Mengapa lebih dari 600 ribu Sarjana menganggur?



[Jakarta, VoE of FKIP UKI] Laporan ini adalah bagian ketiga hasil wawancara Redaksi VoE dengan Bapak Parlindungan Pardede, Dekan FKIP UKI, yang dilakukan dalam rangka menyambut Peringatan Hari  Pendidikan Nasional, 2 Mei 2018. Bagian pertama wawancara pada 30 April 2018 itu, yang berfokus pada peran teknologi di dunia pendidikan di Abad-21, telah kami publikasikan dengan judul Teknologi akan Rampas Profesi Guru dan Dosen? Bagian kedua berfokus pada hakikat dan manfaat penggunaan teknologi dalam pembelajaran, yang dipublikasikan dengan judul Online Learning: Untuk Gagah-Gagahan, atau Karena Kebutuhan? Bagian ketiga ini membahas tentang fenomena banyaknya sarjana yang menganggur di Indonesia.

Redaksi VoE FKIP UKI (VoE): Menurut, edisi Senin, 26 Maret 2018,  Menristekdikti, Mohamad Nasir, mengungkapkan kekhawatirannya terhadap banyaknya sarjana yang menganggur. Dikatakan bahwa sekitar 8,8% dari total 7.000.000 pengangguran di Indonesia adalah sarjana. Menurut Bapak, mengapa sekitar 616.000 lulusan S-1 itu menganggur?

Sarjana nganggurParlindungan Pardede (PP): Jika ditanya mengapa begitu banyak sarjana…

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Sebuah Kisah dari VoE (Voice of Educators)

Evelin Vanessa Tampubolon

VoE (Voice of Educators) FKIP UKI merupakan media berbagi berita dan  ide dari sivitas akademika FKIP UKI. Sebagai salah satu fakultas di UKI, saat ini FKIP UKI mengelola 8 Program Studi:

(1) Bimbingan & Konseling,

(2) Pendidikan Bahasa Inggris,

(3) Pendidikan Bahasa Mandarin,

(4) Pendidikan Matematika,

(5) Pendidikan Biologi,

(6) Pendidikan Fisika,

(7) Pendidikan Kimia, dan

(8) Pendidikan Agama Kristen.

And here for you to visit free the website of VoE yang dtulis oleh para Pendidik dan Praktisi, hopefully, tulisan ini bisa membantu dan menginspirasi siapapun kalian. Bahwa pendidikan bukan tentang usia, pengalaman, apalagi uang. Pendidikan adalah tentang cinta dan penghargaan pada diri, sesama, dan dunia. Jangan berhenti belajar, karena belajar bukan juga harus di sekolah, tapi mulai dari belajar menghargai dirimu, lingkunganmu, dan sesamamu.

Selamat Membaca 🙂

Bhs. Inggris

  1. 2018 Symposium on the Power of Extensive Reading
  2. Mengapa lebih dari 600 ribu Sarjana menganggur?
  3. Online Learning: Untuk Gagah-Gagahan…

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Study Skill


Your learning goals

Depending on whether you have come straight from school or whether you have spent some time in the workforce, you will have different approaches to university study.

What is an independent learner?

An independent learner is someone who has found out enough about their subject requirements and their lecturers’ expectations so that they can plan their study effectively. It doesn’t mean you can’t ask for help, or that you are expected to know what to do the whole time. It does mean that you can draw on criteria for your decision-making, like how much reading you should do for a topic; what questions to ask; whether to spend another hour studying before bed.

Work, life, study balance

If you have not studied for a long time you may think you do not have the skills you need for advanced study, but you will probably find that your time management skills are a great asset.

Often the most pressing problem is having to juggle work, study and home commitments. Make sure those close to you understand what you’re doing and why. Let them know in advance your timelines and periods of greatest potential stress.

If you have already been managing home and work for some time, you can turn your time management skills to a new set of tasks.

  • Try making a list of things that have to be done to keep life running smoothly.
  • Then make another list of thing which could be done, but which are not really essential. They can be put aside till the end of semester, or even reallocated to other family members.
  • Do a backwards diary from your furthest deadline to the present time, so you can see how many days and hours you have available to allocate to study tasks.

