RENTANG MASA DAN BUDAYA MANDAILING PADA PUSTAHA LAKLAK DAN NASKAH BAMBU DI BAGAS GODANG HUTA GODANG, MANDAILING NATAL

The Mandailing people have a writing habit that develops in their region. The influence of Hindu-Buddhist culture has influenced the culture of writing in the communities around the area. The use of written sources with local characters, one of which is found in Bagas Godang Hut Godang, Kec. Ulu Pungkut, Mandailing Natal. From the results of the research that has been carried out, it is not certain that the time span of making and using these manuscripts by the Mandailing people in the past cannot be ascertained. Through this background, the research problem is related to the span of time of making and using pustaha laklak and bamboo manuscripts stored in godang huta Godang bagas, Ulu Pungkut District, Mandailing Natal Regency, North Sumatra. Besides that, what is the description of the Mandailing community during that period. The research method used is qualitative research methods. From the analysis, it is known that pustaha laklak A-2/2014 was made and used in the range of 1720 - 1890 AD and the bamboo manuscript B-5/2014 was made and used in the range of 1790 - 1950 AD. The existence of pustaha laklak A-2/2014 and bamboo manuscripts B-5/2014 is proof that in the 18-20s AD the Mandailing region was still a small kingdom consisting of several huta (villages). Masyarakat Mandailing memiliki kebiasaan tulis-menulis yang berkembang di wilayahnya. Pengaruh budaya Hindu-Buddha telah mempengaruhi budaya tulis-menulis pada masyarakat di sekitar kawasan tersebut. Penggunaan sumber tertulis dengan aksara lokal salah satunya terdapat pada bagas godang huta Godang, kec. Ulu Pungkut, Mandailing Natal. Dari hasil penelitian yang telah dilakukan belum dapat dipastikan terkait rentang masa pembuatan dan penggunaan naskah-naskah tersebut oleh masyarakat Mandailing pada masa lalu. Melalui latar belakang tersebut adapun permasalahan penelitian adalah terkait rentang masa pembuatan dan penggunaan pustaha laklak dan naskah bambu yang disimpan di bagas godang huta Godang, Kecamatan Ulu Pungkut, Kabupaten Mandailing Natal, Sumatera Utara. Selain itu bagaimana gambaran masyarakat Mandailing pada rentang masa tersebut. Metode penelitian yang digunakan adalah metode penelitian kualitatif. Dari hasil analisis diketahui bahwa pustaha laklak A-2/2014 dibuat dan digunakan pada kisaran tahun 1720 - 1890 Masehi dan naskah bambu B-5/2014 tersebut dibuat dan digunakan pada kisaran tahun 1790 - 1950 Masehi. Keberadaan pustaha laklak A-2/2014 dan naskah bambu B-5/2014 ini sebagai bukti bahwa pada abad 18-20an Masehi wilayah Mandailing masih berupa kerajaan kecil yang terdiri dari beberapa huta (kampung).

Influence of the interaction between parental myopia and poor eye habits when reading and writing and poor reading posture on prevalence of myopia in school students in Urumqi, China

Background To evaluate the prevalence of myopia in school students in Urumqi, China, and explore the influence of the interaction between parental myopia and poor reading and writing habits on myopia to identify the at-risk population and provide evidence to help school students avoid developing myopia. Methods A cross-sectional survey was conducted with 6,883 school students aged 7–20 years in Urumqi in December 2019. The Standard Eye Chart and mydriatic optometry were used to determine whether students had myopia. Falconer’s method was used to calculate the heritability of parental myopia. Multivariate unconditional logistic regression models were used to analyze the risk factors for myopia and the additive and multiplicative interaction of parental myopia and poor reading and writing habits. Results After standardizing the age of the 6,883 students, the overall prevalence rate of myopia was 47.50 %. The heritability of parental myopia was 66.57 % for boys, 67.82 % for girls, 65.02 % for the Han group, and 52.71 % for other ethnicities. There were additive interactions between parental myopia and poor reading and writing habits; among them, parental myopia and poor eye habits when reading and writing (the distance between the eyes and book is less than 30 cm when reading and writing, fingers block the sight of one eye while holding the pen, and leaning one’s body when reading and writing; habit 1) increased the risk of myopia by 10.99 times (odds ratio [OR] = 10.99, 95 % confidence interval [CI] = 8.33–14.68), parental myopia and poor reading posture (reading while lying down, walking, or in the car; habit 2) increased the risk of myopia by 5.92 times (OR = 5.92, 95 % CI = 4.84–7.27). There was no multiplicative interaction between parental myopia and habit 1 or habit 2 (OR = 0.69, 95 % CI = 0.44–1.08; OR = 0.89, 95 % CI = 0.66–1.21, respectively). Conclusion The prevalence of myopia among students in Urumqi, Xinjiang is relatively high. The risk of developing myopia is affected by parental myopia and poor reading and writing habits. In addition, parental myopia amplifies the harm caused by poor reading and writing habits, thereby increasing the risk of myopia. Students with parents who have myopia should be targeted during myopia prevention efforts.

