Diplomatic and Consular Law

Diplomatic and Consular Law
Definition of diplomatic law is not much revealed, because the essence of diplomatic law is part of international law that has some of the same legal sources such as international conventions.
Diplomacy is a way of communication carried out between various parties, including the negotiations between the representatives that have been recognized. Practices such countries have long been institutionalized, and then incarnated as the rules of international law. Traditional sense but the words 'diplomatic law' is used to refer to the norms of international law governing the status of a diplomatic mission functions that are exchanged by the countries that have diplomatic relationship, it is different with current notions that not only include the diplomatic relations and consular between countries, but also representation of the state in relation to international organizations.
Of understanding, as mentioned above can be drawn the conclusion that some important factors that relations between nations to develop cooperation and friendship, the relationship is conducted through the exchange of diplomatic missions, including its officials. Thus, understanding the nature of diplomatic law are provisions or principles of international law governing diplomatic relations between the countries on the basis of common agreement and the provisions or the principles set out in legal instruments as a result of the codification of international law and custom development progress of international law.
In its development, diplomatic law has a scope that extends to not only include the diplomatic relations between states, but also relations and consular representation of the state in relation to international organizations that have particular responsibilities and membership of a global or international organization commonly known as the universal . Even within the framework of diplomatic law may also include provisions on the protection of safety, the prevention and punishment of crimes directed at diplomats.
Diplomatic officials sent by some other country to have considered having a special sacred nature. As a consequence, they have been granted diplomatic immunity and privileges, this is a rule of international law practice has been established, including property, buildings and communications. To show the totality of diplomatic immunity and privileges, there are 3 teory frequently used in this case, namely; exterritoriality theory, the representative character theory and theory of functional necessity. The nature and principles that are given to the diplomats by the recipient country's national laws. Granting of these rights based on reciprocity between states and is absolutely necessary in order to:
Develop friendly relations among nations, without considering the constitutional system and their different social systems.
Not for the individual but to ensure the operation of diplomatic officials duties efficiently, especially in the task of representing the state.
Diplomatic immunity and privileges will continue until the diplomats have a proper time before his departure after completing his task in any recipient country. But every time the recipient country can request the sending country to attract diplomats when he was declared persona non grata.
Essential International Law
What is the importance of international law is to provide a clear restriction on state authority in the implementation of interstate relations. This is contrary to the interests of international political organization that aims to maintain or increase power. Therefore, the law provides significant operational instructions about permissibility and prohibition to limit the absolute power of the state.
Reality linkages between the two dimensions of this relationship leads to the question the essence of law as a coercive force. Effectiveness of the legal problems in international relations raises two diameteral consequences are opposite each other. First, the structure of national laws is higher than in international law. This understanding of international legal implications of a country's domestic policy will be measured based on the national legal system. Here the new international law would apply if not in conflict with national law Siwak F. To be effective, international law also needs to be adopted prior to the national law, which is a process undertaken including through ratification. Essentially a legal doctrine of pacta sunc servanda which serves as a legal agreement for the parties. Agreement reflects the intention to achieve free voluntarily by the subject of international law that have equality with one another. In contrast, legal votes could not function effectively if there is no desire to submit to the state under the provisions arranged. Then the second understanding meanwhile argued that international law apply as domestic law Siwak F binding state without going through the process of adoption into national law. According to this paradigm is the foundation of international law governing the highest interstate relations. Source of binding force of international law is the principle of natural law (costumary) which places reason the international community as an ideal and an ideal source of the highest law. Regardless of whether or not this agreement, the state can legally bound by the principles of international law applicable by Siwak F universal or international customs. Customary itself proves that the practice of the state of the same thing and have been crystallized, so recognized by the international community has legal implications for the violations against him.
Diplomatic Law Definition

Speaking of diplomatic law certainly can not be separated from what is called the diplomacy. Diplomacy is a way of communication carried out between various parties, including negotiation between representatives who have been approved. There are some experts who tried to give definis of diplomacy, some of which are:
1.Random House Dictionary:
"The conduct by Government officials of negotiations and other relations is between nationas; the art of science of conducting such negotiations; skill in managing negotiations, handling of people so that there is little or no ill-will TACT".
2.Sir Ernest Satow:
"Diplomacy is the application of intelligence and TACT to the conduct of official relations between the Goverments of Independent States, sometimes extending also to their relations with vassal states; or more briefly still, the conduct of business between States by peaceful means".
3.Quency Wright (in the book The Study of International Relations) provides limits in 2 ways:
a. The employment of TACT, shrewdness, and skill in any negotiation or transaction.
b. The art of negotiation in order to achieve the maximum of cost, within a system of politics in which war is a possibility.
Nicholson 4.Harold:
a. The management of internal relations by means of negotiation.
b. The method by which these relations are adjusted and manage by Ambassadors and
envoys.
c. The business of art of the diplomatist.
d. Skill or address in the conduct of international intercourse and negotiations.
5. Brownlie:
"... Diplomacy comprises any means by which states establish or maintain mutual relations,
communicate with each other, or carry out political or legal transactions, in each case
through their authorized agents ".
If viewed from the traditional understanding, diplomatic law is used to refer to the norms of international law governing the status and functions of diplomatic missions that are exchanged by the countries that have diplomatic relationship. Definition of diplomatic law traditionally has now been extended because of diplomatic law now includes not only diplomatic and consular relations between countries, but also include state representation in relation to international organizations.
There are several important factors to be gained from understanding the law of diplomatic previously mentioned above, namely:
Relations between nations to develop cooperation and friendship.
Relationship was conducted by an exchange of diplomatic missions.
The officials concerned should be recognized status as a diplomatic representative.
Of the factors mentioned above, the notion of diplomatic law are essentially the provisions or principles of international law governing diplomatic relations between the countries on the basis of common agreement and the provisions or the principles set forth in the legal instruments as results from the codification of international customs law and advances the development of international law.

B. Development of Diplomatic Law Codification
In social interaction, such countries are familiar with consular missions and diplomatic in a very general sense as it is now known in the 16th century and the 17th, and the classification of the Diplomatic Heads of Mission have been set out in the Congress of Vienna in 1815 as follows:
1.Duta-ambassadors and emissaries (Ambassadors and legate)
2.Minister plenipoteniary and envoys extraordinary
Business 3.Kuasa (charge d 'affaires)
And after the United Nations was founded in 1945, two years later established the International Law Commission. After thirty years (1949-1979), the commission has been dealing with 27 topics and subtopik international law, 7 of them are there laws regarding diplomatic, namely:
1.Pergaulan and diplomatic immunity
2.Pergaulan and consular immunity.
3.Misi-specific mission
4.Hubungan between states and international organizations
5.Masalah protection and not be disturbed gugatnya diplomatic officials and others who receive special protection under international law.
6.Status diplomatic courier and the diplomatic bag is included in the diplomatic courier.
7.Hubungan between countries with international organizations

C. UN Conventions Concerning Diplomatic Law
1. 1961 Vienna Convention on diplomatic relations
After the founding of the United Nations in 1945, for the first time the development of codification of international law including diplomatic law has started in 1949 by the Intensive International Law Commission, especially on the provisions concerning the immunity and diplomatic relations that have been outlined in detail.
1961 Vienna Convention consists of 53 chapters covering almost all important aspects of a permanent diplomatic relations between countries. In addition, there are also 2 protocol options citizenship issues and the need to resolve the dispute, each of which consists of chapters 8-10. Vienna Convention and its 1961 protocol with the two already in effect since April 24, 1964 to December 31, 1987. There are a total of 151 countries to the parties to the Convention, where 42 of them are parties to the protocol option of obtaining citizenship and 52 countries have become parties to the protocol of having the option to resolve the dispute.
1-19 Article 1961 Vienna Convention regarding the establishment of diplomatic missions, the right and the means for removal and transfer of credentials from the Diplomatic Heads of Mission (Ambassador); chapters 20-28 of the immunity and privileges of diplomatic missions, including the which the various tax exemption. Section 29-36 is about the immunity and privileges granted to diplomats and privileges for family members and care staff who work in them and contain 48-53 articles about various provisions of the signing, accession, ratification and entry into force of the Convention.

2. 1963 Vienna Convention on consular relations
For the first time to hold a codification of business rules of the institution has been done in consultation Konverensi American countries in 1928 in Havana, Cuba, where in that year approved the Convention on Consular Agents. After that, felt there was not a serious enough effort to hold a further codification of the rules on consular relations until after the UN General Assembly asked the International Law Commission to do the codification of the problem.

3. New York Convention of 1969 on a special mission
The Convention of Vienna in 1961 and 1963 have been put codification of existing common law, while the convention is intended to provide a more organized rules regarding special missions have different objectives with limited diplomatic missions permanent.

4. New York Convention on the prevention and punishment of crimes against person -
who according to international law, including diplomats.
In its development, diplomatic law has noted further progress with particular required by a convention, an important obligation for the recipient country to prevent any attack directed at a person, freedom and honor of the diplomats as well as to protect the diplomatic representation of the building. In 1971, the Organization of American States has approved a convention on the matter. In the trial that the 24 in the year 1971, in connection with the increasing crime committed to the diplomatic missions, including the diplomats, the UN General Assembly has requested the International Law Commission to prepare draft articles on the prevention and punishment of crimes committed against people a protected person of international law. Convention on the issue was finally approved by the UN General Assembly in New York on December 14, 1973 with rseolusi 3166 (XXVII).
In the preamble, emphasized the importance of the rules of international law should not be disturbed gugatnya and need special protection to people who under international law must be protected, including the obligations of states in addressing and overcoming the problem. 1973 New York Convention is composed of 20 chapters and although only a few provisions, but enough to cover the various aspects relating to the protection and punishment of violations.

5. 1975 Vienna Convention on the representation of the state in relation to the
International organizations that are universal.
The importance of this convention the formulation actually encouraged by the situation where the growth of international organizations so rapidly both in number and scope of legal issues arising from the relationship with the state of international organizations.
In a further development, there are problems in the trial in 1971 who filed three issues, namely:
1.Dampak that may occur in exceptional circumstances such as lack of recognition, lack of decision, diplomatic and consular relations, or a weapon in disputes between members of the international organization itself.
2.Perlu inclusion of provisions on dispute settlement
3.Delegasi observers from the countries to the various bodies and conferences.

D. Source of International Law

Talking about the source of diplomatic law certainly can not be separated from sources of international law because of diplomatic law is basically a part of international law itself.
According to Article 38 of the Statute of the International Court, the source of diplomatic law include:
a. Convention or international agreement.
b. International habit.
c. Common law principles
d. Legal doctrine.

