Studying English for Perbanas Institute students is not simple and it is not difficult. Studying English should be considered as two sides of a coin. It can be studied seriously and hardly. Or it can be studied in a pleasant way. Students who want to face a comprehension exam in Perbanas Institute should be able to show their TOEFL score. It means if they want to get good score or they want to pass the standard score demanded by the institution they must study hard. Studying TOEFL needs extra time and energy. Whereas if the students want to improve their speaking, then they can study English in a fun way.


In this part, as a lecturer, I usually teach and explain some ways to improve my students speaking ability.  In a class of English for Professional Purposes class for example, students start speaking using Indonesian language with Cinta Laura style or Bule style. I use this activity in the first time or session they enter the class. Why do I ask my students to do this idea? The main point is because they have to put aside their shyness. They have to be confident to speak in front of the class in different style. It will happen if they speak using English language. Some of them say that they are shy or even afraid to speak in English language.  The idea of using the words “becek, nggak ada ojek, Jakarta, Jogjakarta, Manchester, etc” in Bule’s pronunciation makes them happy. They feel that making mistakes in speaking is okay. After they can believe that learning can be pleasant then they feel that speaking in front of others can be imperfect. They do not have think over grammar, vocabulary, or pronunciation. Speaking, I think, is the first skill of language that a human is able to use for the first time.


In this opportunity, actually I want to show you that improving my students’ speaking ability can improve in some ways. If I watch their videos sent by email that have been uploaded in YouTube, I can be surprised. The results of their conversation are really awesome.  You should know that since the odd semester the 2016/2017 academic year I have implemented conversation tasks to all my students. They are not only in the third semester but also in the first semester. They make me proud of them. Really. Students from the Z Generation nowadays understand technology better than their lecturer from X or Y Generation. Moreover, the students can make attractively energetic videos that make us the audience motivated to watch.


These are the examples of their videos. Keep watching.





Some of us are often frustrated or have ever been frustrated. Sometimes we think that as if we are in a dead end when completing our task or job. Some of us have ever broken heart or we get problems with our works or tests. Or even we have a bad GPA. Additionally, some of us want to get out from a bad environment that we can not. What’s next? Then, sometimes we choose to take a break or to have a new inspiration. However, an inspiration does not come because we often end up just busy browsing around in various social media. Is the situation familiar to our mind? Sometimes we are often late or even not finish our responsibilities because of difficulty lifting back the spirit of ourself?

Once or twice a feeling of frustration does not matter. However, if we get used to giving up every time we get into trouble, our life must be far from success. We must look for inspiration and self-motivation tips from Bible, some books or advices. But in fact the most powerful motivation is the motivation that comes from ourself. In addition, if all this time we have always had trouble cheering ourself up, we have to find some other strategies to cope with our frustrating feeling.

Next: see some strategies to solve our frustration feelings.




There are some ideas that people have to follow when they have to make some statements using Likert Questions:

  1. The statements should be revised if it is taken from other source. The source must be written.
  2. The statements must have positive tendency.
  3. The statements must follow the ideas of basic sentence patterns. The sentence must have at least S and Verb.
  4. The statements must have only one complete idea.


How important is it for a good lecturer to be plans and objectives of the course material if given at the beginning of the lecture. (wrong idea)


The lecturer gives syllabus in the first meeting.


  1. All statements in one part must focus on one idea.
  2. The statement must be written in good clear grammatical sentence.
  3. The sentences must follow the rules of ‘tenses’.
  4. The questionnaire must have 2 other ideas besides the questions related to ‘topic question’, they are:
    • A letter to the people who will fill the questionnaire
    • Some Demographic Questions
  5. The typo should be hindered.
  6. All the statements must be checked before the questionnaire is distributed.



Demographic Questions can be related to:

  1. Sex
  2. Age
  3. The batch entering Perbanas Institute
  4. The semester in Perbanas Institute
  5. The total number of taking English 1:
  6. The total number of taking English 2:
  7. The total number of taking English 3:
  8. GPA






  1. The Bekasi District Court in West Java has sentenced five of the 19 suspects found guilty of producing and distributing fake vaccines, which sparked public uproar last year to various prison terms.
  1. Teman Ahok that works to gather support for Ahok to run as an independent candidate had collected around 630,000 IDs belonging to Jakartans.