The Usage of Yu 于 and Yu 於 in Warring States Period and Han Dynasty and the Transmission and Writing Habit of Classical Texts

The question of yu 于 and yu 於 in classical Chinese, as two characters often used to record the same grammatical word, has been debated for centuries. Scholars already proposed very detailed analysis related to some specific uses of each of them. Without questioning the existence of specialized usages of both characters in later text, the author proposes here to focus on the earliest evidences provided by inscriptions and manuscripts to understand the origin of their relationship. I conclude, with other scholars, that the difference in use between yu 于 and yu 於 is primarily a question of historical development of the language, the former appearing earlier than the latter. Moreover, the way both characters are used elucidates questions of transmission and attitudes on language use which go far beyond the linguistic frame.

Implementation of Dialogue Journal in Teaching Writing Descriptive Text

Dialogue Journals Writing (DJW) or Written Dialogue Journals are written dialogues or conversations between students and teacher kept in a personal journal book over period of time on a particular topic preferred by both the students and the teacher (Peyton and Reed, 1990; cited from Collin (2003). This study explored the implementation of dialogue journal as media in teaching writing descriptive text. The subjects of this study were students at Eleventh Grade of vocational high school. This study is qualitative case study which conducted in three meetings. The data were obtained from classroom observations, documentations from the learners and questionnaire. The result of document analysis showed that the students’ writing was poor. It can be seen from the students’ writing performance which was analyzed based on the writing indicator by Brown and Abeywiakram (2010). However, from the students’ dialogue showed that the students could understand the content of their friends’ writing. Also from the students’ dialogue, they could express their feelings toward their friends’ writing. While the result of classroom observation showed that the implementing of DJW brought new atmosphere for the students during learning activity. They could enjoy the learning while writing descriptive text through DJW. Meanwhile the result of questionnaire showed that students gave positive response toward implementing DJW. As the suggestions, the use of Dialogue Journal can be solution for the students who lack of practice writing. Moreover, it can build their writing habit. Thus, the teacher can use Dialogue Journal in learning activity.

Transformation of Writing Habit on Students at Junior High School and Vocational High School Awal Karya Pembangunan Lubuk Pakam

Writing Learning must still be based on Core Competencies (KI) which are then announced in Basic Competencies (KD) and Indicators through learning material. Similarly, the writing material results from field observations and observations. Add another competition for scientific publication of adolescents conducted at the District / City, Provincial and National Level. While the material can be achieved and competitions can be followed. In this paper, it is discussed giving habit transformation of writing through concepts and for example making students see general writing, then students look for references and field data. Only to discuss the substance of scientific writing needs field reinforcement data carried out by students and must be guided directly by the guidance teacher through habit transformation of writing so that the validity and writing of scientific writings can be accounted for. The results of habit transformation in adolescent students are quite significant, so that the 5 texts that have begun to be seen develop and several texts in the process of improvement. Of the seven texts prepared the results are quite encouraging. 2 manuscripts have started the results of their writings by fulfilling the rule of writing.

‘Take them Serious’: Strategic interventions to foster students' academic writing skills

The present paper builds on Elbow’s (1998) idea of ‘free writing’ to explore methods to foster academic writing skills. Rather than focusing on a deficit student in need of ‘fixing’, we embed ‘free writing exercises’ within classroom practice so that all students develop a critical writing habit. The aim of this paper is to explore how we enable students to find an academic ‘voice’ as we support them on the way to becoming successful academic writers. In this context, we argue for academic/study skills modules/strategic interventions that respect ‘hard to reach’ students as we build on their existing strengths and knowledge – and develop their writing skills.