1. convention or international agreement.
Conventions or international agreements in general are essentially involves many countries as parties, therefore, convention or treaty is commonly known to have a multilateral character. While in the particular sense, the convention can occur with only a few countries and if only between the 2 countries have, generally referred to the bilateral nature.
Conventions or international agreements in general are known and can be accepted as a source of international law. However, we need to remember that many international treaties do not create a general rule in international law, but merely a statement of the rules that already exist. Therefore, international treaties yan can be considered as a source of international law is not the ordinary international treaties, but in a special type called the treaty that created the law (treaty law making).
But also need to understand if the agreement creates a legal nature can not be enforced or do not have the binding for countries that perform specific rejection of the agreement. Examples of international agreements that created the law:
1.The Final Act of the Congress of Vienna (1815) on Diplomatic Ranks.
2.Vienna Convention on Diplomatic Relations and Optional Protocols (1961)
Beside the convention, there was also a resolution or a declaration issued primarily by the UN General Assembly that could cause problems if they can be considered to have legal obligations are binding.
With regard to the issue of the resolution that, traditionally, resolutions and declarations that do not possess such agreements should be considered to have no compulsory powers for not creating law, but in addition to the traditional view that, started to develop a theory of the agreement reached on a consensus basis for countries to its ties with the legal obligations are concerned.
Although there are two opinions as it has been proposed above, the force of law for a resolution is still not clear limitations. Existing problems is when the resolution was approved by a majority of member states, whether the resolution has a binding legal force.
In this case, the resolution produced by normal road would not make, formulate or change the resolution it became international law. However, the new resolution was said to have binding force if the resolution is universally supported, or if the UN General Assembly has declared intention to create a resolution that states the law or legal basis and if the contents of this resolution is reflected in the common customs country. Examples of resolutions that became a source of international law, resolution 3166 (XXVIII).

2. international customs
Concerning the status of international custom as a source of international law has been stated in Article 38 of the Statute of the International Court and is considered the reality of general practice accepted as law, however, the legal basis of international practice before has aroused opposition, especially for newly established country.
Problems concerning the legal basis of international practice is debated in the International Law Commission and in particular the UN General Committee when formulating the draft Article 24 of the Statute of the International Law Commission agreed that:
"A general recogintion among states of a certain practice as obligatory", The Emergence of a
principle or rule of Customary international law would seem to require presence of the following elements:
a. Concordant practice by a number of states with reference of a type of situation
failing within the domain of interantional relations;
b. Continuation or repetition of the practice over the considerable period of time;
c. Conception that the practice is required by, or consistent with, prevailing
international law; and
d. General acquiescence in the practice by other States.
Habit and international agreements are the main source of diplomatic law, while other sources of diplomatic law in nature is a subsidiary is:
a. Common law principles.
b. Doctrine or the international court decision.
What is meant by common law principles are general principles recognized in the law recognized by nations. Especially on the Court's decision, the source of this law essentially has no binding force (as well as general legal principles) except for certain parties involved in a case.

genres

KOMIK

1. Comics Science 09 th Edition IV
Publisher: Primagama, Yogyakarta


Synopsis:
Twins lilo and lilac are playing in the garden beside the house. Lilo complained that mosquito bites but not because of lilac lilac was in the midst of lavender bloom. Lilo wondered why lilac is not bitten by mosquitoes, because akhrnya wandi explain why lilac is not bitten by mosquitoes. It turned out that mosquitoes do not like the smell of lavender lavender so many drugs used for mosquito repellent.





2. Heroes Hygiene
Published by: Department of Health Klaten District Government, Public Health Service of the Provincial Government of Yogyakarta Special Region, UNICEF, and the Johns Hopkins Bloomberg.

Synopsis:
This comic book invites children to health care such as bathing twice a day, brush after meals and before bed, clean the yard, eating clean food and nutrition, as well as washing hands before and after meals.


3. Five Hygiene
Published by: Department of Health Klaten District Government, Public Health Service of the Provincial Government of Yogyakarta Special Region, UNICEF, and the Johns Hopkins Bloomberg.


Synopsis:
Five heroes with superhuman powers in charge of maintaining cleanliness and health in action in one of the shabby village. Each hero has powers different, including fairy power water purification, clean disinfectant foam bubble, plasma shields, cyclo tornadoes, and hypno clean. With their strength in action and managed to awaken the villagers the importance of hygiene for the health agency.



4. Spongebob Squarepants.
By Nikeledeon Tm.



Synopsis:
One day in the field jellyfish, spongebob the count and name every jellyfish he had caught. But just a jellyfish in blue and have not caught and the given name. Spongebob trying hard to catch him but I could not and finally exhausted. Spongebob tempaty back to work, when he breaks out a jellyfish jelly and mix it with krabby patty. Spongebob has caused intriguing patty krabby customers and they wanted to try it. As a result they were infatuated with a sense of jellyfish jam it. Seeing that, the master ordered the shop owner krab spongebob to catch all the jellyfish to the capture jellinya. Malama days after catching the jellyfish, there strange things in the house spongebob. Spongebob in visited by a jellyfish without a name. He was arrested and brought to spongebob manufacturer's master krab jelly. See what the master of the krab jellyfish catch, Sponge Bob was very angry and tried to free them. It turned out that what is done successfully, and spongebob jellyfish that can be free. Before getting out of the factory, a jellyfish sting simultaneously host krab. And lord krab promised, there will never be again sellay patty krabby menu jellyfish. After the incident, Rah make new friends, the blue jellyfish's no name.

5. Children Sufficiency
by: Nestle Ideal


Synopsis:
In a village lived a pair of grandparents who have orchards. Said the children, both parents were stingy and fierce, so that no child is going through or have fruit from them. The news finally reached the ears of justice, and nadil dea. They proved nbermaksud bird news. Until the grandparents, they have three grandparents were lying low, because of illness, messy room, no food at all. My grandmother was told that his illness was due to drive brats who destroy old orchards. Grandma and Grandpa slipped as they drove. Finally, fair, and de nadil agreed to help grandmothers and grandfathers. They divide the task, there is the cooking water, cook food, and clean the house. They then asked for permission to grandma and grandpa to sell their garden, and the results for treatment grandparents. Finally grandparents Itupun recovered thanks to the help of three of them.



POEM


1. Nursery rhymes "My name is Flower"
By: L. K. ARA
Publisher Balai Pustaka Jakarta 1982

Bougainvillea

I do not like the shade
I want a bath of sunlight
throughout the day.

I'm biased living anywhere
do not forget
Give sufficient sunlight

My nature a little weird
siksalah me
cut hand
I will languish
but look at it soon
flowers
appear together
bloom beautifully
wow, lots of abundance
There are white and red
There again, purple, yellow
and fulvous.

Said the
I plant shrubs
I love vine
I come from?
from Brazil
name?
Bougainvillea
derived from the name of the boat driver
Antoine de Bugainvilles

Synopsis:
A poem about the nature of bougainvillea flowers that do not like the shade, can live anywhere, and to make it bloom to cut the branches. Color white flowers, red, purple, yellow, and reddish yellow. Bougainvillea bush including a creeping plant, comes from Brazil and the origin of the name derived from the name of bougainvillea boat driver Antonie de Bougainville



2. Poetry Anita Line Painting
Publisher Cypress Jakarta 1980


SAJAK FOR A BUNG KARNO

If your picture ktatap
I smiled
And you smile
We both smiled

When I looked at your picture
I smiled
Smiles pride
The pride of a child
To the former president: BUNG KARNO

Synopsis:
A little boy who looked at Bung Karno smiling proudly. The pride of a child to the former president.


3. SAJAK for my friend
By: Chrysanthemum et al
Publisher Pt. Mother Dianasri, Jakarta 1996


FARMER

Birds chirping in the morning
Awareness pack peasant farmers and not
Time waiting bekerj atelah
To find a bite of rice

Before the work they pray
Pleaded the Supreme ridha esa
After struggling to work
They break off fatigue

When the farmer arrived at the house
Son greeted with joy
Feeling tired and exhausted missing
Farmers felt very happy

Synopsis:
Life of farmers in the morning in color with the chirping of birds as a sign of time to work. Pray to the power before work and relax unwind after work is a routine activity. When the home pack farmers welcome by the children. Feeling tired and exhausted missing. That's the life of a happy farmer.






4. MOTHER GURU

Our teacher
Teaching educate sincerely
No complaining though
Although students throwing a tantrum

At home bu revered teacher
Loved the whole family celebrated
At school bu admired teacher
Modeling student sons and daughters

Lives of teachers not very compatible
At home revered and respected
At school and loved digugu
In the community and respected dipanuti

Synopsis:
Seorag mother mendidk teachers teach and sincerely, without any complaints, although his student throwing a tantrum. Home mom loved teacher in the family and the school became a model student-siswinya. Mothers in the community respected teacher.







5. Marni AND Trini poem children
By Rahardjo DS-Karisa

MUSIC NATURE

Kiki afternoon next to his house to open the window
Through the glass window he watched the weather
The rain was heavy, but it just kept pouring
Like music rap songs of Denada
Faithful soft, ditingkah nerocosnya a thousand words.

Mama, this afternoon Kiki could not go to lessons to Mrs. Anang
Kiki said to her mother in the kitchen at the back
His heart was torn, crumpled folding umbrella flower picture
As he drew back the curtain of the kitchen window, remove view
There came the sound of music is disturbing
From the ends of the leaf and shingle roof water flow

A drip-nitik no no tuk tuk ...
Rattle the scattered pieces of zinc
Hit a lay board sheets
Mendentang back bucket hanging
Ting tang ting tang tang tang tung tung ....

Mama, this afternoon could not come kiki math tutoring
Never mind, anankku, no time-stop freezing
This afternoon nature enriches our senses with orchestral music
Learn from it too
It turned out that nature is rich, full of creativity ....

Synopsis:
Kiki did not go dapart anang lessons to mothers because of rain. The rain that fell like music, soft, rhythmic, his voice filled denganb nature. Kiki kiki entertaining her mother to enjoy the music from hujana and learn from nature.



NON FICTION

1. Glue DELEGATION
Compiled by: Tse The Yusuf Hidayat
Published by: Balai Pustaka, Jakarta 1996.

Synopsis:
This book tells of how to play the art of paper folding, ranging from simple shapes such as triangles until the human form, candles, cat. Dll. Not only is this book also teaches the art of paper cutting and glue to decorate lamps and other ornaments.