A. The dispute includes the pretext for sending any individual to pre-trial detention.

B. The defamation clauses arguably have become the most effective instrument for repercussion against any individual in any special dispute.


A. Their certified palm oil and palm kernel oil outputs total 54% of all RSPO certified production.

B. The firms represent a range of large, midsized, and small operators.



  1. Freeport Indonesia has repeatedly rejected the idea of contract conversion and stated that if the dispute ——- (prolong), it might take the case to international arbitration, a move that many deem would be costly for both parties.
  2. The government —— (take over) of the mining site if it won in the international arbitration tribunal.



  1. If there is a question over how to protect our investors abroad, ——-.
  2. Each of the eight power plants had had an electricity production capacity of between 25 MW and 100 MW if ——-.


  1. Germany ——- (join) a growing list of countries and groups expressing concern over the antidrug campaign of the Philippine government last week.
  2. Since the signing of the international agreement, Germany ——- (consider) the Philippines as “a close partner of those who, like the government of Germany, reject this inhumane punishment under all circumstances.”
  3. Indonesia ——- (be) home to some of the richest biodiversity in the world.


  1. The results of the Nawacita evaluation by congress participants —— further (discuss) in the commission for recommendation, resolution and declaration.
  2. Defendants, Iin Sulastri and Syafrizal, —— (sentence) for their roles in assisting the production and spread of fake vaccines since last month.
  3. United manager Jose Mourinho was without suspended Zlatan Ibrahimovic and Ander Herrera, while Paul Pogba ——- (injur) and Henrikh Mkhitaryan was only on the substitutes’ bench.


 Jakarta Mass Rapid Transit – North-South Line 1


AECOM’s multidisciplinary team is working together to solve the prolonged and complex traffic issues in Jakarta’s downtown areas. As a growing city, transportations issues have risen significantly in Indonesia’s capital, Jakarta. Without major breakthrough in transport infrastructure, Jakarta’s traffic will be in total jam in 2020 and this will cost the city 65 trillion rupiah per year.


In the planning stages for more than 20 years, Jakarta Mass Rapid Transit (MRT) is envisaged to alleviate the gridlock in the heart of a greater metro area which houses almost 30 million people. The Jakarta MRT will stretch across 110.8 kilometers. This includes 23.8 kilometers for the North-South Corridor (Lebak Bulus – Kampung Bandan) and 87 kilometers for East-West Corridor. Japan International Cooperation Agency is funding the first phase of the Jakarta MRT which comprises seven elevated stations and six underground stations along 15.7 kilometers of the South-North Corridor from Lebak Bulus to Bunderan HI.


AECOM is providing a wide range of design services for the construction of three elevated stations in South Jakarta, an 8.8-hectare depot and a 6-kilometers long viaduct. Our multidisciplinary team is responsible for structural, civil, geotechnical, mechanical, electrical and plumbing and architectural design with provision of noise studies.


AECOM =          When Ashland chose to return to its core petroleum refining business in the late 1980s, Newman recommended an employee buyback proposal, resulting in the spin-off of Ashland Technology and the creation of AECOM (Architecture, Engineering, Consulting, Operations, and Maintenance) in 1990.


  1. What is the purpose of AECOM’s multidisciplinary team coming to Jakarta?
  2. Why do you think transportations issues have risen significantly in Indonesia’s capital?
  3. When will Jakarta have a stuck problem in its traffic?
  4. What problems will come if Jakarta does not solve its traffic? Give your own 2 reasons.
  5. What is the ‘noun’ word for the word ‘significantly’?
  6. What is the ‘adverb’ word for the word ‘cost’?
  7. What does the word ‘this’ in paragraph one, the last sentence, refer to?
  8. According to you, what is the meaning of the word ‘together’ in the first paragraph, the first line?
  9. What is the word in the text, the first paragraph, that has a similar meaning with the word ‘concerns’?
  10. What is the word in the text, the first paragraph, that can be replaced by the word ‘development’?