Study goals

It is good to be clear about your purposes for study. Perhaps your aim is to achieve a more interesting career. For many students it is a question of meeting challenges, and of self-fulfilment

Try to make SMART plan

Saya akan menabung 300.000 rupiah perbulan hingga bulan April, sehingga akan terkumpul 1.200.000 rupiah untuk membeli tiket ke Medan

English Pronounciation

Improving your pronunciation when speaking English is possible once you:

  • become aware of the rules of English pronunciation;
  • notice your errors;
  • correct your errors with self-monitoring; and then
  • repetitively practice the corrected speech.

Just as you can change the muscles in your body over time by exercising, you can change the way the muscles in and around your mouth move to pronounce English words.

Often times, when you learn a new pronunciation rule, you practice that rule alone in isolation. But real life requires that we put all of the rules together!


“Stick out your tongue”


STEP 1) Identify the content words, which you will stress.

Here, the content words are the verb, adverb and noun:

  • stick
  • “out”
  • “tongue

These three words carry the meaning of the sentence. If you change one of these words, you change the meaning of the sentence.

Therefore, you will stress “stick”, “out”  and “tongue”. (Stress = you say it longer, louder, higher in pitch).


STEP 2) Identify the function words, which you will de-stress.

Here, the function word “your”, a possessive pronoun, gets de-stressed — it’s pronounced with a very relaxed, short [ə]). Therefore, we do NOT say [YOWR], but we say the de-stressed and quick [yər].



Notice how de-stressed and quickly I said [yər], which just attached itself to the content word that followed it.



STEP 3) Identify the areas to connect and link your speech.

Native English speakers connect speech in order to speak with greater flow, efficiency and musicality. This is especially done when a word that ends in a consonant is followed by a word that begins with a vowel: (C+V)


We would not say “pick it up” [PIK  IT  ɅP] but we would push the consonants forward and attach them to the words that follow to say [PI  KI  TɅP].

Applying this connected speech rule to the phrase at hand, we connect speech in two areas:

  1. First, push forward the [k] at the end of “stick” [STIK], and attach it to “out”;
  2. Second, connect the [t] + [y] between “out” and “your”.




STEP 4) Transform the sounds.

English speakers unconsciously change the sounds of English based on the vibration in their vocal chords and the movement of their articulators. Therefore, the [t] sound meeting the [y] sound often results in a [ʧ].

 [t] + [y] –>  [ʧ]


Americans don’t carefully say, “I got you!” But we connect the [t] at the end of “got” with the [y] at the beginning of “you”, and then de-stress the pronoun “you”.

“I got you!” results in

  • “I gotcha!”
  • [ai GAʧyə]

Therefore, in our example, we do not say [STI KÆUW tyər TɅŊ] but we say


 [t] + [y] –>  [ʧ]


Step 5) Ensure the proper articulation of vowels and consonants.

The phrase “stick out your tongue” [STI KÆUW ʧər TɅŊ] presents some challenging vowel and consonant sounds to non-native speakers.

Be especially careful with [ɪ] vs. [iy]. Pronounce “stick” as [STIK] and not [stiyk].

“Out” requires that you round your lips  [AEUWT], which naturally results in the [w] sound at the end of the word. [ÆUWT].

*Remember*, you don’t have to memorize every single pronunciation rule and say every phrase exactly as an American says it. That’s not the point of improving pronunciation!

What’s important is that you understand how Americans transform their speech. The more you understand this, the better you will be able to comprehend native English speakers and the better you will be able to express yourself clearly.

Speaking 1.