2. MERPATI FLY TO SOUTH
Acts of goodwill trip Haji Mohammad Admiral Cheng Ho
By: tartila Tartusi
Diterbtkan by: PT. Bina because Pariwara bandung 1994

Synopsis:
Ma Ho was a little boy from the provinces of Yunnan, Southern China. His parents had gone to the holy land to perform the pilgrimage when the soldiers attacked the region's Revolutionary Guards. Ma Ho was captured and imprisoned along with dozens of other residents, transported by road to Bandar sungaai Nanking. The children who were captured and collected to be castrated eunuch (castle servant women) in the palace of Peking (Beijing). Ma Ho was educated personnel and the science of religion. Thanks to intelligence, agility, and loyalty, the emperor of Chu Yuan Chang and Ma queen consort loved it.
In a young age, Ma Ho was appointed as the emperor and queen keercayaan. Four or Prince Prince Cheng Chu is very interested in the intelligence, courage, and piety and the knowledge of a broad Ho Ma. He was appointed as commander to oversee the implementation of the prince consort order in the royal kingdom. The emperor and the queen of Zheng He then lifted a high official of the court with the title Tay Thurs (grand eunuch) and the people called Tay Jian in his honor. Prince presented the name of Cheng as the bonds of friendship and since then he was known as Commander Mohammad Cheng Ho. Commander of the agile young and courageous Pangerang Cheng Chu assist Mongolia and invaded Mancuria so successfully subdued.
After the death of Emperor Chu, Commander Mohammad cheng Cheng Ho helped Prince Chu seize power from the hands of the Emperor Kien Wen Yuan Cheng Chu was appointed as his successor. Cheng Chu Prince ascended the throne with the title of Emperor Yung Lo.
This Kisar commissioned Commander Mohammad Cheng Ho to open waters of the southern trade routes. By issuing a Royal Decree, Hajj Mohammad on Cheng Ho was appointed an admiral and led the fleet keraaan. The giant fleet brought gifts to the emperor presents the countries disinggahinya to foster relationships between countries. Haji Mohammad Admiral Cheng Ho to build mosques and Airports for joint-partnerships Muslim_Cina trade. He bravely crush pirates who disrupt security southern territorial waters.
After a voyage to -6, Rough Yung Lo Emperor died Hsung Hsi replaced. Hsung His Emperor highly influenced by the palace authorities who envy the success of Admiral Cheng Ho. They face the emperor, and proposed a voyage to the south at the stop because it cost too much. The Emperor's instigation, and ultimately consumed him to stop cruise-cruise south goodwill and remove all honorary degrees Cheng Ho.
Admiral's faithful realized that he no longer needed. He received the Emperor's decision dutifully. After two years of the evil emperor's death the Emperor Hsung replaced Tung premises. Emperor of China Hsung Tung realized trade deteriorated since the cruise-shipping was halted. So he called Mohammada Cheng Ho to the capital. Hsung Emperor cheng Tung Ho ordered to sail again, and return all the titles he had received the honor. In 1430, Zheng He set off a 60-year-old to the south brought 36 large ships with 20,000 troops and bring hundreds of junk merchants. Sebeluim berangkata, Cheng Ho made the inscription in Fukien who said seven cruise assigned to him by the Emperor.
He visited the ports of Southeast Asia and then continue sailing to the island and Kalikut Ceilon, Persian, Arabian Peninsula, Aden, Madagascar, Ormuz, Mogadishu. On the way home, stopped at the port Admiral coast of Sumatra and Malacca, Siam, Champa, Kalimantan and Java. Time is on the island of Java, Cheng Ho helped Queen S uhita from Mojopahit seize Tumapel, as a token of thanks, the queen was raised Aryan Teja (Eng Gang Cu) became Regent Tumapel. He was the first Muslim district in the kingdom Mojopahit.
Cheng Ho returned to China and report the results of his journey back kepasa Emperor, then back to his homeland in Kunming. Not long after he died peacefully. News afatnya big hero merchants brought China to Indonesia. Tionghoa entire Muslim community to pray for Zheng unseen in mosques that have been built.

3. Slingshot of David A. S.
By Tirry Andio
In terbitakan by PT. Buana Karya Pilar, Yogyakarta 1998.

Synopsis:
Prophet David peace be upon him was the 12th descendant of Prophet Abraham peace be upon him. He was the youngest of the family who mepunyai children isyra thirteen people. Her work among the cattle mengembala arid plain. He was always determined to find a grassy patch of land, so that cattle can eat with satisfaction. Therefore, developing domestic livestock premises fertile and breed rapidly. So no wonder if the prophet David gembalaan livestock has always been sought after wild animal.
Daud bin isyra would not stand by watching animals being devoured, therefore he is ready to risk his life to save his cattle. David was never afraid to defend their rights. But behind it all, in the soul saved daud high art. David was given the gift of God is very melodious voice because itui his friends call him singer from heaven.
In jamana Prophet David lived a king named Thalut. King Thalut faith with the Prophet Samuel. They were both facing war against Goliath, the leader of the infidels, and the number of them more. In addition Goliath has a fetish for egg white metal stuck in his head coupled with a high posture large.
To deal with Goliath, King Thalut has devoted many ways, strategies, and even some martial arts education, the outcome of each battle King Thalut always lose. Then the draft was implemented. The king ordered Thalut announced that all people are willing to prepare yourself to be a soldier for the sake of God and religion for the sake of the homeland. In order to add the spirit of his soldiers, King Thalut contest was held, he who had killed Goliath Thalut the king to marry a beautiful daughter and give half of the country to these heroes. Hearing the command of the king, all the people did not exempt children from asyra.
King Thalut ask the advice of the prophet Samuel to find a way to kill Goliath. Prophet Samuel prayed to God, as a result of God hears the prophet Samuel. King Thalut get the gift of the sacred horn of oil. He who head the sacred horn fits wear it, then the holy oil that will come out. That's a sign he was the one who can kill Goliath.
Finally, any registration of mandatory military opened, people had flocked to follow for the dedication to religion and the nation. Isyra children did not want to kalaha with others, did not escape as well, joined daud register. Leaf ignored by the registrar because it is considered disturbing or playing games. But David can show his seriousness in his words. Finally Itupun officer reported the incident to the Thalut king, and king Thalut wanted to meet with David. When asked at length to David the King Thalut be amazed at the self-David. Therefore daud honored to try and find the sacred horn when daud use, get out the holy oil. This made the King Thalut be surprised and wonder if this child who will kill Goliath.
After that day daud was training himself to get ready for battle menhadapi. He tried using the sword of his brother, but he was not biased because it was too heavy. After that he tried to spear his oldest brother, but efforts were also having trouble because he also disagreed with the weapon. David practiced with the sndiri way by hitting the rocks and made himself hailnya excited about getting on-the fast and stone bead on target. But there is another permaslahan, whether he would bring the wood and stones to fight sebangyak.
Daud days thinking of ways how he can create tools that effectively and efficiently. She always prayed to God, do not forget he was fasting until one day one day is not fasting. While walking in the Sahara desert, thinking about how, daud startled by the sound in front of him. The sound of a stone which he asked daud take to fight against Goliath. Then the stone was also said he was a rock of Moses. So daud was picked, after that before long he was walking in surprise with a similar sound from a stone, and this time the stone from the Prophet Aaron. After that he proceeded daud figure out how to make or get tools, but suddenly he was surprised that the voice sounded similar to the previous stones, after being asked who you are stone, the stone of David Stone said.
After the incident daud realized he had a potential prophet, but that he never thought. Finally daud even get an answer from all permaslahannya. He also made a snjata slingshots to throw stones. Day of the battle arrived, the king announced that we will be in God's test before the fight with Goliath. Only those who obey that can pass through and win the battle. The test is easy only took a sip of water while crossing the river on the way later. But it was a lot of people who violate it, the king was sad Thalut. As a result did not pass the exam, many soldiers who lost their spirit during the middle of the journey. Finally, the bone remaining soldiers.
The battle began with an unbalanced number. Number of soldiers Goliath more and bigger compared Thalut soldiers. In the midst of battle, daud looking for Goliath. He was finally found. He was fired from the prophet musa stone for Goliath attention also to facilitate the approach. Goliath troops immediately collapsed instantly, Goliath was shocked, she began searching for who did it. Having met daud would say "hi Goliath, I'm dating for the kill" after the prophet David, fired two circumstances red stone and the stone head through the head of Goliath memusar, the three circumstances set red stone heart, from the distance of the first stone on fire after hitting the knee Goliath, that he fell sprawling. Seeing their leader fall, Goliath army surrendered. David was a hero in the war, as promised King he would be married to the daughter of rajas and a half of wide empire.
Because little is perniklahan daud was postponed until today. After the king died daud talut replace the king. God gifted him a force to squash any manjadi iron, and the book of Psalms. He also has children who are many. Among the children, who seem sulaiman will replace David became King Nabio and prophet of God.







4. Create a skin
By Soedjono
Published by PT Young Rosdakarya Bandung, 1997.



Synopsis:
Leather comes from animal skins. Usually buffalo leather, goat, cow and from several other species such as crocodiles or snakes. Dioleh with rawhide and then soaked with neutralization Calcification new duiteruskan a leather chrome tanned leather and synthetic leather tanning vegetable oil. Samak could manjadi chrome leather gloves, jackets kuliut, and the tadpole skin. Whereas vegetable tanning materials menjdi soles of leather, decorative leather, batik and other skin.
In leather tanning takes a lot of equipment. The equipment was divided into the main tools, tools complementary tools, and binding equipment. The main equipment consists of a table or the bottomless glass marble, carving knife, hole maker, scissors, hammer and others. While pelengakap tools consist of tools aimed ssetempel pierce the skin edges in accordance with the motive. As for equipment such as band D sticker, buttons, nail heads, zip lock and many more.
How to skin the first way is menjahi or weaving. Sew or weave consists of several techniques including convolution tisik, tisik jelujuran, tisik single wicker, and wicker tisik twins. The second we have to make a pattern. The third we are tasting skin. And the last mngecat kit and get the job done.