  1. S-V-O-O                                        agreement
  2. S-V-O-C                                         complicated
  3. S-LV-NOUN PHRASE           governmental
  4. S-LV-COMPLEMENT          uneasy
  5. S-V-O-A                                        expensive
  6. S-V-O-O                                      electricity                 SIMPLE PAST
  7. S-V-O-C                                       best                            SIMPLE PRESENT
  8. S-LV-NOUN PHRASE         lecturer                    PRESENT PERFECT
  9. S-LV-COMPLEMENT          English                     PAST FUTURE
  10. S-V-O-A                                        increase                  PRESENT CONTINUOUS





For a student, a lecturer must be regarded as second parents for having to educate, nurture, teach, and provide knowledge to them. It is only natural for students to honor the lecturer and vice versa.


Lecturers are only human. They also have weaknesses and strengths in presenting the materials. There are some characters and ideas of lecturers in giving materials. What do you think?


So according to some students of mine, there are two types of lecturers. The first is favorite lecturers and the second is hated ones. This time we are going to discuss what kinds of lecturers that most students like when the lecturers present materials. What do you think?


Now this is the time for you to present your ideas in writing about most Perbanas Institute students’ ideas related good lecturer when they present the materials in class. You must do some stephs.



Read an article about what a good lecturer first. Then you should make a note and put your ideas. You must make a spider web first and then you to write your outline.



Make 10 questions (statements) by using a Likert Questionnaire from a journal article.

Example 1: You can see and revise from

This questionnaire should take no more than 10 minutes and there are no foreseeable risks associated with participation. If you have any questions about this research, you can contact me at (240) 863-4775 or If you have any questions regarding your rights as a participant in this study please contact the chair of the institutional review board at St. Mary’s College of Maryland, Anna Han, at, or 131 Goodpaster Hall, Department of Psychology, 18952 E. Fisher Rd., St. Mary’s City, MD 20686.


Questionnaires can be returned to the envelope in the teacher work room, and will be collected on _________________. Return of the questionnaire and this sheet will be considered consent to participate in the study. I consent to participation in this study. Please follow the following directions:

  1. Read and answer the question on the attached sheet
  2. Return this packet to the folder in the teacher mailroom by _______________________
  3. By signing below, I consent for my responses to be used in the study entitled “What


Makes a Good Lecturer: Exploring Student and Lecturer Beliefs on Good Teaching”


Thank you and I hope you have great day!


Example 2: Questionnaire evaluating teaching competencies in the university environment. Evaluation of teaching competencies in the university; NEW APPROACHES IN EDUCATIONAL RESEARCH Vol. 4. No. 1. January 2015 pp. 54-61 ISSN: 2254-7399 DOI: 10.7821/naer.2015.1.106; Juan Antonio Moreno-Murcia, Yolanda Silveira Torregrosa, Noelia Belando Pedreño



Based on your questionnaire result, you will write 5 paragraphs. The content of paragraphs will talk about the result of your questions. Each paragraph consists of 80 – 100 words; not less and not more.

The paragraphs will be stated as

  • Paragraph I – Introduction or Introductory Paragraph
  • Paragraph II, III, and IV – Body Paragraphs (Content Paragraph)
  • Paragraph V – Closing Paragraph or Conclusion



  • Type your essay and send in 3 ways:
  1. Send to Mr. Septo’s Blog – “WHAT DO YOU THINK

A GOOD LECTURER FOR YOU?” by your identity EPP-WED-1030-1230-CLARA-1612000012-ESSAY1

  1. Send to Mr. Septo’s email.
  2. Print and submit on Mr. Septo’s table in the class in the following session.


  2. Moreno-Murcia, J.A., Torregrosa, Y.S., & Pedreño, N.B. (2015). Questionnaire evaluating teaching competencies in the university environment. Evaluation of teaching competencies in the university in New Approaches in Educational Research. Vol. 4. No. 1. January 2015 pp. 54-61 ISSN: 2254-7399 DOI: 10.7821/naer.2015.1.106

