Language Access Centre

A. PENDAHULUAN
Dalam berupaya untuk menjaring guru pengajar yang mumpuni, pemerintah melakukan berbagai macam program. Beberapa kebijakan yang diterapkan, yang dianggap excellent, sampai saat ini masih belum ada kejelasan.
Berdasarkan Undang-undang 14/2005 tentang guru dan dosen, serta Permendiknas 18/2007 tentang sertifkasi Guru dalam jabatan, jumlah jam wajib mengajar 24 jam tatap muka.Untuk memenuhi jumlah jam wajib mengajar seorang guru dapat melakukan (1) Mengajar di sekolah lain yan memiliki izin operasional pemerintah atau Pemda (2) Melakukan team teaching (dengan mengikuti kaidah-kaidah team teaching).
Bagi guru dengan alasan tertentu sama sekali tidak dapat memenuhi kewajiban mengajar 24 jam, misalnya guru yang mengajar di Daerah Terpencil , seperti dalam Permendiknas 18/2007 pasal 6 ayat (4), “Guru tersebut harus mendapat persetujuan tertulis dari Pendidikan Nasional atau pejabat yang ditunjuk”.
Guru yang telah memiliki sertifikasi pendidikan harus terus meningkatkan kompetensinya melalui berbagai kegiatan untuk meningkatkan profesionalitas guru berkelanjutan (continuous professional development). Hal ini harus berlangsung secara berkesinambungan, karena prinsip mendasar adalah guru harus merupakan a learning person, belajar sepanjang masa selama hayat masih di kandung badan.
Pembinaan profesi guru secara terus-menerus (continuous professional development) menggunakan wadah guru yang sudah ada, yaitu Kelompok Kerja Guru (KKG) untuk tingkat SD, Musyawarah Guru Mata Pelajaran (MGMP) untuk tingkat sekolah menengah di P4TK, di tingkat perguruan tinggi dan di tempat lain yang merupakan wahana pemeliharaan dan peningkatan kompetensi. Aktivitas guru di KKG/MGMP tidak saja untuk menyelesaikan persoalan pengajaran yang dialami guru dan berbagi pengalaman antar guru, tetapi juga untuk mengembangkan kontak akademik dan melakukan refleksi diri.
Dari uraian di atas, dengan penuh rasa tanggungjawab, Badan Eksekutif Mahasiswa (BEM) Fakultas Bahasa dan Sastra (FBS) Universitas Pesantren Tinggi Darul ‘Ulum (Unipdu), perlu mengadakan Workshop Pengajaran khususnya mata pelajaran Bahasa Inggris untuk wahana pemeliharaan dan peningkatan kompetensi guru, hal ini juga untuk menyelesaikan persoalan pengajaran yang dialami guru karena disamping untuk mengembangkan kontak akademik tetapi juga sebagai wadah untuk melakukan refleksi diri.
B. BENTUK DAN TEMA KEGIATAN
• Bentuk kegiatan ini adalah Workshop Pengajaran Bahasa Inggris dengan tema : Methodology Pembelajaran Komunikatif
C. NARASUMBER
Adapun narasumber dan fasilitator dalam kegiatan ini adalah:
a. Mr. SUE RODGER (ELT Materials and Training Coordinator)
b. Afifa Zulfikar, SS. M. Sc (Pembantu Dekan III FBS, direktur PSB Unipdu)
D. MEKANISME PELAKSANAAN
Workshop
Adapun mekanisme penyampaian dalam English Training Workshop ini adalah:
•Presentasi
•Tanya Jawab/Dialog
E. PESERTA
1.Peserta English Training Workshop adalah Perwakilan Guru SMA dan Sederajat Se-Kabupaten Jombang yang telah mendaftarkan diri kepada Panitia. sesuai dengan waktu yang telah ditentukan.
2.Peserta wajib hadir 30 menit sebelum acara dimulai.
3.mengingat efektifitas forum maka peserta akan dibatasi.
F.TEKNIS PELAKSANAAN
1.Mengisi formulir pendaftaran (terlampir)
2.Pendaftaran di mulai pada tanggal 20 Februari 2009 s/d 10 Maret 2009
3.Pendaftaran dibuka setiap hari ,sabtu sampai kamis (Jumat libur) mulai Jam 09.00 s/d 14.00
4. Setiap Peserta dikenakan kontribusi sebesar Rp 50.000,- (Lima Puluh Ribu Rupiah).
5.Pendaftaran bisa datang langsung ke kantor sekretariat Badan Eksekutif Mahasiswa (BEM) Fakultas Bahasa dan Sastra Unipdu atau melalui surat pos (Tromol Pos 10 Fakultas Bahasa dan Sastra Unipdu Peterongan Jombang kode pos 61481) dengan menyertakan formuilir pendaftaran dan bukti transfer ke No. Rekening 3203-01-000459-50-5 (atas nama SELI alamat peterongan)
6. Workshop ini akan dilaksanakan:
Hari : Kamis
Tanggal : 12 Maret 2009
Waktu : 08.00 WIB s/d Selesai
Tempat : Auditorium Kampus Unipdu Jombang