Vocabularies Meaning
a sebuah
abandon meninggalkan
ability kemampuan
able sanggup
abnormality kelainan
aboard naik kapal
abortion aborsi
about tentang
above atas
abroad di luar negeri
absence ketiadaan
absolute absolut
absolutely benar
absorb menyerap
abstract abstrak
abundance kelimpahan
abuse kekerasan
academic akademik
accelerate mempercepat
acceleration percepatan
accent aksen
accept menerima
acceptable diterima
acceptance penerimaan
access mengakses
accessible dapat diakses
accessory tambahan
accident kecelakaan
accommodate menampung
accompany menemani
accomplish menyelesaikan
accomplishment prestasi
according menurut
account rekening
accountability akuntabilitas
accounting akuntansi
accuracy ketepatan
accurate tepat
accurately akurat
accusation tuduhan
accuse menuduh
accused menuduh
achieve mencapai
achievement prestasi
acid asam
acknowledge mengakui
acknowledgement pengakuan
acquire memperoleh
acquisition perolehan
across di
act bertindak
action tindakan
active aktif
actively aktif
activist aktivis
activity kegiatan
actor aktor
actress aktris
actual sebenarnya
actually sebenarnya
ad iklan
adapt menyesuaikan
add menambahkan
added ditambahkan
addition tambahan
additional tambahan
address alamat
adequate memadai
adjourn mempertangguhkan
adjust menyesuaikan
adjustment penyetelan
administer mengelola
administration administrasi
administrative administratif
administrator administrator
admire mengagumi
admission penerimaan
admit mengakui
adolescent remaja
adopt mengambil
adoption adopsi
adult dewasa
advance memajukan
advanced maju
advantage keuntungan
adventure petualangan
advertising pengiklanan
advice nasihat
advise menasihati
adviser penasihat
advocate penganjur
aesthetic estetis
affair peristiwa
affect mempengaruhi
afford mampu
afraid takut
African Afrika
African-American Afrika-Amerika
after setelah
aftermath buntut
afternoon sore
afterward setelah itu
again lagi
against terhadap
age usia
agency agen
agenda agenda
agent agen
aggression agresi
aggressive agresif
ago silam
agree setuju
agreement perjanjian
agricultural pertanian
agriculture pertanian
ah ah
ahead di depan
aid membantu
aide ajudan
aim tujuan
air udara
aircraft pesawat terbang
airline perusahaan penerbangan
airplane pesawat terbang
airport bandara
aisle lorong
alarm alarm
album album
alcohol alkohol
alien asing
alike sama
alive hidup
all semua
allegation dugaan
alleged diduga
allegedly menurut dugaan orang
Allen Allen
alley gang
alliance persekutuan
allow mengizinkan
allowances tunjangan
ally sekutu
almost hampir
alone sendirian
along sepanjang
alongside di samping
already sudah
also juga
alter mengubah
alternative alternatif
although meskipun
altogether sama sekali
aluminum aluminium
always selalu
amateur amatir
amazing menakjubkan
ambassador duta besar
ambition ambisi
ambitious ambisius
amendment amandemen
America Amerika
American Amerika
amid di tengah-tengah
among antara
amount jumlah
an sebuah
analysis analisa
analyst analis
analyze menganalisa
ancestor leluhur
ancient kuno
and dan
and/or dan / atau
angel malaikat
anger kemarahan
angle sudut
angler pemancing
angry marah
animal hewan
ankle pergelangan kaki
anniversary ulang tahun
announce mengumumkan
announcement pengumuman
annual tahunan
annually setiap tahun
anonymous anonim
another lain
answer menjawab
anthropologist antropolog
anthropology antropologi
antibiotic antibiotika
anticipate mengharapkan


We learn about many approaches to teach students, one of them is Cooperative Language Learning.

enhances (Barkley, Cross and Major, 2005), although it is important to recognize that many cooperative learning exercises can be developed to fit within multiple categories. Categories include: discussion, reciprocal teaching, graphic organizers, writing and problem solving. Each category includes a number of potential structures to guide the development of a cooperative learning exercise.

Discussion: communicating
“A good give-and-take discussion can produce unmatched learning experiences as students articulate their ideas, respond to their classmates’ points, and develop skills in evaluating the evidence of their own and others’ positions.” (Davis, 1993, p. 63)

  • Think-pair-share: As probably the best known cooperative learning exercise, the think-pair-share structure provides students with the opportunity to reflect on the question posed and then practice sharing and receiving potential solutions. Its simplicity provides instructors with an easy entry into cooperative learning and it is readily adaptable to a wide range of course constructs. (Example: Where Do I Begin? Using Think-Pair-Share to Initiate the Problem Solving Process)
  • Three-step interview: This structure can be used both as an ice-breaker which introduces students to one another and to provide students with a venue for soliciting opinions, positions, or ideas from their peers. Students are first paired and take turns interviewing each other using a series of questions provided by the instructor. Pairs then match up and students introduce their original partner. At the end of the exercise, all four students have had their position or viewpoints on an issue heard, digested, and described by their peers.