LAPORAN PENGABDIAN KEPADA MASYARAKAT – Peningkatan Kemampuan Berbahasa Inggris Anak-anak Panti Asuhan Panti Yatim Indonesia – Oleh Ignatius Septo Pramesworo




Peningkatan Kemampuan Berbahasa Inggris Anak-anak Panti Asuhan

Panti Yatim Indonesia

Jl. Tebet Barat IV No. 4, Jakarta 12810

Jakarta, 9 September 2016


Ignatius Septo Pramesworo

Oktober 2016





English Learning Using Song – Peningkatan kemampuan berbahasa Inggris anak-anak Panti Asuhan, yaitu Panti Yatim Indonesia

Tanggal:       Jumat, 29 Januari 2016

Waktu:         08.00- 11.30

Lokasi:         Panti Asuhan – Panti Yatim Indonesia

Alamat:        Jl. Tebet Barat IV No. 4, Jakarta 12810

Telepon:       021-829 8496


Pendamping:   Ignatius Septo Pramesworo (Dosen dengan Latar belakang pendidikan S1 dan S2 Bahasa Inggris dan pada saar ini sedang menempuh studi S2 Magister Manajemen dengan kosentrasi di bidang Pemasaran)


B. Pendahuluan

Guna memenuhi salah satu Tridarma Perguruan Tinggi yang wajib diampuh oleh setiap dosen di setiap semester. Saya, sebagai dosen Bahasa Inggris Perbanas Institute telah melakukan Pengabdian pada Masyarakat berupa peningkatan kemampuan berbahasa Inggris anak-anak Panti Asuhan. Tujuan dari pelaksanaan peningkatan kemampuan berbahasa Inggris anak-anak Panti Asuhan, untuk memberi semangat/motivasi kepada anak-anak Panti Asuhan dan menularkan materi Bahasa Inggris secara sederhana melalui pemberian lagu dan gerak.


Kegiatan pengabdian masyarakat ini terkait dengan sumbangsih ilmu yang dimiliki oleh dosen untuk memberikan pencerahan kepada masyarakat, khususnya bagi anak-anak Panti Asuhan, yang notabene adalah siswa –siswa sekolah dasar sampai dengan sekolah menengah tingkat atas.


Pemberian materi tidak melalui pembelajaran grammar (tata bahasa) tapi siswa diajak untuk bergerak dan bernyanyi sehingga diharapkan siswa lebih aktif dan terinspirasi untuk belajar Bahasa Inggris.



Pengetahuan dan kemampuan berbahasa Inggris sudah merupakan suatu kebutuhan bagi anak-anak khususnya pelajar SD, SMP, dan SMA di Indonesia. Pelajar-pelajar ini membutuhkan “Bahasa Inggris” yang membantu mereka baik untuk belajar maupun bekerja. Pada kenyataanya pelajaran Bahasa Inggris dan penggunaan Bahasa Inggris di kelas tidak didampingi dengan proses penggunaan Bahasa Inggris di luar kelas.Hasilnya sebagian besar pelajar di Indonesia tidak dapat menggunakan dan memanfaatkan Bahasa Inggris dengan benar.


Proses belajar mengajar Bahasa Inggris lebih menggunakan metode-metode direct, translation, atau one-way yang menjadikan siswa sebagai obyek dari pengajaran. Proses belajar mengajar menjadi kurang hidup dan menarik karena guru lebih sering mengajar siswa untuk mendengar, mencatat, dan menghapal. Proses belajar mengajar seperti ini sering dianggap kurang mendukung siswa untuk lebih dinamis dan termotivasi.


