranmer's views are important because he wrote his opinion into the Book of Common Prayer, which he revised several times during Edward's reign. The 1552 version, in particular, incorporated many of Martin Bucer's suggestions, as did the 1552 Forty-Two Articles. By 1552, the Church of England moved decisively towards the Reformed camp, although its worship still retained several elements which had been changed by the continental Reformed churches (including the keeping of Lent, allowing the baptism of infants by midwives, retaining the custom of the churching of women, requiring the clergy to wear vestments, and requiring kneeling at Communion).

The debate which would prove to have the longest staying power was about whether the clergy should be required to wear vestments. In his 1550 Lenten sermons before the king, John Hooper called for the elimination of vestments. Later that year, Hooper was to be appointed Bishop of Gloucester, but refused on the grounds that he would be required to wear vestments. Called before the English privy council, a deal was worked out whereby Hooper could be excused from wearing vestments, provided he allowed the clergy under him to wear vestments if they saw fit. Cranmer ordered Nicholas Ridley to perform the consecration  of Hooper as Bishop of Gloucester on the basis of the deal worked out in the Privy Council; Ridley, however, refused, on the grounds that such a consecration would violate the ordinal of the Book of Common Prayer, which, since it had been passed by the English Parliament  and signed by the king, was the law of the land. This disagreement led to an October 1550 debate between Hooper and Ridley which formed the basis of the Vestments Controversy  (also known as the "Vestiarian Controversy"). In December, Hooper was placed under house arrest for refusing to be consecrated as a bishop, a crime under the terms of the 1549 Act of Uniformity. In January 1551, Peter Martyr Vermigli visited Hooper to encourage him to wear vestments, and John Calvin  wrote him a letter saying that, while he agreed with Hooper's position on vestments, the issue was not important enough to justify his refusing the bishopric.

As such, in February, Hooper ended his resistance, and he was consecrated as Bishop of Gloucester in March 1551.

Throughout the reign of Edward VI, the Church of England had been moving toward the Reformed position. This halted in 1553, when Edward died and his Catholic half-sister assumed the throne as Mary I of England. Mary sought to end the English Reformation and restore the Church of England to full communion with the Church of Rome, and instituted a series of persecutions of Protestants known as the Marian Persecutions, which saw Thomas Cranmer, Nicholas Ridley, John Hooper, and many other prominent English Protestants burned at the stake.

As a result of the persecution, roughly 800 English Protestants went into exile. Unwelcome in German Lutheran territories, they established English Protestant congregations in Emden, Wesel, Frankfurt, Strasbourg, Zurich, Basel, Geneva, and Aarau. Most of these churches continued to follow the 1552 Book of Common Prayer, but the Frankfurt congregation, under the leadership of John Knox, felt that the 1552 Book of Common Prayer was insufficiently reformed, and therefore worshiped according to a liturgy drawn up by Knox, known as the Book of Common Order. Under this liturgy, the clergy did not wear vestments, which led to a renewal of the Vestments Controversy between the Frankfurt congregation and the other English Marian exiles.The congregation accured to not only the Frankfurt congregation but to the English Protestant congregation.

The Elizabethan Religious Settlement, 1558

In 1558, Queen Mary died, and her half-sister, Elizabeth became Queen of England. Elizabeth had been raised as a Protestant in the household of Catherine Parr  and upon her ascension to the throne, Elizabeth was determined to reverse Mary's policies and make England a Protestant nation. The first year of Elizabeth's reign was a difficult one: on the one hand, the Marian exiles on the continent returned to England, expecting to thoroughly reform the Church of England; on the other hand, a large proportion of the population and the political nation of England had supported Mary's Catholic policies. The result in 1559 was a compromise between the two positions, known as the Elizabethan Religious Settlement, which attempted to make England Protestant without totally alienating the portion of the population that had supported Catholicism under Mary. While the Elizabethan Settlement proved acceptable to the vast majority of the English nation, there remained minorities at either extremes who were dissatisfied with the state of the Church of England - deeply committed Catholics complained that the Church of England had strayed too far from the Church of Rome, while deeply committed Protestants complained that the Church of England retained far too many remnants of Roman Catholicism and was therefore in need of "further reform". This cry for "further reform" in the 1560s was the basis of the Puritan Movement.

