scholarly journals Bullying Pada Anak Usia Dini

2020 ◽  
Author(s):  
Nadya Ufairah
Keyword(s):  
Writing Theory

Artikel ini saya buat untuk meningkatkan kemampuan menulis saya. Sungguh, tidak sedikit diantara kita yang mereduksi arti menulis sekadar menorehkan pulpen pada kertas atau menekan tuts-tuts komputer sehingga tulisan muncul di layar monitor komputer. Tidak salah memang, tetapi menulis bukan hanya lakuan sedemikian [1]. Dalam kerangka Ersis Writing Theory (EWT), seseorang hanya bisa menuliskan apa yang ada di pikirannya atau apa yang telah ditulisnya di otak [2]. Tulisan atau cuitan orang tertentu di media sosial yang mengadu-domba atau memaki-maki. Kemampuan mengadudomba dan memaki-makinya semakin lama semakin bagus [3]. Pada zaman sekarang banyak sekali muncul kasus bullying atau merundung orang lain karena berbagai macam alasan. Tetapi, yang lebih banyak adalah karena merasa ingin dihormati atau orang yang terlalu gila hormat. Sebenarnya saling menghormati itu penting bagi sesama manusia, tetapi mungkin cara yang dilakukan salah dan ada beberapa alasan lainnya yang membuat seseorang membully orang lain. Bullying dapat terjadi di lingkungan sekolah, kerja, bahkan internet (Hamarus dan Kaikkonen, 2008; Einarsena, Hoelb, dan Notelaersa, 2009; Slonje dan Smith, 2008). Bullying yang terjadi di sekolah dapat terjadi antara kakak kelas-adik kelas, guru-murid, ataupun teman sebaya (Sejiwa, 2008; Hamarus dan Kaikkonen, 2008) [4]. Kata Kunci: bullying, usia dini, remaja, sosial media

Futures Honed

Futures ◽  
2021 ◽  
pp. 118-134
Author(s):  
Barbara Adam
Keyword(s):  
Social Sciences ◽  
Original Work ◽  
Collective Responsibility ◽  
The Past ◽  
Writing Theory ◽  
Time Space ◽  
The Social ◽  
The Future ◽  
Verse Form ◽  
The Way

This chapter comprises an interview between Barbara Adam and the editors, and is followed by Adam’s ‘Honing Futures’, which is presented in four short verses of distilled theory. In the interview Adam reflects on thirty-five years of futures-thinking rooted in her deeply original work on time and temporality, and her innovative response to qualitative and linear definitions of time within the social sciences. The interview continues with a discussion of the way Adam’s thinking on futures intersects in her work with ideas of ethics and collective responsibility politics and concludes with a brief rationale for writing theory in verse form. In ‘Honing Futures’, a piece of futures theory verse form, Adam charts the movements and moments in considerations of the Not Yet and futurity’s active creation: from pluralized imaginings of the future, to an increasingly tangible and narrower anticipated future, to future-making as designing and reality-creating performance. Collectively, the verses identify the varied complex interdependencies of time, space, and matter with the past and future in all iterations of honing and making futures.

scholarly journals PENERAPAN METODE MIND MAPPING UNTUK MENINGKATKAN KETERAMPILAN MENULIS KARANGAN DESKRIPSI BAHASA INGGRIS PESERTA DIDIK KELAS X AP-1 SMK WIDYA MANDALA BADUNG

2018 ◽  
Vol 2 (2) ◽  
pp. 144
Author(s):  
I Made Purna Wijaya
Keyword(s):  
Data Analysis ◽  
Data Collection ◽  
Quantitative Data ◽  
Teaching And Learning ◽  
Mapping Method ◽  
Learning Method ◽  
Mind Mapping ◽  
Analysis Techniques ◽  
Writing Theory ◽  
Writing Skill

[Title: The Application of Mind Mapping Method to Improve Writing Skill in Writting English Descriptive Text of Students at Grades X AP-1 SMK Widya Mandala Badung] The aim of this paper is to determine students’ writing skill in doing descriptive. The research was conducted in the form of classroom action research, and mind mapping as learning method applied for improving students’writing skill. The application of this method in teaching and learning process arre expected to solve the problem that are faced by students at grade X AP1 SMK Widya Mandala. Constructivism theory were used to determine the learning model , in this case it has the same direction with mind mapping method. The theory of grammar and writing theory were used as a reference in making the assessment rubric. Methods of data collection and data analysis techniques performed quantitatively and qualitatively. Data were collected through a method of testing, observatiaon and questionnaires. The quantitative data collected through test and questionnaires, while the qualitative through observation. The result of the data analysis were presented in tables and charts with the description. The increased writing skill of the students can be seen from the average class grade, that is it is 63,7 in the pre-test, in the first cycle it became 73,9 and in the second cycle it became 78,3. The increased writing skill of the students is also proved by the increased percentage of grade achieved by the students that is more than 70. In the pre-test, the percentage of grade achieved was 33,33%, in the first cycle it became 59,26% and in the second cycle it became 100%.

How report writing supports paramedic students' learning

2020 ◽  
Vol 10 (1) ◽  
pp. 2-7 ◽  
Author(s):  
Elizabeth L. Angeli
Keyword(s):  
Writing Skills ◽  
Writing Studies ◽  
Threshold Concepts ◽  
Transformative Power ◽  
Writing Theory ◽  
Critical Skills ◽  
Pass Through ◽  
Audience Awareness ◽  
Training Programmes ◽  
Writing Practice

Writing skills are critical as emergency medical services (EMS) use them to support patient care, yet limited research supports EMS writing practice and pedagogy. The field of writing studies and its sub-field of technical communication offers theories and methods to understand these skills. Grounded in writing theory, this article reports on a longitudinal study about paramedic documentation training and uses the framework of ‘threshold concepts’: ideas, knowledge, and skills writers gain that transform learning. This study collected paramedic students' writing over 2 years, and participants also completed interviews and focus groups. Grounded theory and textual analysis guided data analysis. Findings suggest that paramedic students pass through significant learning thresholds when they write during field training, including developing expertise, audience awareness, and reflection. In turn, writing provides an opportunity for paramedic students to learn critical skills. This article provides assignment ideas that training programmes can use to harness writing's transformative power.

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