Bahasa Inggris sudah menjadi kebutuhan yang harus dipenuhi oleh seorang pelajar yang ada di Indonesia, khususnya DKI Jakarta, sejak usia dini. Hampir sebagian besar kehidupan saat ini telah tersentuh oleh Bhasa Inggris. Banyak hal baik disadari ataupun tidak telah menggunakan Bahasa Inggris, mulai dari kata-kata sehari-hari yang sudah merasuk seperti:

  • Handphone,
  • Television (tv),
  • Event organizer,
  • Reception,
  • Master Ceremony,
  • Dan lain-lainnya

Kata-kata yang jarang digunakan namun sebagian masyarakat sudah mengetahuinya cukup banyak dalam kosa kata Bahasa Indonesia, misal:

  • On the way (OTW)
  • By the way (BTW)
  • Brawling
  • Bully
  • Elderly people
  • Dan lainnya.

Oleh karenanya kegiatan Pengabdian pada Masyarakat yang diselenggarakan oleh Perbanas Institute kali ini lebih menitikberatkan kepada pendekatan masyarakat yang membutuhkan pendidikan dasar. Selain itu mahasiswa Perbanas Institute diajak untuk secara langsung mendapatkan pengalaman kekayaan batin dari proses pendampingan di Panti Asuhan.


D. Sejarah Panti Yatim Indonesia

Di seluruh Indonesia, jumlah anak terlantar menurut data Kementrian Sosial RI tahun 2010 mencapai  5,4 juta anak. Mencermati dan menganalisa data tersebut, membawa pengelolan Panti Yatim Indonesia pada kesimpulan bahwa pemeliharaan dan pendidikan anak terlantar adalah salah satu agenda yang memerlukan prioritas penanganan bersama di masa yang akan datang.


Belajar dari pengalaman selama ini, target mengurangi angka anak terlantar memerlukan langkah strategis yang terkoordinasi dan terintegrasi serta harus menggunakan yang humanis. Disamping kewajiban yang melekat dengan tugas pemerintah, tugas komplementer berupa keterlibatan dan peran serta masyarakat sangat dibutuhkan.


Berawal dari kesepakatan beberapa pedagang di lingkungan Pasar Induk Caringin Bandung Jawa Barat Indonesia, pada tahun 1998 lalu tepatnya di Gang Porib III, RT 003/002 Kelurahan Babakan Ciparay, Kecamatan Babakan Ciparay Kota  Bandung, bermodal rumah kontrakan untuk menampung 4 anak yatim untuk disekolahkan, yang  sebelumnya tidur dan mencari makan di sekitar pasar tersebut.


Seiring dengan semakin bertambahnya anak yang di tampung, makan dibuatlah lembaga formal pada tanggal 18 April 1998. Bpk. Ade Hendra adalah salah seorang  yang memunculkan nama Nurul Ummah yang berarti Cahaya Umat, disepakati menjadi sebuah  Panti Asuhan di bawah naungan organisasi masyarakat Yayasan Al-fajr. Dibina langsung oleh Dinas Sosial Kota Bandung dan bergabung dalam Forum Komunikasi Lembaga Kesejahteraan Sosial Anak  (LKSA)  Kota  Bandung.


Tahun  2009,  PSAA Nurul Ummah berganti nama menjadi Panti Yatim  Indonesia  (PYI)  dan  mengadakan perubahan manajemen, sistem pelayanan kepada anak asuh dan kepada donatur serta pembukaan beberapa cabang asrama di wilayah kota Bandung, dengan mengusung slogan Menyayangi Sepenuh Hati, kepercayaan donatur kepada kami semakin meningkat. hasilnya terjadi percepatan pembangunan organisasi menuju ke pada arah yang lebih profesionalisme untuk menjadi organisasi yang jujur, amanah dan terbuka.



Program pengabdian ini bertujuan untuk lebih memotivasi siswa akan Bahasa Inggris ini menggunakan “songs” dan gerak untuk lebih memotivasi siswa di dalam belajar Bahasa Inggris.

Diharapkan siswa dapat tertarik belajar berbahasa Inggris setelah mengikuti pendampingan pengabdian ini.