5. Vegetable crops
By: Machali Haryono
Published by: Ghalia Indonesia 1998

Sinopsisi:
Eleven o'clock that afternoon lunch, adi eyes look red. She frequently wiped her eyes with the back of his hand. Mr. teachers who saw it asked him. In, the eyes have hurt, the teacher asked. We recommend that you rub with a handkerchief do with your hands your eyes will be blisters. Tomorrow you go to the clinic for treatment. Adi morning went to the clinic for treatment. Adi doctor-advised to eat healthy foods and balanced. Adi sore eyes from lack of vitamin A.
At school in ipa discussing lessons about healthy and balanced diet that includes carbohydrates that can be obtained from rice, maize and cassava. Accompanied by side dishes, vegetables, milk, and no less important is the fruit as a source of vitamins. Some time ago the school adi radio assistance from the government. Said the teacher Jam 09.00 will usually have the radio broadcast school.
In this broadcast is covered vegetable gardening procedures. Vegetables can be divided into vegetable and annual semusism. To obtain good results in planting vegetables should memparhatikan measures on such measures following the opening of the garden, ground processing steps, langakah seeding, planting langakah, maintenance steps, langakah fertilizing, pest and disease eradication measures and steps for harvesting.
A week was the first radio broadcast describing the procedures bertanan vegetables. Today is the second radio broadcast describing the vegetables are divided into several types such as leaf vegetables include kale, spinach, Velvetleaf, lettuce. Flower vegetables including cauliflower, sugarcane terubus. Fruits and vegetables including cucumbers, tomatoes, eggplant, beans and Winged bean. Vegetable spices include chili, onion and celery. Root vegetables include carrots, potatoes and turnips, and the second broadcast planting procedures outlined the types of vegetables are.
Adi class is very concerned that the radio broadcast. After the incident she was sick eyes from lack of vitamin A, adi determined to try to raise vegetables. Adi at home with his mother began to plant vegetables. All the knowledge gained from the radio he applied. The result after three months was able to harvest adi.






DRAMA

1. New Dress King
Drama based on tales H. C. Andersen
Fostering Reading Interest
By: Kurt Franz / Bernhard Meier
Penerbit PT Remaja Rosdakarya, Bandung 1992

Synopsis:
The characters that appear in this story is:
- King
- Prime Minister
- Soldiers
- Weavers
- Rabble

In a country, there lived king who liked to dress up. Every day we can find a mirror in front of the King to try the clothes. Then at one point when the king was visiting remote areas in the country, in the capital on the emergence gegerkan weaver brothers who can make clothes both in the world no. Hearing that, the king called him facing the palace. Then the king ordered the two to make no new clothes both in this world. So they started working on clothing that can only be seen by those who occupy positions deserve. The king was always provide their kepereluan like thread and gold as the base material.
At one time the king was impatient and sent soldiers to see him, then departed soldiers. Arriving at the weaver was surprised that the soldiers could not see the clothes they were working ang. But the soldier was embarrassed if considered no longer worthy to run the job. So any prakurit Itupun lied and told the king that they are woven so beautiful.
The king was still a little not believe the prime minister leads the mengfutus old and well known honesty went to see the results of two weaver's work. Until there was a weaver to the prime minister asked about what they do. What do you think the prime minister of our clothes are made of this prime minister? They asked. The prime minister was panicking because he also could not see anything they do, tap [I fear the prime minister is considered no longer feasible to run the place so she began to say that the king's new clothes tyiada both very beautiful in this world.
Not long after that the king had called him and asked for a report from him. Mnengatakan was prime minister when the clothes are so beautiful they make second to none in this world. The prime minister was forced to lie for fear of being deemed no longer fit to carry out their duties. On the other hand, the weavers were laughing happily for the authorities to mebohongi kingdom with their boasting, but they did not do anything.
Came the awaited moment where the clothes had been completed and the persebahkan to the king. The king himself could not poanik can okarena m, elihat shirt, then he also asked the opinion of the royal lords who were present there. And all the king asked, saying the king's new clothes are wonderful not Aada both in this world, they are all afraid to say if they did not see anything because it will no longer fit to be running scared in his position and fired.
King also asked myself, if I am not worthy again served as the king of this castle because they can not see the shirt, then pretended king said the same thing with the lords of the kingdom. Weavers also get a reward for what they do, berupoa gold and jewels. And great performances at the event attended by all the people, the king was wearing new clothes. Each of the people who saw only be said in their hearts that the king did not wear anything on his body, but no one dared to say it because takjut deemed worthy takj office position and is considered a fool.



2. Pot
Pembina Educational Series "play dolls"
Written by: Prof.. Dr. S. Nasution Ma, et al.
Publisher ganaco N. V. Bandung 1974

Synopsis:

The characters that appear in this story is:
- Sheet, a carpenter
- Rekmini, wife
- A master
- A police agent
- A daughter, neighbor boy
On a sunny afternoon, sheet called his wife, Rukmini name. Dik engaku know, I'm hungry. Want to eat. The wife was asked kak, lingin eat? Sheets replied guess the color red. Piusang Fried, said his wife. Exactly. Rukmini then went to the kitchen and start frying. Prang Suddenly, a voice crying Rukmini, and sheet asked, what is happening. Rukmini said we split the pot. What a pity, we could not eat fried bananas.
Then Rukmini said brother I have an idea. We borrow the pot to the neighbor next door. Yesterday our neighbor bought a new pot, we just borrow them. Then Rukmini away, when Rukmini went there came a gentleman who asked dibikinkan shoes. Then the master said, I will be back in half an hour. Rukmini home, and said: can, can we kak. We can eat fried bananas. I'll fry six fried bananas. We are for flat.
After that they ate with singing. After dinner, Rukmini says: oh damn we kak. Bananas make our neighbors have gone to eat. Did not you set aside the kitchen? Asked her husband. No. Now I do not dare to return it to our neighbors kak. Brother are back? Is not that the work of women. Tell that cat to eat fried bananas. Said sheet. No brother, I do not want to lie, said Rukmini.
I have an idea. We just berbisu. Bring sheet. Then the gentleman who had come and menyakan shoes shoes but the pieces just whistle-whistle and make the host have shoes angry. He goes. No sooner had he arrived with the police and the police were asked to share. Where is this gentleman's shoes. Sheets was only whistling, whistling and showing the shoe. The word gentleman has shoes, thank you and after this we just call the police officer's doctor. But suddenly the girl who had a pot to come and menyakan his cauldron and was still the same sheet remains whistle-whistle. The boy wonder and then go home.
It was getting dark and was looking for the light sheet. Suddenly rekmini said, what the elder brother looking for. Dik tongue, we're mebisu. Eye Shadow neighbors we already know and convey the pot. After delivering pot ityu Rukmini. Once on the home pages to ask, what our neighbors angry. Not answered Rukmini, but as we hukuiman, brother to make slippers for him. Do you know what I think dik, our neighbor is the most intelligent person escorted the three of us. Now we have to make her slippers freely. And we cover sekaarang senagai sing together.



3. Mango Thieves
Let's Play Drama
Written by: F. X. Surana et al.
Penrbit: Three Men, Solo 1983

Synopsis:

The characters that appear in this story is:
- Mrs. Idris, the owner of a mango orchard
- Adnan, son of Mrs. Idris age 6 years
- Bu Uki, VI elementary classroom teacher
- Ujang, VI grade elementary school students
- Anas, a classmate of Ujang
- Duri, classmates Ujang

It was two o'clock. Uki Bu bu was talking to Idris. Mrs. uki says often see students not to steal mangoes Idris in his garden. And they usually do at three in the afternoon when people sdang nap. Bu bu uki said Idris later when the child-stealing aanak itui going home bu adnan Idris gave it Infections. When finished talking bu Idris farewell home.
Promptly at three o'clock the children were gathered mango thief. They agreed their actions were not stolen but rather a hobby. They are still strong opinion to buy mangoes but they like to do this as entertainment klegiatan. So what if our friends there who knows our deeds and to melaorkan teacher, asked another. I will beat sonny boy replied.
Before acting they negotiate a way to act. Duri suggested that climb two children and he was under watch. The proposal was accepted friends, but there was an issue again, none of which mebawa bag. Then sonny have an idea by replacing the T-shirt bag with thorns and tied the ends of her arms. Then they began the action.
When acting adnan through the gardens. He was asked by a thorn. Children like where you are? What's your name? Adnan said the same friends want to play in the waiting've nanang name. Duri was never known this child, she began to suspect, and the boy menyakan house near the mango grove whether Mr. Idris. Adnan said no, and she began to run.
A few moments later sonny run mengahmpiri serious thorns and said bu Idris came. Some time anas come. Ujang asked him if their pursuit Idris bu. No answer. They mulaimakan mango stolen in that place, suddenly from a distance looked rather Idris came. Anas and sonny hiding in the bushes and steal mangoes results. Duri clean and dudk mouth and pretended to read a magazine.
Mrs. Idris came and asked him see there are two children who fled here kid. No bu thorn said. You class schoolchildren VI Sd, why not wear clothes. Mrs. Idris saw mango skins which have not been cleaned up and asked you out to eat a mango yes. Duri said yes not a given friend. Where your friend now, you buy the mangoes, bu said Idris. No mother, I not buy the mango, I was given a friend. If you still want to eat a mango let's come to my house. No not, replied thorns.
After it was not uki come. He greeted bu Idris and greeted him. Familiar with the child's mother was not asked Idris. He was my student uki not answered. Mrs Idris said this boy was with his friends were eating mangoes here in the garden of stolen property Idris bu. Mrs. uki was then advised him and will punish them both the sonny and anas who stole mangoes with the police. A few moments later emerged anas and sonny. They are also advised not your hand and was asked by uki.
They begged to not be reported to the police promise they will be responsible to replace the mango with their savings. And they will not mengilangi their mistakes again. Finally they were ordered home by ulki bu yng and reported what they did to his parents.


4. Wild shack dwellers
Let's Play Drama
Written by: F. X. Surana et al.
Penrbit: Three Men, Solo 1983

Synopsis:

The characters that appear in this story is:
- Mr. Guna, age 40 years
- Mak Guna, wife of Mr. Guna middle-aged
- Dikun, boys metreka age 10 trahun
- Kijan, brother Dikun, 6 years

In the morning, kijan come asking for money to his mother. But the mother had no money for no work Sudak rolling cigarettes because the company went bankrupt so had to reduce worker. The proposed work kujan have to maknya, the begging. But not maknya. Kakanya, the sonny worked as a parking lot, and the job could not be done by the old meaning. But somehow mak insisted would not beg.
Pak noon to go home, he said that this day was unlucky. After his wife was laid off he was hit by disaster. Becaknya in a hit-Colts. Things were peaceful and I've already reported on the owners and will be replaced. For some this sat I'll be unemployed. Discussion also turned to the problems at home. Said security officers did not secure our homes. Bit more rain. If the rain the river floods ringing, we're not safe. What we should not return to the village begged mak. No shame ma neighbor, said pack in order.
When cool to chat, from a distance run and indicate udin sebuat newspaper. The paper contains about trasmigrasi. Udin advised parents to join the transmigration. A few moments later Dikun home. They were negotiating the problem of transmigration. Finally after a long process and the winding and considerations. They decided to untuik transmigration kalimantan borneo Nenk with those from the village.