The Church of England under Elizabeth was broadly Reformed in nature: Elizabeth's first Archbishop of Canterbury, Matthew Parker had been the executor of Martin Bucer's will, and his replacement, Edmund Grindal had carried the coffin at Bucer's funeral. During the 1560s and 1570s, the works of John Calvin were the most widely disseminated publications in England, while the works of Theodore Beza also enjoyed immense popularity. As a result, the bishops who opposed Puritanism in the sixteenth and early-seventeenth century were themselves thoroughly Calvinist and it was only later that doctrinal Calvinism came to be particularly associated with Puritanism.

Matthew Parker, Archbishop of Canterbury, 1559-1575

The Return of the Vestiarian Controversy, 1563-1569

At the first Convocation of the English Clergy  of Elizabeth's reign, held in 1563, the Puritan faction of the Church of England set out its desires for further reforms: 1) a reduction in the number of saints' days; 2) the elimination of vestments; 3) the elimination of kneeling at communion; 4) the elimination of "emergency baptism" of sickly newborns; and 5) the elimination of organs from churches. The Puritan faction achieved none of its goals at the 1563 Convocation, though many Puritan clergymen introduced these reforms in their congregations on their own initiative in the following years. For example, at Cambridge, William Fulke convinced his students not to wear their surplices and to hiss at those students who wore their surplices.

In this situation, Archbishop Parker published a set of Advertisements, requiring uniformity in clerical dress. The Puritan faction objected loudly, and appealed to the continental reformers to support their cause. Unfortunately for the Puritans many of the continental reformers felt that the Puritans were just making trouble - for example, in a letter to Bishop Grindal, Heinrich Bullinger accused the Puritans of displaying "a contentious spirit under the name of conscience". Grindal proceeded to publish the letter without Bullinger's permission. Theodore Beza was more supportive of the Puritan position, though he did not intervene too loudly because he feared angering the queen and he wanted the queen to intervene in France on behalf of the Huguenots. In response to clergymen refusing to wear their vestments, 37 ministers were suspended. In response, in 1569, some ministers began holding their own services, the first example of Puritan separatism.

The Admonition to the Parliament (1572) and the demand for Presbyterianism

Throughout the 1560s, England's return to Protestantism had remained tentative, and large numbers of the people remained committed to Catholicism and sought a return to Catholicism. Three inter-related events around 1570 led to a reinforcement of Protestantism in England: (1) The Rising of the North, when the northern earls revolted, demanding a return to Catholicism; (2) Pope Pius V issued the bull Regnans in Excelsis, absolving Catholics of their duty of allegiance to Elizabeth; and (3) the Ridolfi plot sought to replace Elizabeth with the Catholic Mary, Queen of Scots. In response to this Catholic rebelliousness, the English government took several measures to shore up the Protestantism of the regime: (1) all clergymen were required to subscribe to the Thirty-Nine Articles; (2) all laity were required to take communion according to the rite of the Book of Common Prayer  in their home parish at least once a year; and (3) it became a treasonable offense to say that the queen was a heretic or a schismatic.

In this pro-Protestant, anti-Catholic environment, the Puritan faction sought to push further reforms on the Church of England. John Foxe and Thomas Norton  presented a reform proposal initially drawn up under Edward VI to Parliament. Elizabeth quickly killed this proposal, however, insisting on adherence to the 1559 religious settlement. Meanwhile, at Cambridge, professor Thomas Cartwright, a long-time opponent of vestments, offered a series of lectures in 1570 on the Book of Acts in which he called for the abolition of episcopacy and the creation of a presbyterian system of church governance in England.

Puritans were further dismayed when they learned that the bishops had decided to merge the vestiarian controversy into the requirement that clergy subscribe to the Thirty-Nine Articles: at the time they swore their allegiance to the Thirty-Nine Articles, the bishops also required all clergymen to swear that the use of the Book of Common Prayer and the wearing of vestments are not contrary to Scripture. Many of the Puritan clergymen were incensed at this requirement. A bill authorizing the bishops to permit deviations from the Book of Common Prayer in cases where the Prayer Book required something contrary to a clergyman's conscience was presented and defeated at the next parliament.