Reciprocal teaching: explaining, providing feedback, understanding alternative perspectives

Slavin (1996), in a review of hundreds of studies, concluded that “students who give each other elaborated explanations (and less consistently, those who receive such explanations) are the students who learn most in cooperative learning.” (p. 53)

  • Note-taking pairs: Poor note-taking leads to poor performance. Designing an exercise which requires students to summarize their understanding of a concept based on notes taken (with directed questions such as what is the definition of a concept, how is it used, what are the three most important characteristics of a topic) and receiving reflective feedback from their partner provides students the opportunity to find critical gaps in their written records.
  • Jigsaw: For more complex problems, this structure provides students the opportunity to develop expertise in one of many components of a problem by first participating in a group solely focused on a single component. In the second stage of the exercise, groups are reformed with a representative from each expert group who together now have sufficient expertise to tackle the whole problem.

Graphic organizers: discovering patterns and relationships

“Graphic organizers are powerful tools for converting complex information in to meaningful displays…They can provide a framework for gathering and sorting ideas for discussion, writing, and research.” (Barkley, Cross and Major, 2005, p.205) See also, concept mapping.

  • Group grid: Students practice organizing and classifying information in a table. A more complex version of this structure requires students to first identify the classification scheme that will be used.
  • Sequence chains: The goal of this exercise is to provide a visual representation of a series of events, actions, roles, or decisions. Students can be provided with the items to be organized or asked to first generate these based on a predetermined end goal. This structure can be made more complex by having students also identify and describe the links between each of the sequenced components.

Writing: organizing and synthesizing information

The Writing Across the Curriculum Clearinghouse at Colorado State University encourages the use of written assignments across the campus because is teaches students to communicate information, to clarify thinking and to learn new concepts and information.

  • Dyadic essays: Students prepare for the in-class portion of this exercise by developing an essay question and model answer based on assigned reading. Students typically need to be guided to develop questions that integrate material across classes as opposed to ones that simply recite facts presented in the reading. In class, students exchange essay questions and write a spontaneous answer essay. Students then pair up, compare and contrast the model answer and the spontaneously generated answer. Subsequently, questions and answers can be shared with the larger class.
  • Peer editing: As opposed to the editing process that often appears only at the final stage of a paper, peer editing pairs up students at the idea generation stage and peers provide feedback throughout the process. For example, the relationship begins as each student in the pair describes their topic ideas and outlines the structure of their work while their partner asks questions, and develops an outline based on what is described. See also, peer review.

Problem solving: developing strategies and analysis

Research by mathematics educators Vidakovic (1997) and Vidakovic and Martin (2004) shows that groups are able to solve problems more accurately than individuals working alone.

  • Send-a-problem: Students participate in a series of problem solving rounds, contributing their independently generated solution to those that have been developed by other groups. After a number of rounds, students are asked to review the solutions developed by their peers, evaluate the answers and develop a final solution. (Example: Understanding the Impact of (Fiscal and Monetary) Policy)

Three-stay, one-stray: Even students working in groups can benefit from the feedback of additional peers. In this structure, students periodically take a break from their work (often at key decision making points) and send one group member to another group to describe their progress. The role of the group is to gain information and alternative perspectives by listening and sharing. The number of times the group sends a representative to another group depends on the level of complexity of the problem. This method can also be used to report out final solutions.

Integrated English

Holiday in Indonesia

1.  New Year

2. Chinese New Year

3. Good Friday

4. Easter day

5. Kartini’s day

6. Labor’s day

7. Valentine’s day

8. Heroes day

9. Teacher’s day

10. National Education day

11. Christmas day

12. Idul adha

13. Waisak day

14. Nyepi day

15. Independence day


My short essay.

I celebrate Valentine’s day on 14th February. Usually I wear pink clothes or dress on Valentine’s day. The tradition on Valentine’s day is people usually exchange chocolates, sometimes the boy gives the girl a bucket of flowers or chocolates. My University is not close on Valentine’s day. I like the Valentine’s day because I always get chocolates and a bucket of flowers on the Valentine’s day.