5. News from Uncle
Let's Play Drama
Written by: F. X. Surana et al.
Penrbit: Three Men, Solo 1983

Synopsis:

The characters that appear in this story is:
- Udin, a boys class V SD
- Maman, brother Udin
- A Mother
Din. Din called maman kakanya running. What's kak, udin said. Send me at home, asked udin. No din, has almost finished grazing, have not been able to anything, asked his brother? Why kaka followed, udin asked. There was news from the city. There was a letter from an uncle, maman replied. What it kak, we were told kekota, uncles and aunts would come to the village, my uncle sent me money to buy books, udin asked. Not all of them. Din, you must carefully maintain our goats, diligent search for grass. Diligently to help emak and father. Peel and dried cassava. You can not mischievous, was in fifth grade, is not. That message uncle, asked udin. It must be my brother said that I was not diligent and so on.
That's not the message uncle din. That's my message. From a distance came den mother scolded, apparently both of you here. Let's go home I helped, asked the mamak. There was a letter from uncle mak, maman said. What's in it, the mother asked. I received the smp, maman replied. So you passed the test kak? You'll be school in the city? Ask udin. Yes dik, because I have to add knowledge, I have to melanjuitkan lessons, the experience taught the father sepoerti teacher, maman replied. Kak, one day I'll go back to school kekota, udin said. Then she took them home. Udin said, "but I have not finished grazing". I'll help, j awab maman.

TRADITIONAL LITERATURE

1. Fable result will not budge
By: Sabrur
Publisher: ideology Karya Nusa, Yogyakarta 2005

Synopsis:
On one day, two goats meet on a bamboo bridge that connects two wide river and flowing. Both the goat can not pass krena bamboo bridge was too narrow, so they must turn to cross. Bul bul is the name of a black goat while DOMPU adalag white goat. Both seemed very rushed to mnyeberang bridge and no one would budge. The bul-bul keseberang river to move because he wanted to feed starving and across rivers. But DOMPU also have the intention to cross because it was expected that his friend is asked to play bogel.
No one wanted to budge diantra both, as a result they both insisted, and eventually each ended with a fight. Both forward and enter the bridge, they push each other when there was a bamboo broke and fell into the river but none are ignored. Finally, the bridge began to sway, then broken. As a result, both fell into the river and washed away the rain. Lucky they can survive. Dompu apologized to buil arises because neither kekserakahannya bul bul apologize to DOMPU. Akaibat This would not budge so kitaberdua each other like this, said bul bul.


2. Birth Ghatotkacha.
By Dwi Prasojo S.
Publisher: Yayasan My friend Jakarta, 1978

The heaven where the gods are living in chaos caused by the grand vizier of the king sekipu Kala Naga Pracona giant raging in heaven because the proposal from the king to the goddess of divine Teacher Supraba rejected. God none can stop it. Then the teacher thinks ewata with other gods and the rescue comes the answer they adalag a baby. After that god sent god Narada teachers go into the world to find these babies with weapons that will be awarded Kunto to arjuna arjuna and sent to help find the baby.
God Narada knew that arjuna was never there in the palace when he was not on duty. So god Narada find arjuna in the forest where he used to meditate. After a long search he finally found it. He gave it to the hermits heritage that disangklanya arjuna. After receiving the inheritance that men are none other than brother has left the karna arjuna ran. Realizing he had the wrong man was chasing god Narada and won each heritage place. Narada gods have fled after being karna heritage and was also run after getting kunta heritage. Served until the middle of the road god Narada aware that he was carrying the holster only. Gods went to the state for assistance AMARTA arjuna to reclaim the heritage that has been wrong kunta sent.
The family were gathered waiting Pandavas birth grandchildren, nieces, and first child of the bima. It turned out that the baby can be born safely and the mother Arimbi in good health. But there is an issue with the baby's umbilical cord can be cut with a sharp weapon heritage even the Pandavas. Suddenly there came the search for god Narada arjuna and magic happens once the baby was found. Without many words the god cut the umbilical cord with the child Kunto gloves and gloves that went into the baby's stomach.
God says this baby miracle baby, will help the gods. Narada Dqalam moment is lost along with the baby. Pandavas confused because of the bima missing child. Who would steal it. Then arjuna was chasing the thief and meet karna. But the battle and fled karna being pulled by a dragon when pracona advisor. He promised to help mistress sekarlaras toward heaven.
Arjuna was prgi to heaven to make sure her niece was in heaven. God Narada reached the heaven, and immediately threw away the child sekipu bima. Every step and slapped sekipu bima children increased in numbers and die sekipu bima digight by children. Feeling suspicious about the old patihnya not return when the dragon king pracona followed to the heaven. He is dealing with a child bima. Apparently the baby was defeated and dead. The gods of silence sad and untyuik turn the baby. Baby's body was merged with all metals including gold and jewels. Finally, the god of business success.
The baby was alive again and beat dsapat dragon pracona time. After that happens a commotion between arjuna with karna and fight them in lerai by the gods. Kunta weapon was his soul mate should be in the hands karna. God promised arjuna weapons will be rewarded no less powerful than kunta. They also leave home. Because the baby was so strong then by the gods called Ghatotkacha.


3. Beautiful from Putrid Luwu, South Sulawesi folklore
By Darto Singo
Published by: PT. Buana Karya Pilar 1998

Synopsis:
Ancient life on earth is the king sulawesi very loved people. Long-married but not gifted child. All the people were hoping the same thing is that the king can have offspring. The prayer of the people be heard by God, and God grant it. Soon the queen was pregnant. A few months later she gave birth to a beautiful baby.
One day when the lady comes up a strange disease in the legs that itch and bleed. It smells fishy, all the physicians in the country could not cure. Kingdom had become distracted and lose ground because of the princess. Royal officials decided to sweep the river's daughter.
Princess with his followers to build a new kingdom Wajo named in accordance with a tree where they landed. During the afternoon when all the workers working, the daughter saw the buffalo-skinned Caucasians to chase girls into the woods and daughter fainted. Buffalo daughter's body and licking it happened again and again until the daughter healed. But there are restrictions that no one is allowed to hunt buffalo. And any prohibition on doing.
One day there were two soldiers who guard megaku bone royal crown prince who lost in the woods asking for help to her daughter because of running out of food. Then they diberilah food to be brought to the group. Getting help bone prince wanted to meet to say thank you. Their meetings grew from the seed of love in the hearts of both. Soon after the prince proposed princess.
Diterima.sang any proposal initiated robongan chairman opened the forest to make a straight path connecting the two royal princes that will facilitate them to deliver jewelry as a dowry. Finally it was time they married and they can live happily.


4. Three Tailed Sheep Brave (Norway)
By: Dian Pratiwi
Published by: PT. Dynamics Andesreko Jakarta, 1994.

Synopsis:
Beautiful nature around us, but people are often destructive because of greed. Two small goats that live in the area ate greedily and then one day no food he could eat. The mother said there was plenty of food across the river but it was dangerous because there is a crocodile. But two small goats was not afraid. They took a big goat there.
Smallest goat crossed the bridge first. He was in question by the crocodile, who it is. Replied the little goat, I was a small goat. Will keseberang to eat grass. Then the crocodile says go and came here after the great and I'll eat you. This was repeated on the second goat. But on the third goat, goats on berakata large crocodile. I'm a big goat. I'll eat you, says the crocodile.
Come out, I brought two goats, you stabbed in the stomach and in my eyes, I brought a big stone in two, kugempur your body, you die instantly. What is the big goat say it does, and crocodiles can not dodge. The crocodile died from losing big. And three ewes were happy life get a new pasture. They're no longer hungry because of food abundance.



5. Cat and Bird Nuri (India)
By: Dian Pratiwi
Published by: PT. Dynamics Andesreko Jakarta, 1994.

Synopsis:
A cat with a parrot friendly, very close friendship. They want to strengthen the friendship with mutual inviting dining. Was invited to eat cat parrot. Cats in the house was served only one bottle of milk, a bowl of fish and a piece of cake. Parrot will not eat it takes. Another day parrot host. He provides a delicious cuisine, delicious, roast beef, the, milk, and cakes and fruit. All for guests and hosts choose only two pieces of bread.
Cat ate greedily. All spent and are still squeeze less, he was eating parrot. An old woman saw it and cursed the cat who would eat his best friend. So come on Itupun grandmother ate. On the street after eating a donkey's grandmother arrived accompaniment, and even then he ate well. After that the elephant stepped on a cat who brought the king and the queen, in anger kucingpun ate it all.
On the edge of the village met with the cat oysters / crab. Oyster said aside. But the cat, I eat your answer. Both oysters into the cat's stomach is absorbed, but they could still see. The empress and the king sat in a corner surrounded by the soldiers. The elephants were standing two by two lines. There was an old woman and parrot holding two pieces of bread.
Then the oysters had invited his brother to work together to cut pperut it to get out. As a result the stomach was cut off and all its contents ran out. Itupun greedy cat died.







FICTION

1. Arek forces
By: Tamsir U.S.
Published by: Surabaya Pt Bina Ilmu, 1994


Synopsis:
Yusri and his friends fathers given the task by their teacher to supervise the village of Dutch movement. Yudha teacher or teachers pack their adalag ye who became a guerrilla commander-mountain mountains. Yusri appointed as commander of the small team by pack ye. His job as a spy of the guerrilla. Yusri and his friends, armed with slingshots and out of the village to investigate the situation and report them to the enemy pack ye.
One day word came from the Dutch will attack in three directions to the mountain where the guerrilla headquarters. On the other hand Mr. Minah ye mak sent to convey the message to yusri. But Minah caught mak Dutch. Mak Minah posing as a seller gethuk hide the small letters scattered in the building when the punishment in the street. Because no proven finally mak Minah in free.
Finally they could meet and it is still safe. Yusri read the letter and it will attack the guerrilla dalkam exactly the same this week with the Dutch. Yusri decided to go up the mountain to report that the Dutch would attack. Mr. ye any plans after receiving a report yusri. Yusri asked to assist in planting bombs in the street near the tensile yusri headquarters. And yusri be signaled when a third vehicle through the boom-boom which they planted with stones fired red cloth wrapped into the air with mengguakan ketapelnya.
The expected day came. Boom exploded and destroyed the tank and the formation of the Dutch line. Dutch scrambling and the battle was won by the guerrillas. In the evening a party of guerrillas yusri victory but did not attend because he was sleeping in the break with its members.