HOW TO USE A DICTIONARY By Ignatius Septo Pramesworo

HOW TO USE A DICTIONARY By Ignatius Septo Pramesworo

If you want to use a dictionary, you should know some ideas. For example:

  1. A dictionary will give the idea how to spell a word and its special plural form.
  2. It gives the idea, whether or not the word is capitalized or abbreviated.
  3. A dictionary will show you how to break the word into syllables.
  4. You can also know how to pronounce the word.
  5. A dictionary will give you the part of speech of a word.
  6. It also shows different meanings that the word has, as well as synonyms (same meaning) and antonyms (opposite meaning).
  7. In a dictionary, you can see a sentence or expression with the word used correctly.
  8. There are some meanings of important prefixes and suffixes.
  9. In a dictionary, you can find special uses of the word.
  10. Moreover, in some dictionaries, you can read the history of the word.
  11. You see also other words that are derived from the main word.


In special sections in some dictionaries you can also find:

  1. Foreign words and phrases;
  2. Abbreviations;
  3. Addresses of colleges or government offices; and
  4. The population of cities and countries.


If you implement the following ideas, you will save your time when you use a dictionary:

  1. Know and use proper alphabetical order;
  2. Use guide words to save time; and
  3. Check all abbreviations and symbols in the special sections


If at first you do not  succeed in finding the word, don’t give up. You might need to check several possible spellings before finding the word. You can substitute the meaning you find for the word in the sentence. Be sure you select the most appropriate meaning, not merely the first one you come to.

Moreover, you should try saying the word aloud after you look at the pronunciation key.

The idea of this paper was taken from The University of Alabama-Center for Academic Success

ADA TULISAN BAGUS – YUK MARI BERBAGI Oleh Ignatius Septo Pramesworo Semangat-Semangat-Semangat


Oleh Ignatius Septo Pramesworo



Semangat Indonesia Bersih teman-teman dan saudaraku, hari ini saya mendapatkan tulisan yang menurut saya bagus untuk dibaca. Tulisan ini dikirimkan melalui email dari Dr. Gatot Sutapa pada 8 Februari pukul 18:43 adalah ringkasan tulisan Robert J. Dickey yang mengajar di Kyongju University, Korea.


Tulisan ini mengenai Metode Penelitian untuk dosen dan guru terutama mereka yang berkecimpung di mata kuliah Bahasa Inggris. Teks ini memiliki sejumlah keunggulan dibandingkan buku lain yang lebih populer mengenai “penelitian”, dan teks ini dapat menjadi titik awal yang sangat berguna bagi mereka yang mempertimbangkan terlibat dalam sebuah proyek penelitian.


Ayo mari membaca. Semangat-semangat-Semangat


The demand for research


The past few years have seen an explosion in the number of demands placed on teachers of English. Standards of qualification and continuing professional development, involvement in materials development, and expectations of published research are pulling teachers in directions the “simple classroom teacher” may have never expected. This just to hold on to a job, let alone to climb the professional ladder!
Few teachers have been prepared to undertake research other than what might be required for their graduate school programs

While there are organized programs and professional societies to facilitate the education & training aspects of professional qualification, and an experienced teacher may be able to delve into their own “bag of tricks” in materials development, research support is harder to find.
Research methodology


Few teachers have been prepared to undertake research other than what might be required for their graduate school programs. Often these research projects have little applicability to the activities and interests of practicing teachers. Where to start? Which to do: applied research, action research, classroom (based) research, teacher research, experimental (clinical) research? Why? There is no consensus.
Jo and Steven McDonough provide a clear roadmap of options in their little publicized reference Research Methods for English Language Teachers. This text has a number of advantages over many of the more popular “teacher research” books, and is a very useful starting point for those considering engaging in a research project.
Action research?


Recent years have seen the growth in popularity of “action research” for English language teachers, yet there is considerable disagreement on the definition and essential elements within that form. The McDonoughs do not appear to prefer action research over other forms, but provide guidance and advice on the various choices a teacher must make. This is an important distinction from Anne Burns’ (1999) Collaborative Action Research for English Language Teachers, which is an excellent guide to conducting one form of action research.

As the McDonoughs observe, there is a danger of making a research paradigm so “alternative” that it becomes an “either /or” choice. While the context for this quote is that of teachers choosing not to consider the work of non-teacher researchers, this knife cuts both ways: teacher research that lacks the elements of generally accepted research practices may be discounted by those in authority (employers, journals, etc.). Action research is currently so broadly defined that it risks such polarization.

