Hampir setiap tahun selalu muncul gagasan untuk menangkal arus membanjirnya masyarakat yang berbondong-bondong ke Jakarta. Kalau tahun lalu Fraksi Karya Pembangunan (FKP) DPRD DKI Jakarta mengusulkan agar jakarta di canangkan kembali sebagai kota tertutup bagi pendatang baru, seperti pernah dicanangkan pada tahun 1970-an. Setelah lebaran tahun ini, beberapa orang anggota DPRD DKI Jakarta, yaitu Wakil Ketua Komisi D.H.Abu Bakar, dan Sekretaris FPDI, Romulus Sihombing, mengusulkan agar segera dibentuk forum konsultasi antar Pemda seluruh Indonesia

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Munculnya perkampungan kumuh di kota-kota besar Jakarta misalnya, sebenarnya berawal dari pesatnya pertumbuhan penduduk terutama akibat derasnya laju arus urbanisasi. Ini merupakan konsekuensi logis dari sangat timpangnya laju pertumbuhan ekonomi antara daerah pedesaan dan daerah perkotaan.

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This paper analysis relation andimpacts of Islamicity on happiness, with human development and global competitiveness as moderating variables.Cross-nations data on Islamicity, human development, global competitiveness and happiness were collected from 123 countries and employed in a path analysis model. The result showed that there were positive and very strong correlations between Islamicity and happiness (r14= 0.81), between global competitiveness and happiness (r34= 0.76), and between human development and happiness (r24= 0.82). Path coefficients indicated that direct impact of Islamicity on happiness was positive and significant (P41= 0.36), direct impact of global competitiveness on happiness was positive and significant (P43= 0.06), direct impact of human development on happiness was positive and significant (P42= 0.46). Indirectly, the impact of Islamicity on happiness, through global competitiveness was positive, but statistically not significant (P43-P31= 0.04), the impact of Islamicity on happiness through global competitiveness and human development was positive, but statistically not significant (P43-P32-P21= 0.01) and the impact of Islamicity on happiness through human development was positive and significant (P42-P21=0.39). Implication of this finding was that applying Islamic teaching and implementing the practice of human development would be very important to make people happy and to maintain happiness.

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This paper examined the impact of technological progress on poverty reduction, with
unemployment rate and economic growth as moderating variables, in Indonesia during the period
of 2004-2013. It was coincided with two perods of Yudhoyono administration.Technological
progress was measured by total factor productivity (TFP) growth, unemployment was
measuredby open unemployment rate, economic growth was measured by the growth of Gross
Domestic Product based on the year of 2000 constant price, and poverty reduction was measured
by the percentage of poor people. Impact analysis was conducted using SEM-Path Analysis
techniques. Most data were directly gathered from the National Statistics Agency, except data on
TFP growth. The results showed that first, technological progress,directly, had a not significant
positive impact on poverty reduction (Path-1). Second, technological progress, indirectly, had a
positive significant impact on poverty reduction (Path-2). Third, technological progress,
indirectly, had a positive significant impact on poverty reduction (Path-3). Fourth, technological
progress, indirectly, had positive significant impact on poverty reduction (Path-4). Technological
progress was important factor for poverty reduction but it was not sufficient conditions.

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Bahwa pembangunan bertujuan untuk menciptakan hari esok yang lebih baik, kiranya tak perlu lagi dipersoalkan. Be3gitu juga bahwa keberhasilan pembangunan menuntut adanya peran serta masyarakat sudah sejak lama disadari. Makanya dalam setiap bab penutup GBHN pentingnya partisipasi masyarakat demi keberhasilan pembangunan selalu dinyatakan secara tegas.

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The study aims to find out the responses of Oral Corrective Feedback and Students’ Uptake on EFL students’
learning process in speaking class and to identify the most frequent type of oral corrective feedback and uptakes
by one non-native teacher and EFL students. To find out the responses and the types, the classroom observation
and interview were done. The results revealed that explicit correction is the most frequent type of oral corrective
feedback used by the teacher and self- repair as the most frequent type of students’ uptakes. Regarding the
responses of giving oral corrective feedback, the student admitted that 1) they became aware of their own errors;
2) they were motivated to improve their speaking skill; 3) their pronunciation and grammar input improved; and,
4) their vocabulary enriched. In spite of the positive responses of the students on the explicit correction, a further
study should be done with a different level of English proficiency in order to obtain comprehensive contributions
to the importance of feedbacks and uptakes in the learning process.

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This paper reports the use of recast technique in correcting students’ errors in the EYL (English for Young Learners) classroom. Observation and interview methods were conducted to collect the data. While observation was implemented to find out the role of recast in teaching-learning processes, interview to ten teachers and twenty-four students was conducted in order to answer teachers and students’ perceptions of recast technique. Findings showed that teachers and students gave positive perceptions of recast. Recast can encourage students’ language awareness, motivation, and independence. The findings of this study suggest that recast technique can be used as an alternative feedback in giving correction to students’ errors. The study confirms literature showing that recast is an effective corrective feedback.

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The study aims to find out how Indonesian EFL students perceive and make use of washback of portfolio
assessment in reading academic texts. To explore washback of portfolios, 20 students from English department at
the faculty of education were interviewed. The result revealed that the students had positive perceptions because
the washback improved their reading strategy, contributed positive changes to their learning attitude, and
cultivated their learning autonomy. They also perceived portfolio assessment a ‘novel’ method in assessing their
reading and a helpful tool in learning; therefore, they made use of portfolio assessment for future teaching and
learning guidelines. In spite of the positive washback of portfolios, a further study has to be done because
teachers have some challenges, such as preparing an appropriate design and taking time into account when
applying portfolios in language assessment.

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Pada setiap bulan April kita terutama kaum wanita selalu memperingati hari kelahiran seorang pejuang emansipasi wanita, Raden Ajeng Kartini. Pada zamannya dimana kaum wanita hanya menjadi warga masyarkat kelas dua, dengan caranya sendiri beliau berjuang mengangkat harkat dan derajat kaumnya. Beliau memperjuangkan persamaan hak bagi kaum wanita untuk memperoleh kesempatan yang sejajar dengan kaum pria. Sekarang harus diakui bahwa perjuangan beliau telah menunjukan hasil. Banyak kaum wanita menduduki jabatan penting dan pekerjaan yang patut di banggakan. Mulai dari pengusaha, pejabat pemerintah seperti dirjen, menteri dan duta besar, dokter, profesor dan bahkan calon antariksawati

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Lebaran sebagai hari kemenangan yang perlu dirayakan bersama keluarga telah memunculkan tradisi khas Indonesia. Tradisi mudik. Entah kapan tradisi ini dimulai. Tapi yang jelas, setiap menjelang Lebaran terminal bus dan stasion kereta api diserbu pemudik. Begitu juga kira-kira seminggu setelah lebaran, Jakarta ataupun kota-kota besar lainnya sibuk ” menyambut ” penduduknya yang baru saja berlebaran di kampung halamn.

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