2. Colonial War
By: Mansur Samin
Published by: Anga Putra Pertiwi Jakarta, 1995.

Synopsis:
That afternoon the people of the kingdom in a state bora misgivings. King captured Dutch royal torch. King torch is the one who always opposed the Dutch. While the torch is king king's intimate friend Bora. King bora intend to ask the Dutch to pull off the king. Bora King went kekota hammer. When we got there the king Bora arrested and one of the soldiers managed to escape.
Parjurit it kekampung and report back to the three knights who appointed king after the king when the king was not there. Hearing that the three leaders agreed to menyaipkan counterattack. Dutch troops overwhelmed the people of Bora mengahadapi a very controlled area. Many Dutch soldiers who died.
For the Dutch boru persuade the king to make peace and let the king but the king must give orders to people to get out of the woods and no more war. Netherlands also promised to liberate the king of kings friend boru torch. Finally, Dutch plans go smoothly. All the people out of the woods and signed a peace treaty.
After the peace treaty held a party at the residence of the Dutch leaders. King boru suspected to Dutch lest they deceive again. Sure enough, the Dutch king boru deceptive. Boru king and the king was exiled to pull out of Java island.

3. Along the Ancient City
By: Kusnin ASA
Published by: PT. Rosda Jayaputra Jakarta, 1985

Synopsis:
Guntur, irma bima, mega and sofyan filled with school holidays camping in the area near the ancient fort. After setting up camp pa uka their teacher arrived with his pack muhalis name. He was the oversight of heritage in the area. Mr. muhalis invites children to enter into the ancient fort he case. Arriving at the castle pack muhalis explained here before the former empire. Mr. muhalis also explain the location of the market, ports, and others.
After that night came, they returned to the tent. Mr. muhalis went on this afternoon about the history of the place. Malamn Late they went to bed. Uka pack evening saw a group of men entered the fort and took away relics of history. Mr. uka, pack muholis and the children follow the trail of the thief.
They lost track, and the thieves had disappeared in a house. The next night they intend to pursue the thief. Surveillance carried out. They waited patiently for the thieves in action. And they arrested them along with the exhibits relics of the history they carry. They were on leave to polsisi. After the incident mendapatklan children from the local government award for bravery in saving mereke and maintain cultural reserves.

4. Sendang Pucakwangi
By: Infantry Subarkah
Published by: Balai Pustaka Jakarta, 1996

Synopsis:
Adi and his family are new arrivals in the village Sendang Pucakwangi. After several days of their stay they also want to see what is being said to m, enjadi unofficial gathering place of residents. But beyond the allegations of water is being utilized with unusual. Used to wash the water buffalo, used for bathing, and clothing mencucui. The place is far from word healthy.
Seeing it for hatunya adi terketuk is being memperbaika. First step taken is to conduct outreach to residents about the importance of hygiene. Then continued planting and maintenance around the plant is being so dry eyes do not water.
Within two years of a change. Population meulai conscious and began to assist in conserving senang. Apparently it is being noticed also in the government. The government plans to build it to run sendnga a natural pool kolang as the tourist attraction. The impact that the village is now a town in the middle of the village. Everything occupation can improve their lives.
5. A Teacher Expectations
By: rasyid Akbar.
CV. Karya Indah 1985

Synopsis:
Gobed very gloomy afternoon. He was angry at his father. He was punished for misbehaving. Gobed father named Mr. Sukri. He was a teacher sd. Seeing her naughty behavior very sad heart. But the pack was very fond of her son Sukri. He saw something else in the body of his son. He has the talent pool. He wanted to send gobed dijakarta and put into the club pool.
Uncle lived in Jakarta gobed. He was in college. Gobed plans will move to Jakarta this month but had to cancel because his uncle kkn to mountain cleft. Gobed not disappointed. He was able to play with their peers. He also will finish school and exams didesanya. Gobed daybreak and had grown up in smp.
On that day gobed get in trouble and he fights with his friends. His father was very disappointed with gobed. He was very sorry to make him upset. After that he was determined to improve themselves. After graduation exams announced smp, gobed can keep his promise to himself that is improving itself. He has ranked the second best in school graduates.
As a gift she will continue school in Jakarta. Once in Jakarta gobed join the national pool selection and atlir he rterpilih represent Indonesia in the race asia level. In the final round he could beat the formidable Japanese swimmers. This time he made his father proud Sukri pack. Not only was he also made this nation proud with a gold medal.

International Relations

International Relations Introduction In everyday life, we do not live their own biases, and we always need someone else in our life needs. So did the state, a country not his own life bias in this world. A country needs to establish relations with other countries for several purposes, such as security, economics, etc.. In the case of security interests, a country needs to establish diplomatic relations with neighboring countries for common security, common defense from enemies both outside and from within these countries. In terms of economic interests, the cooperation of export-import goods to make ends meet in their respective countries. A country also needs to make contact with non-governmental organizations for several purposes such as borrowing funds abroad through the IMF, maintenance and cultural exchanges with UNISCO institutions, and many more. All this happened because of International Relations. International Relations diantarnya faham menpunyai many schools of liberalism, realism. Faham-schools of the birth and until now berkembangan begins before the World War I and faham-schools of that evolved in accordance with the interests and development of the world to produce new ideas the better. Discussion • International Relations International Relations is a field of academic and public policy and can be either positive or normative as it seeks to analyze and formulate the foreign policy of certain countries. In addition to political science, international relations using a variety of fields such as economics, history, law, philosophy, geography, sociology, anthropology, psychology, cultural studies in the study-study. HI covers a wide range of issues, from globalization and its effects on societies and state sovereignty, ecological sustainability, nuclear proliferation, nationalism, economic development, terrorism, organized crime, human security, and rights of human History The history of international relations is often considered to be originated from the [Peace of Westphalia] in [1648], when the modern state system was developed. Previously, organizations of political authority medieval [Europe] is based on a hierarchical order that is not clear. Westphalia the legal concept of sovereignty, which essentially meant that rulers, or sovereignty-legitimate sovereignty will not recognize the other parties who have the same position internally within the limits of the sovereignty of the same region. Authority of ancient Greece and Rome are sometimes similar to the Westphalia system, but they do not have an adequate idea of sovereignty. [Westphalia] encouraged the rise of nation-states (nation-state), the institutionalization of diplomacy and armies. System from Europe is exported to America, Africa, and Asia via colonialism, and "standards of civilization". The theory of international relations Mostly the IR theories can be divided into two epistemological camps: "positivist" and "post-positivist". Positivist theories aim to replicate the methods of social sciences to analyze the impact of material forces. These theories typically focus on various aspects such as state interactions, size of military forces, balance of powers and others. Post-positivist epistemology rejects the idea that the social world can be studied in an objective and value-free. Epistemology rejects the central ideas of neo-realisme/liberalisme, such as rational choice theory, arguing that the scientific method can not be applied to the social world and that a 'science' of IR is not possible. A key difference between the two positions is that while positivist theories, such as neo-realism, offering various explanations that causal (such as why and how power is exercised), post-positivist theories of post-positivist focus on constitutive questions, as an example of what is meant by "power"; what things are the shape, how it is experienced and how it is reproduced. Theory, post-positivist theories explicitly promote a normative approach is often to IR, by considering ethics. This is something that is often neglected in IR "traditional" as positivist theories make a distinction between 'facts' and normative judgments, or "values". During the late 1980-an/1990 debate between proponents of positivist theories and the theories supporting the post-positivists became the dominant debate and referred to as the "Great Debate" Third (Lapid 1989.) Positivist theories Realism Realism, in response to liberalism, in essence denying that countries trying to work together. Liberalism / idealism / Liberal Internationalism Liberal international relations theory emerged after World War I in response to the inability of states to control and limit the war in their international relations. Neorealisme Neorealisme mainly the work of Kenneh Waltz (who actually called his theory "structural realism" in his essay in the book entitled Man, the State, and War). Neoliberalism Liberalism, neo-liberalism seeks to reform by agreeing Neorealist assumption that states are key actors in international relations, but still maintains that the actors are not states and intergovernmental organizations are also important. Regime Theory Regime theory comes from the liberal tradition that argues that the various institutions or international regimes affect the behavior of states (as well as other international actors). This theory assumes cooperation can occur in the system of anarchy countries. Pasca-positivis/reflektivis theories International society theory (the English) International society theory, also called the English School, focuses on the various norms and values shared by the countries and how the norms and values they regulate international relations. Examples of such norms that include diplomacy, order, international law. Social constructivism Social Constructivism covers broad range of theories that aim to address questions of ontology, such as the debate about the institution (agency) and structure, as well as questions of epistemology, such as the debate about the "material / ideational" concerned with the relative role of material forces versus ideas. Constructivism is not an IR theory, but the theory of social Marxism Marxist theory and the Neo-Marxist theories of IR reject the realist / liberal on the conflict or cooperation of state, but instead focuses on the economic and material aspects. Marxism makes the assumption that the economy is more important than the problems of others; allowing for the elevation of class as the focus of study. • Kinds of International Organization The classification of international organizations there are a variety, according to terms of views on: • Activities Administration Intergovernmental International Organization (Inter-Government Organization) which commonly abbreviated IGO. Example: UN, ASEAN, SAARC, OAU, NAM, etc. International Organization Non-Government (Non-Government Organization) NGOs commonly abbreviated. Example: IBF, the ICC, the World Council of Mosques, the World Council of Churches, World Blood Donor Association, etc. • Scope (region) activities and membership OrganisasiInternasional Global, regional activities are global (worldwide), and membership is open within the scope of various parts of the world. Example: UN / UNO, OIC / OIC, NAM / NAM, etc. Regional International Organization Region is a regional activity, and membership is only granted to countries in specific areas. Example: ASEAN, OAU, GCC, EC, SAARC, etc. • Field Activities (Operations) Organisasi.BidangEkonomi, for example the International Chamber of Commerce, Division of Environment UNEP example, the Health Sector WHO samples, IDF, etc. ITO samples Mining, Commodity Sector (agriculture and industry) IWTO example, ICO, etc. The field of Customs and International Trade GATT examples, etc. • Foreign Affairs of Indonesia. Indonesian Foreign certain to follow the western countries especially the United States. Whatever the reason, the strongest argument is the reign of certain people in the State and the State Palace environment that has consciously been a supporter of the United States From the side of idealism and nationalism, foreign policy was entering a period of Indonesia's worst with two important notes: • loss of free and active basis. Especially in the implementation of aspects of free / independent in determining attitudes. • Second, Indonesia's foreign policy is no longer reflect the situation in the country but are a handful of elite digenggaman clearly become a stooge of the United States. Indonesia's attitude is almost always uncertain and trying to play it safe by playing a free and active principle which ultimately translates into a calculation of interests and an elite international and domestic reaction. Conclusion International Relations is a field of academic and public policy and can be either positive or normative as it seeks to analyze and formulate the foreign policy of certain countries. International relations existed before World War I, living and growing up now with a lot of changes in accordance with the times. Therefore, many born faham-faham/teori international relations include: Positivif theories: Realism, Liberalism / idealism / Liberal Internationalism, Neorealism, Neoliberalism, Regime Theory Pasca-positivis/reflektivi Theories: International society theory (the English), Social Constructivism, Marxism Bibliography http://intelindonesia.blogspot.com/2007/04/selamat-politik-luar-negeri-indonesia.html http://one.indosktipsi.com/judul-skripsi-makalah-tentang/penggolongan-organisasi-internasional. http://id.wikipedia.org/wiki/hubungan-internasional Name: Teguh Wibowo Prodi / classes: PGSD 08 / C NIM: 08144600117
Indonesia—Deteksi bahasa—AfrikaansAlbaniaArabBelandaBulgarByelorusiaCekDanskEstiFarsiGalisiaHindiIbraniIndonesiaInggrisIrlandiaIslanItaliaJepangJermanKatalanaKoreaKroatLatviLituaviMagyarMakedoniaMaltaMandarinMelayuNorskPilipinoPolskiPortugisPrancisRumaniaRusiaSerbSlovenSlowakiaSpanyolSuomiSwahiliSwenskThaiTurkiUkrainaVietnamWalesYiddiYunani > Inggris—AfrikaansAlbaniaArabBelandaBulgarByelorusiaCekDanskEstiFarsiGalisiaHindiIbraniIndonesiaInggrisIrlandiaIslanItaliaJepangJermanKatalanaKoreaKroatLatviLituaviMagyarMakedoniaMaltaMandarin (Aks. Sederhana)Mandarin (Aks. Tradisional)MelayuNorskPilipinoPolskiPortugisPrancisRumaniaRusiaSerbSlovenSlowakiaSpanyolSuomiSwahiliSwenskThaiTurkiUkrainaVietnamWalesYiddiYunani tukar