Types of research designs
It is impossible to count how many research designs are discussed in Research Designs for English Language Teachers, because the authors point out that lines are often quite fuzzy, and concepts overlap. Roughly the first 1/3 of the book is an introduction to research concepts, then eight chapters discuss the following areas: observation, diaries, numbers, experiments, asking questions, introspection, and cases. They note that they are “concerned primarily with the kinds of investigations that teachers can undertake as an integral part of their professional lives” (p. 103). They further observe that “it is not at all self-evident that the experiment method … is at all relevant” (p. 156).
Choices for this topic


In books of this nature, there is a balancing act to be performed. Graduate school courses may focus on statistical and research methods, and coursebooks are created to fill this need. We might call these “methods books.” Other books may serve more as an overview and inspiration to research. There are, of course, books that straddle this divide, to one side or the other.
Donald Freeman’s Doing Teacher Research is clearly an overview book, and quite nicely done in its way. Quite reader-friendly, and it provides numerous reader-study aids. It offers few tools for research, but is more of a “call to arms” for teachers to engage in research studies of whatever type. His book, like the McDonoughs’, does not incorporate “reflective teaching” as a research design. The McDonoughs’ chapter on introspective methods is oriented largely to recovering the thoughts of the learners.
Michael Wallace’s Action Research for Language Teachers provides far more detail in the “how to” aspects of conducting research, a step by step guide. I’ve noted elsewhere (2001) that it could be a “useful companion to a more traditional treatise in a Master’s course” and that “the detail in Wallace can be discouraging to a ‘cover to cover’ reader.” It’s an excellent desktop reference, and compliments this book rather than replacing it.
None of the books discussed here replace a good research methods course, and all novices in research should seek more experienced peers for suggestions and insights prior to delving deeply into a research project. Many of us are far from graduate school courses, however, and we must study as and when we can. As a general introduction to the issues of teacher research, Jo and Steven McDonough’s Research Methods for English Language Teachers is clearly a comprehensive and complete book designed for the practicing teacher of English.


Burns, A. (1999). Collaborative action research for English language teachers. Cambridge: Cambridge University Press

Dickey, R. (2001). Perspectives on Action Research. The PAC Journal, 1(1).
Freeman, D. (1998). Doing teacher research. Boston: Heinle & Heinle.
Wallace, M. (1998). Action research for language teachers. Cambridge: Cambridge University Press.


What is a Blog? History, Functions and How to Make a Blog By Ignatius Septo Pramesworo

What is a Blog? History, Functions and How to Make a Blog

By Ignatius Septo Pramesworo

What is a Blog? Blog is a Web application form. Basically Blog is a part of the web site which can be accessed online whose main function contains writings and drawings (contained in the post) on any web page.

Blogs are typically managed by a single user (others by several authors) made in accordance with the topics and goals of the user’s blog.

What is a function of a Blog?

Blog functions essentially as a media publication for channelling ideas or diary through writings that the fit in the post.

In the present development, the blog can be used to make money through ads that are installed on the blog. To be able to make money, certainly must have a blog visitor / visitor.

The History of Blog

Media Blog was first popularized by, owned by the company Pyra Labs promulgated in August 1999.

Because of this popularity, Pyra Labs was eventually acquired by Google in late 2002. Since then, there are many applications that is Open Source which is applied to the development of the author of the blog.

How to create a Blog

Here, there are some websites that you can use to start creating a Blog. Good luck. If you have problems, you can go to PTI Bureau in Unit V, 5th Floor.

  1. Start a Blog with WordPress

  1. From scratch, in 20 minutes, step-by-step.

  1. How to Start a Blog: 7 Simple Steps

Learn how to create a blog (step-by-step, with images) in 30 minutes.



BY Ignatius Septo Pramesworo


Occasionally someone said writing and its process were difficult. I, however, try, try, and try again to write, and the results, may be, are plain paper according to some people, but I have written some.