Meanwhile, at Cambridge, Vice-Chancellor John Whitgift moved against Thomas Cartwright, depriving Cartwright of his professorship and his fellowship in 1571.

Under these circumstances, in 1572, two London clergymen - Thomas Wilcox and John Field - penned the first classic expression of Puritanism, their Admonition to the Parliament. According to the Admonition, the Puritans had long accepted the Book of Common Prayer, with all its deficiencies, because it promoted the peace and unity of the church.

However, now that the bishops were requiring them to subscribe to the Book of Common Prayer, the Puritans felt obliged to point out the popery and superstition contained in the Prayer Book. The Admonition went on to call for more thorough church reforms, modeled on the reforms made by the Huguenots or by the Church of Scotland under the leadership of John Knox. The Admonition ended by denouncing the bishops and calling for the replacement of episcopalianism with presbyterianism.

The Admonition to Parliament set off a major controversy in England. John Whitgift wrote an Answer denouncing the Admonition which in turn led to Thomas Cartwright's Replye to An Answere Made of M. Doctor Whitgift Agaynste the Admonition to the Parliament (1573), a second Puritan classic. Cartwright argued that a properly reformed church must contain the four orders of ministers identified by Calvin: teaching elders, ruling elders, deacons, and theological professors. Cartwright went on to denounce the subjection of any minister in the church to any other minister in the strongest possible terms. In a Second Replye, Cartwright was even more forceful, arguing that any preeminence accorded to any minister in the church violated divine law. Furthermore, he went on to assert that a presbyterian hierarchy of presbyteries and synods was required by divine law.

In 1574, an ally of Cartwright's, Walter Travers published a Full and Plaine Declaration of Ecclesiasticall Discipline, setting forth a scheme of reform in greater detail than Cartwright had.

The government moved against all three of these Puritan leaders: John Field and Thomas Wilcox were imprisoned for a year, while Thomas Cartwright fled to exile on the continent to avoid such a fate. In the end, however, the number of clergymen who refused to subscribe to the bishops' requirements proved to be too large, and a number of qualified subscriptions were allowed.

Edmund Grindal, Archbishop of Canterbury, 1575-1583

The reign of Edmund Grindal as Archbishop of Canterbury (1575�1583) was relatively tranquil compared to that of his predecessor, mainly because the movement had been so effectively stifled during Archbishop Parker's tenure.

The major issue during Grindal's archiepiscopate came in 1581, when Robert Browne and his congregation at Bury St Edmunds withdrew from communion in the Church of England, citing the Church of England's dumb (i.e. non-preaching) ministry, and the lack of proper church discipline. Browne and his followers, known as the Brownists, were forced into exile in the Low Countries. There, they were encouraged by Thomas Cartwright, who was now serving as minister to the Merchant Adventurers at Middelburg. However, Cartwright argued that while the Church of England might be flawed, the Brownists were incorrect in separating from it (i.e. he opposed separatism). Like the vast majority of Puritans, Cartwright advocated further reforms to the Church of England, while rejecting the separatism of the Brownists.

A second Puritan development under Grindal was the rise of the Puritan conventicle, modeled on the Zurich Prophezei (Puritans learned of the practice through the congregation of refugees from Zurich established in London), where ministers met weekly to discuss "profitable questions." These "profitable questions" included the correct use of Sabbath, a sign of the growth of the characteristically English Sabbatarianism of the English Puritans. The queen objected to the growth of the conventicling movement and ordered Archbishop Grindal to suppress the movement. Archbishop Grindal refused, citing I Cor. 14. As a result of his disobedience, Grindal was disgraced and placed under virtual house arrest for the rest of his tenure as Archbishop of Canterbury. However, because of his actions, the conventicles resumed after a brief period of suspension.

John Whitgift, Archbishop of Canterbury, 1583-1604

As we saw above, John Whitgift had been a vocal opponent of Thomas Cartwright. He believed that the matter of church governance was adiaphora, a "matter indifferent", and that the church should accommodate its governance style to the style of government in the state in which the church was located. The Church of England was located in a monarchy, so the church should adopt an episcopal style of government.