Status of Teachers

Summary
1. Status of Teachers
2. Some Skills Teaching
Course Codes: Introduction to Education
Lecturer: Dra Suharni M. Pd.






Produced by:
Teguh Wibowo
NIM: 08144600117


Study Program Elementary School Teacher Education
Faculty of Teacher Training and Education
University PGRI Yogyakarta
2008
TEACHER POSITION

A. Meaning Teacher
Teachers are people who memeberikan science to their students. In view of the public are those who carry out education-ditemat certain places, not necessarily in the formal education institutions, but can jiga at the mosque, in the musolla, at home and so on. Community believed that teachers were able to educate them to be a noble personality.
The task of teachers is not only limited to the school walls, but also outside of school. Guidance should be given only puntidak groups (classical), but also individually. In other words all those teachers are in charge and responsible to guide and nurture students, both individually and classical, in school and outside school.

B. Teacher Requirements
Being a teacher by Prof.. Dr. Zakiah Daradjat (1992: 41) must meet several requirements as below:
1. Taqwa to Allah swt.
Teachers, in accordance with the purpose of Islamic education, not possible to educate their students devoted to God, if he himself is not devoted to Him. Because he is a role model for their students sebgaimana Muhammad peace be upon him a role model for his people.
2. Knowledge
Teachers also must have a certificate that he was allowed to teach. Except in emergencies, such as the number of students is the number of teachers menigkat sedangkat far from sufficient, it had to deviate for a while, ie not yet received a certified teacher. But under normal circumstances there is a standard that the higher the better teacher training and education, in turn, the higher the degree of community.
3. Healthy Physical
Physical health is often used as a prerequisite for those who apply to become teachers. Teachers who have a contagious disease, for example, is very dangerous to their students. In addition, teachers who are not diseased will be passionate about teaching.

4. Good behavior
Important teacher character in the character education students. Teachers should be models for children are imitative. Among the goals of education is to form a noble character in students self and this could be possible only if the individual teacher also noble. The meaning of noble character is a character who sesuia with Islamic teachings, such as loving his job as a teacher, be fair to all students, effective patient and calm, dignified, happy, human nature, in collaboration with other teachers, in collaboration with the community.

C. Teacher Responsibility
Teacher is the person responsible for the intellectual life of students. Competent personal decency is the expected present in each of the students. For that teachers with full dedication and loyalty to guide and nurture their students in order to be dating period to be useful for the home country.
Surely a responsible teacher has several properties, which according Wens Tanlain and colleagues (1989: 31) is:
1. Accept and comply with norms, human values.
2. Assume the task of educating with the free, brave, happy (the task is not a burden).
3. Aware of the values associated with the actions and the consequences that arise (the heart).
4. Respect for others, including students.
5. Wise and prudent (not reckless, not reckless, not dementia).
6. Taqwa of Almighty God.

D. Task Master
Teachers have the power to shape and build the personality of the students to be a useful for the religion, homeland and nation. Teachers prepare manusai moral duty that can be expected membanguun themselves and build the nation and the State. And in fact the task of teachers, among others:
a. The task of teachers as a profession requires the teachers to develop themselves in accordance with the professional development of science and technology. Educate, teach and train students is the job of the teacher as a profession.
b. The task of teachers as educators is to continue and develop life values to their students.
c. The task of teachers is to teach means to continue and develop science and technology to their students.
d. The task of teachers as a coach is to develop skills and apply them to life for the sake of future students.
e. Humanitarian tasks one aspect of the duties of teachers. Teachers should inculcate human values to their students. That way students have been educated to the nature of social solidarity.
f. In the social field is a task that is also important. In this area teachers have a duty to educate and teach people to become Indonesian citizens a moral Pancasila.

E. Teacher personality
Every teacher has their private in accordance with the personal characteristics they possess. Personality really is an abstract problem, can only be seen by appearance, actions, speech, dress, and in dealing with problems.
Personality is a whole of individuals consisting of psychic and physical elements. Teacher's personality will be reflected in the attitudes and actions in developing and guiding the students. For example, teachers must have a personality that can be used as profiles and idol, his whole life is a perfect figure. That is the impression of the teacher as the ideal figure. Profile of the ideal teacher is someone who devotes himself based calling, the call of conscience, not for mere money demands, which limit the duties and responsibilities limited to the school wall

F. Teacher Role
1. Corrector
As a proofreader, a teacher must be able to discern good values and bad values.
2. Inspirator
For inspiration, the teacher must be able to give a good inspiration for students learning progress. Teachers must be able to give instructions (inspiration) learning how good.
3. Informator
As informatory, teachers must be able to provide development of science and technology, in addition to a number of lessons for each subject that has been programmed in the curriculum.
4. Organizers
As an organizer, is the other side of the necessary role of the teacher. In this field of management activities of teachers has academic activities, organizing school discipline, develop the academic calendar, and others. Everything is organized so as to achieve effectiveness and efficiency in the self-learning students.
5. Motivator
As a motivator, a teacher should be able to encourage their students to be passionate and active learning.
6. Initiator
As the initiator, the teacher must be able to trigger the ideas of progress in education and teaching. The process of educational interaction that is present should be corrected according pengetahan development of science and technology in education. Competence of teachers should be improved according to the progress of communication and information media of this century.
7. Facilitator
As a facilitator, the teacher should be able to provide facilities that enable easy learning of the students. Learning environment that is not pleasant, the atmosphere is stuffy classrooms, desks and broken chairs, poor learning facilities available, causing lazy students learn.


8. Supervising
Role as a mentor should be overlooked, because the presence of teachers at the school is to guide students into decent human beings capable adults. Without the guidance of the students will experience in dealing with the development kesulita him.
9. Demonstrator
For materials that elusive lesson by students, teachers should try to membnatunya, by way of demonstrating what is taught in a didactic, so that what teachers want in line with the understanding of students, not in error understanding between teachers and students.

10. Classroom Management
As a manager class, the teacher should be able to manage classes well, because the class is where all students gather and teachers in order to receive lessons from teachers. Classes are well managed will support the course of educational interaction. Instead the class that is not properly managed akanmenghambat teaching activities. Tidka students will feel bored impossible to stay longer in the classroom.
11. Mediator
As a mediator, the teacher should have knowledge and understanding enough about media education in various forms and kinds, both material and non-media meteriil. Media serves as a communication tool for interaction mengekfektifkan educative process. As a mediator, the teacher can be interpreted as a mediator in the process of learning to the students.
12. Supervisor
As a supervisor, the teacher can help hendanya, improve, and assess critical of the teaching process. Supervision techniques should teachers know well in order to make improvements to teaching and learning situation for the better.
13. Evaluator
As evaluators, teachers are required to be a good evaluator and honest by providing a touch penialian extrinsic and intrinsic aspects. Assessment of the more touching aspects intrinsic to the personality of the students, the aspects of value (values). Assessment of students must take precedence over the assessment of the answers when students are given the test. Students' achievement does not necessarily have a good personality. Thus, the assessment is essentially aimed at students of personality change to become capable of human decency.
As evaluators, teachers not only evaluate the product (learning outcomes), but also enilai process (teaching course). From both these activities will get feedback (feedback) about the implementation of educational interaction that has been done.
G. Code Guru
Ethics means ethics (ethics) or other matters relating to the ethics of doing a job. Thus, "teachers' code of ethics" is defined as "teaching ethics rules". According to Westby Gibson, a code of ethics (teacher) said to be a formal statement which is the norm (rule deontology) to regulate the behavior of teachers.
The following code of ethics will be presented Indonesia as a result of teachers' congress PGRI formula XIII in Jakarta:
1. Teachers guide students devoted entirely to the human form of development to Pancasila.
2. Teachers have the professional integrity in the curriculum as needed nenerapkan students each.
3. Teacher communication, particularly in obtaining information about their students, but refrain from all forms of abuse.
4. Teachers create an atmosphere of school life and maintain relationships with the parents of the students best interests of the students.
5. Teachers maintain good relations with the community around the school and the wider community for educational purposes.
6. Teachers alone or together to develop and improve the quality of his profession.
7. Teachers create and maintain relationships among teachers, both based on the work environment and the overall relationship.
8. Law teachers together to maintain, develop, and improve the quality of professional organizations as a means of devotion.
9. Teachers implement all the provisions of a government policy in education.





