So let’s suppose to do good things for our own good, then we do not need to think of other people’s words. Yes, we should be able to look inside ourselves what we should do. One of the best things is Writing. We can share our feeling and expression through writing.

At this time, the month of January 2017 is one of the months when the campaign for the election of Governor of DKI Jakarta is held. I tried to write something that I think is interesting. I do not see my writing could be condemning or marginalizing certain potential governor mates, but I see my writing could be useful topic for myself to introspect. Indeed, this topic is relevant. I hope my ideas and example will be considered wisely and they could be feedback, not a thread.

Every person is created by God Almighty uniquely. Everyone has strengths and weaknesses. Each person has many negative sides and many positive aspects. Everyone has good characters and bad characters. He or she has his or her own strengths and weaknesses. In addition, everyone mysteriously has a conscience that always leads him or her to right paths, good ways, and right choices, which are based on his or her own deep hearts. Moreover, all these directions will lead him or her to become better and better in his or her life. It is the purpose of God Almighty to create religion for human being so that human being can be closer to God and his or her neighbors in a balanced way.

The idea of “Hypocrisy” itself is the nature of a person in which the person appears or presents himself or herself well to others and hide things that are bad.

The hypocrisy is so hated by God. Allah does not love those who are hypocrites. There are many Indonesian proverbs that signify this trait, for example: “a two-headed snake”, “duplicity” and “double face”. There are lots of ideas that illustrate hypocrisy that is so hated by everyone. A hypocrite character can be very dangerous because of its versatility to hide the truth. A hypocrite person has a very clever act and a sweet face, even he or she can be hostile to others especially to somebody that he or she wants to hurt.

There is a story about a best friend of mine who I think it is interesting to tell. My best friend meets me monthly but he often tells his heart to me. At this time in his company he holds a considerable important post. He has a qualified knowledge and experience background both in religion and in his scientific field.

Several times my best friend tells me that he likes to do injustice to his friends and subordinates. I do not know why!! He knows that his actions or his character is wrong. Most of people told him that they did not like with what he has done to them. Additionally his close friends and subordinates have suggested him not to do so. He however did it anyway. In front of people – his friends or subordinates, he often mentioned something good and nice. He told me about good things or what a good person has to conduct. While telling, he always smiled. His face showed that there was no problem during the conversation. Or there was no argument happened during the conversation and he may be disagrees with other people’s opinion.

In vice versa, every time we met, my best friend for sure is almost always talking about his injustices. He told it in different attitudes, sometimes he is sad, sometimes he seems to get angry, or even sometimes he is as satisfied. I was sad to hear it when every time he met me. Frankly I was initially shocked because injustice is categorically forbidden and prohibited within each religious teachings. My best friend is also aware that his injustice action is bad practice. He also told me that he always repented but he did it anyway. Once again I am confused.

Finally I tried and tried to read a few things one of which is hypocrisy. My best friend has absolutely performed hypocrisy. How would you feel if you are betrayed by someone else? Surely you will be in sadness, disappointment, indignation, anger mixed into one. Moreover, we are especially betrayed by our own friends. Therefore, we need to know the characteristics of hypocrites.

We can tell that someone has the hypocritical character of the signs that were taken or given by such person, namely:

  • if the person is hypocritical to speak, he or she would speak lies,
  • If the hypocrites promised, then such promises often he or she will break his or her promises, and
  • if we rely on the hypocrites, he or she would flip.

We can see the hypocrisy from its results. The nature of the hypocritical thing is expressed either to himself/herself or to others. Hypocrites bring negative consequences that are very dangerous, both for the perpetrator and for others. Among the negative consequences are as follows.

  1. Hypocritical behaviour is very harmful to others, both morally and materially.
  2. A person who acts hypocritically has hurt himself /herself. He/she will no longer be trusted because of his/her habit to lie, cheat and break a promise.
  3. Hypocritical behaviour can undermine social order for an individual mistrust to other individuals.
  4. God and any religion teachings do not like hypocritical behaviour.

As we remember the dangers and hypocritical nature, it is appropriate if we try to avoid this trait in everyday life.