Renewed calls for Presbyterianism

he years 1583-1585 saw the brief ascendancy in Scotland of James Stewart, who claimed the title of Earl of Arran. This period saw Scotland pass the Black Acts, which outlawed the Second Book of Discipline. As a response, many Scottish ministers, including Andrew Melville, sought refuge in England. These refugees participated in the English conventicles (as did John Field, now released from prison) and convinced many English Puritans that they should renew their fight to establish presbyterianism in England. As such, in the 1584 Parliament, Puritans introduced legislation to replace the Book of Common Prayer with the Genevan Book of Order and to introduce presbyterianism. This effort failed.

At this point, John Field, Walter Travers, and Thomas Cartwright were all free and back in England and determined to draft a new order for the Church of England. They drafted a Book of Discipline, which circulated in 1586, and which they hoped would be accepted by the 1586 Parliament. Again, the Puritan effort failed in Parliament.

Martin Marprelate, 1588-89, and response

In 1588-89, a series of virulently anti-episcopal tracts were published under the pseudonym of Martin Marprelate. These Marprelate tracts, published by Welsh publisher John Penry, denounced the bishops as agents of Antichrist, the strongest possible denunciation for Christians. The Marprelate tracts called the bishops "our vile servile dunghill ministers of damnation, that viperous generation, those scorpions."

Unfortunately for the Puritans, the mid- to late-1580s saw a number of the defenders of the Puritans in the English government die: Francis Russell, 2nd Earl of Bedford in 1585; Robert Dudley, 1st Earl of Leicester in 1588; and Francis Walsingham in 1590. In these circumstances, Richard Bancroft (John Whitgift's chaplain) led a crackdown against the Puritans. Cartwright and eight other Puritan leaders were imprisoned for eighteen months, before facing trial in the Star Chamber. The conventicles were disbanded.

Some Puritans followed Robert Browne's lead and withdrew from the Church of England. A number of those separatists were arrested in the woods near Islington in 1593, and John Greenwood and Henry Barrowe were executed for advocating separatism. Followers of Greenwood and Barrowe fled to the Netherlands, and would form the basis of the Pilgrims, who would later found the Plymouth Colony.

1593 also saw the English parliament pass the Religion Act (35 Elizabeth c. 1) and the Popish Recusants Act (35 Elizabeth c. 2), which provided that those worshiping outside the Church of England had 3 months in which to either conform to the Church of England or else abjure the realm, forfeiting their lands and goods to the crown, with failure to abjure being a capital offense. Although these acts were directed against Roman Catholics who refused to conform to the Church of England, on their face they also applied to many of the Puritans. Although no Puritans were executed under these laws, they remained a constant threat and source of anxiety to the Puritans.

The drive to create a preaching ministry

One of the most important aspects of the Puritan movement was its insistence on having a preaching  ministry throughout the country. At the time of the Elizabethan Religious Settlement, less than 10% of the 40,000 English parish clergy was licensed to preach. (Since the time of the repression of the Lollards in the 14th century, it had been illegal for an ordained parish priest to preach to his congregation without first obtaining a license from his bishop.) Elizabeth herself had been no fan of preaching  and preferred a church service focused on the Prayer Book liturgy. However, many of Elizabeth's bishops did support the development of a preaching ministry, and aided by wealthy laymen, were able to dramatically expand the number of qualified preachers in the country. For example, Sir Walter Mildmay founded Emmanuel College, Cambridge in 1584 to promote the training of preaching ministers. Frances Sidney, Countess of Sussex similarly founded Sidney Sussex College, Cambridge in 1596. Emmanuel and Sidney Sussex became the homes of academic Puritanism.

Although the number of preachers increased dramatically over the course of Elizabeth's reign, there were still not enough preachers to go around. A layman who wanted to hear a sermon might have to travel to another parish  in order to find one with a preaching minister. When he got there, he might find that the preaching minister had shortened the Prayer Book service to allow more time for preaching. And, as a trained minister, when he did pray, he was more likely to offer an extemporaneous prayer  instead of simply reading the set prayer out of the Prayer Book. Thus we see two different styles developing in the Church of England: a traditional style, focused on the liturgy of the Book of Common Prayer; and the Puritan style, focused on preaching, with less ceremony and shorter or extemporaneous prayers.