SOME BASIC TEACHING SKILLS

A. Giving Pengutan skills (reinforcement)
In everyday life we know of "gift". Giving these gifts will psychologically affect a person's behavior. Similarly, given a penalty because Yeah stealing, cheating, do not do the job and others that basically will also affect the behavior of people who receive punishment. Both of gift-giving and punishment is a response to another person because of his actions.
1. Strengthening in the classroom
a. Improving students' attention and help students learn when providing reinforcement used selectively.
b. Provide motivation to students.
c. Used to control or change tingah disruptive student behavior, and enhance productive way of learning.
d. Students develop self-confidence to manage themselves dalampengalaman learning.
e. Directed toward the development of divergent thinking (different) and taking a free initiative.
2. Applications
Things that need to be considered in the granting of strengthening is the teacher must be convinced, that students will appreciate and realize the response given to teachers. Strengthening the provision can be made:
a. Students watched the teacher, watching other friends and things that become objective discussion.
b. Students are learning, doing tasks from books, reading, and working on the board.
c. Resolving good work.
d. Working with a good quality work (neatness, precision, beauty, and quality of materials).
e. Repair work (in quality, results or performance).
f. There are categories of behavior (appropriate, inappropriate, verbal, physical, and written).
g. Independent tasks (development of self-direction, to manage their own behavior, and take the initiative yourself activities).
3. Strengthening Pattern
Providing basic pattern is the pattern of continuous reinforcement and sebagiansebagian patterns. Continuous reinforcement is reinforcement that one hundred percent necessary for a particular class behavior. While strengthening the part-Part, is given to strengthening specific response but not keselurhan.
4. Components providing reinforcement
a. Penguatan verbal
Praise and encouragement spoken by the teacher to respond or student behavior is verbal reinforcement.
b. Strengthening gestural
Providing reinforcement once gestural closely with the provision of verbal reinforcement. Speech or comments given to the response of teachers, behavior, students may be thinking, looking bright, with a smile, thumbs up and others. All these gestures are a form of gestural reinforcement.
c. Strengthening activities
Reinforcement in the form of this activity occurs when many teachers use an activity or task, so that students can select it as a reward for a job before.
d. Strengthening approaches
Example strengthening standing close to students, walking near the student, sitting near a group discussion, and walk forward.
e. Strengthening touch
Strengthening the touch is a reinforcement that occurs when a teacher is physically touching the student, such as patting the shoulder, shook hands, all intended to pengahrgaan appearance, behavior or student work.
f. Strengthening sign
Strengthening sign such a form of writing written comments on student work, diploma, certificate, sign the form of writing awards.
5. Model reinforcement
a. Strengthening the entire group
Providing reinforcement to all members of the group in the class can be done continuously.
b. Strengthening pending
Delays strengthening generally less effective when compared with direct delivery. But the delay can be done by giving a verbal explanation or that the award was postponed and will be given later.
c. Partial reinforcement
Partial reinforcement with partial reinforcement or not sustainable, given to students for some of its responses.
d. Strengthening Individual
Strengthening individuals are providing special reinforcement, such as calling capabilities, appearance and name of students is more effective than bersangkutn not mention anything.
6. The principle of strengthening
a. Warm and enthusiastic
Keantusiasan warmth and visible part of the teacher-student interaction
b. Avoid using negative reinforcement
Although punishment is effective to change the motivation, appearance and behavior of students, but giving it a result of boiling the complex, and somewhat kontaversial psychologically, because it should be avoided.
c. Strengthening vary
Provision should be provided to strengthen both its components and varied way, and given a warm and enthusiastic.
d. Meaningful
Teachers use the phrase: "good job". Students became suspicious and was ridiculed for even aware that his work was not good. As a result the strengthening provision meaningless, because the teacher is less warm and enthusiastic.

B. Questioning Skills
Smoothness asked (Fluency) is the number of questions that are logical and relevant to students' submitted teachers in the classroom. Giving time (Pausing) to think after the teacher asks a critical factor. Granting this time will produces some of the advantages of students who respond to grow, many thoughts arise, students interact with one another, many students asked increases, or the teachers tend to increase the variety demanded.
1. Strengthening the skills base to ask
a. Purpose
1) To increase the awareness and sense of inign know students one topic.
2) focusing on a concept perhatisn particular problem.
3) Develop active learning.
b. Phraseology
To help students respond to teacher questions, questions should be drawn with words that match the level of group development.
c. Structure
During the discussion took place teachers try to give information relevant to students denagn task, either after or before the questions.

d. Centralization
There are two aspects that can be drawn from this convergence components. First, the scope of questions yangluas (open), or narrow. Second, is the concentration of the number of students the task as a result of teacher questions.
e. Moving turn
After asking a question to all members of the class, then the teacher may ask one student to answer calls by name or by pointing, nodding and smiling.
f. Distribution
To involve students directly in the lesson, suggested questions randomly distributed (random) during the learning process going on.
g. Giving time
Each student is different in the speed of responding to questions and different levels of ability to speak clearly. One way is to give time to think in a few seconds after the question was asked to all members of the class and before the appointed certain students to answer.
h. Warm and enthusiastic
The warmth and enthusiasm shown to the answer the student teacher, have significance in increasing student participation in lessons.
i. Prompting
Are ways in which teachers to guide (prompt) provides students with a good answer correctly the questions that teachers ask.
j. Changing the level of cognitive demands
Most of the questions the teacher asks only facts. Therefore still needed questions that require students to be able to distinguish, analyze, and make decisions.
k. Things that should be avoided
1) Repeating the question itself
2) Repeating the student answers
3) Answering his own question
4) Request an answer in unison

2. Skills to ask more
a. Strengthening the classroom
1) help students to learn skills to organize and evaluate information obtained.
2) Remind students' skills in organizing and issued a reasoned answer to the question of teachers.
3) To encourage students to develop quick thinking and opinions expressed are tibal back with other students.
4) Providing opportunities for all students and teachers to experience success.
b. Taxonomic variation
1) Recall (recall)
2) Understanding (comprehention)
3) Applications
4) Analysis
5) Synthetic
6) Evaluation
c. Giving time
In the skills to ask further, giving extra time to give meaning and special significance. Giving time can be done in two ways, namely as soon as the teacher and the student asked to give answers to complex questions.
d. Increase interaction between students
Teachers have an important role in improving the exchange of opinions antarsiswa. The trick is to ask students to comment or to develop the first response.

C. Skills Variations
A variety of skills in teaching and learning process will include three aspects, namely:
1. Variations in teaching style
2. Variations in the use of media and instructional materials
3. Variation in the interaction between teachers and students
This variety of skills in wider use than in other skills, because it is a mixture of skills with other skills.

1. Strengthening the classroom
a. Purpose
b. The principle of strengthening
2. Component variation
a. Variations teaching style
1) Variety of sound
2) Emphasis
3) The provision of time
4) Contacts view
5) Movement of limbs
6) Move the position
b. Variations of media and teaching materials
1) Variation of view of media
2) Variation hear media
3) Variations tactile media
c. Variations interaction

D. Explaining skills
1. Goals provide an explanation
2. Reasons for the need to master the skills of teachers to explain
3. Strengthening the classroom
4. Component skills explained
a. Analysis and planning explanation
1) The contents of the message
2) recipients
b. Serving an explanation
1) Clarity
2) Use examples
3) Emphasis
4) feedback

E. Opening and Closing Skills Lessons
1. Strengthening the classroom
a. Purpose
b. The principles of the use of
2. Component skills
a. Skills open learning
1) Interest attention and led to motivation
2) Provide a reference and make connections
b. Closing skills lessons
1) Review
2) Evaluation

F. Skills in Preschool Classroom
1. Definition
a. Power approach
b. Approach threat
c. Pendekatankebebasan
d. Approach recipes
e. Teaching approach
f. Behavior modification approach
g. Sosioemsional Approach
h. Approach to process groups
i. Pluralistic approach
2. Purpose
a. For students
b. For teachers
3. The principle of strengthening
a. Warm and enthusiastic
b. Challenges
c. Varies
d. Flexibility
e. The emphasis on things that are positive
f. Planting of self-discipline
4. Component skills
a. Skills associated with the creation and maintenance of optimal learning conditions (preventive)
1) The attitude response
2) Dividing attention

b. Skills associated with the development of optimal learning conditions
1) behavior modification
2) Teachers can use a group problem-solving approach in a way, facilitate the tasks (seeking the good cooperation in the implementation of tasks) and maintaining group activities.
3) Finding and solving behavior problems.

G. Skills for Small Group Discussion Guide
1. Advantages and limitations
a. Pros
1) The group has more resources than the individual
2) Members of the group are often given feedback and motivation from other members, who try to make useful contributions to the success of the mind group.
3) Groups can make better decisions.
4) Members of the group has strong ties to the eputusanyang taken through his involvement in the discussion.
5) Participation in discussions will increase mutual understanding between individuals within a group and in the other groups.
b. Limitations
1) Discussion took
2) Waste of time
3) Discussion can suppress the establishment
2. Strengthening the classroom
a. Discussions must be conducted in an open atmosphere
b. The need for planning which includes;
1) Election topic or issue to be discussed
2) It can ensure that teachers and students already have background information to discuss the topic as well
3) small group discussions should be well prepared
4) group size Ditetepkan
5) seat settings.
3. Component Skills
a. Concentration
b. Clarifying issues
c. Analyzing students view
d. Increasing contributions
e. Dividing participation
f. Closing the discussion
g. Things that should be avoided
1) Holding discussions with the topic that is not in accordance with the interests and background knowledge of the students
2) Allowing the discussion drifting away because the information is not relevant preliminary
3) Allowing students monopolize the discussion
4) Failure to discuss because of the low contribution of the mind

H. Small Group Teaching Skills and Personal
1. Rational
One way to increase levels of CBSA (How to Study Students On), is to develop skills in teaching small groups and individuals. These skills will enhance the understanding of teachers and students involved.
2. Definition
Teaching perorangn interpreted as a process in which each of the students helped develop the progress in achieving the goals berdasarkna capabilities, approaches, and teaching materials.
3. Strengthening the classroom
a. Skills personally approach
b. Organizing skills
c. Skills to guide and help
d. Skills curriculum
e. Application skills
1) small group situation
2) Teaching individuals