The rise of "experimental predestinarianism"

Following the suppression of Puritanism in the wake of the Marprelate Tracts, Puritans in England assumed a more low-key approach in the 1590s. Ministers who favoured further reforms increasingly turned their attention away from structural reforms to the Church of England, instead choosing to focus on individual, personal holiness. Theologians such as William Perkins  of Cambridge continued to maintain the rigorously high standards of previous Puritans, but now focused their attention on improving individual, as opposed to collective, righteousness. A characteristic Puritan focus during this period was for more rigorous keeping of Christian Sabbath. William Perkins is also credited with introducing Theodore Beza's version of double predestination to the English Puritans, a view which he popularized through the use of a chart he created known as "The Golden Chain".

In 1970, R. T. Kendall labeled the form of religion practiced by William Perkins and his followers as experimental predestinarianism, a position which Kendall contrasted with credal predestinarianism. Kendall identified credal predestinarians as anyone who accepts the Calvinist teaching on predestination. Experimental predestinarians, however, went beyond merely adhering to the doctrine of predestination, but in fact taught that it was possible for individuals to know experimentally that one is saved, a member of God's elect predestined for eternal life. (The credal predestinarians believed that only some group was destined for eternal life, but that it was impossible in this life to identify who is elect and who is reprobate.) Puritans who adopted Perkins' brand of experimental predestinarianism felt pressure, once they had undergone a religious process to attain knowledge of their election, to seek out like-minded individuals who had undergone similar religious experiences.

In time, some Puritan clergymen and laity, who increasingly referred to themselves as "the godly", began to view themselves as distinct from the regular members of the Church of England, who had not undergone an emotional conversion experience. At times, this tendency led for calls for "the godly" to separate themselves from the Church of England. While the majority of Puritans remained "non-separating Puritans", they nevertheless came to constitute a distinct social group within the Church of England by the turn of the seventeenth century. In the next reign, "the Puritan" as a type was common enough that playwright Ben Jonson could satirize Puritans in the form of the characters Tribulation and Ananais in The Alchemist (1610) and Zeal-of-the-land Busy in Bartholomew Fair (1614).

Sumber: Wikipedia

KELOMPOK ILMU KEALAMAN DASAR UNIT 5



Kelompok 1
1.       dedek agustina
2.       Muraidhah
3.       Rahmaliya
4.       Nizar saputra
5.       Ika Ramadhani
Kelompok 2
1.       Nila Wati
2.       Putri maulina
3.       Irmansyaputra
4.       Fazrizana
5.       Fitri
Kelompok 3
1.       Rusda Mustika
2.       Miswardi
3.       Maria ulfa
4.       Robi sanjaya
5.       T.saiful Roni
Kelompok 4
1.       Yuli Farana Putri
2.       Suriana dewi
3.       Muzliadi
4.       Rona fitria
5.       Nur azizah
Kelompok 5
1.       Hatjul Hasbi
2.       Salawati
3.       Marleti erna
4.       Rini septiana
5.       Delismansyaputra
Kelompok 6
1.       Mailisa
2.       safrizal
3.       Musrina
4.       Mailina wati
5.       Gabrilia Sabatini
Kelompok 7
1.       Sarmiati
2.       Evi jelita
3.       Marniati
4.       Ratih Diana
5.       Rauzah Tinur
Kelompok 8
1.       Rikmil zulazmi
2.       Rina demitra
3.       Nurjannah
4.       Rizal fahmi
5.       Sartika
Kelompok 9
1.       Novrika ningsih
2.       Safwati
3.       Safrida harun
4.       Nur aini
5.       Kaswadi
Kelompok 10
1.       Dian anggraini
2.       Raudatul jannah
3.       Rika maisantri
4.       Azhari
5.       Nurul mahdini
Kelompok 11
1.       Hasan saini
2.       Agus setiawan
3.       Farrah diani
4.       Sri rahmatika
5.       Suriani
Kelompok 12
1.       Irliana sari
2.       Mahmudin
3.       Riska agustina maulida
4.       safriani

NNote :
1. keputusan tidak bisa di ganggu gugat oleh pihak mana pun
2. harap membawa 2 judul pada saat kelas ikd
3. sekian terima kasih