Expressions of quantity are placed before nouns and express 'how much' or 'how many' of something exists. Some expressions of quantity are only used with noncount (uncountable) nouns, others are only used with count (countable) nouns. Some expressions of quantity are used with both noncount and count nouns. Here are some examples:
Count Nouns
both friends
several people
many trees
Both Count and Noncount Nouns
some time / friends
all people / all food
lots of things / money
The chart at the bottom of the page provides an overview of the most common expressions of quantity and the nouns (count or noncount) they proceed. The chart begins with the least amount (0) and ends in the greatest amount (all).
Here are examples sentences of each of these expressions in the order given in the chart. Examples go from the lowest number of amount to the highest number or amount:
Not any - Both Count and Noncount Nouns
I don't have any time this week.
She doesn't have any friends in London.
No - Both Count and Noncount Nouns
Mary has no money to go away on holiday.
I have no friends in Chicago.
One, two, three, etc. - Count Nouns Only
Peter has one car.
Both - Count Nouns Only
Both of my friends live in San Francisco.
A Couple Of - Count Nouns Only
There are a couple of cats in that house.
A Few / Few - Count Nouns Only
There are a few students in the classroom.
She has few friends in New York.
A Little / Little - Noncount Nouns Only
There is a little food left on the table.
There is little time to waste.
Some - Both Count and Noncount Nouns
I've got some extra money saved up in the bank.
She's got some friends in New Orleans.
Several - Count Nouns Only
There are several books on that table.
Much - Noncount Nouns Only
How much time is left?
Many - Count Nouns Only
There aren't many days left until Christmas.
A Lot Of / Lots of - Both Count and Noncount Nouns
We have a lot of rice in the kitchen.
There are a lot of students waiting to take the test.
She has lots of time to get ready.
Jack has lots of friends in Los Angeles.
Plenty Of - Both Count and Noncount Nouns
There is plenty of help available
at the library.
There are plenty of children in need of your help.
A Number Of - Count Nouns Only
She has a number of business contacts in Los Vegas.
Most - Both Count and Noncount Nouns
He has the most time of anyone.
She keeps most receipts on her desk.
Each - Count Nouns Only
Each student must come to class on time.
Every - Count Nouns Only
Every day is important.
All - Both Count and Noncount Nouns
She keeps all oranges in the refrigerator.
We keep all rice in the cupboard.

Invitation for all


PEKAN BUDAYA JEPANG UNIPDU (BUNKASAI)
Tingkat SMA Jombang , Mojokerto, Nanjuk dan Kediri
Hari, tanggal : Ahad, 22 Februari 2009
Waktu : 08.00 WIB s/d selesai
Tempat : Audittorium kampus Utama Unipdu

1. Pameran Bunkasai
2. Informasi beasiswa dari Konjen Jepang dan pemutaran film Jepang.

Jenis Lomba
• Rodoku (membaca)
• Kakitori (menulis)
• Soudou (kaligrafi)
• Cerdas cermat
• Memasak

ENGLISH TRAINING WHORKSHOP
TINGKAT GURU SMA KE KABUPATEN JOMBANG
Hari, tanggal : Senin, 2 Maret 2009
Waktu : 08.00 WIB s/d selesai
Acara : Workshop Standart Pengajaran Bahasa Inggris
Tempat : Audittorium kampus Utama Unipdu
Narasumber adalah:
Mr. SUE RODGER (ELT Materials and Training Coordinator)
Afifa Zulfikar, SS. M. Sc (Pembantu Dekan iii FBS dan direktur PSB Unipdu)

Sekretariat Panitia: BEM FBS UNIPDU Peterongan Jombang 61481

Contact Person:Ach Ghozali. Hs 085645430497
Agus M Herlambang 081359960974
Adib Masruhi 08563447613

FULBRIGHT MASTER’S DEGREE PROGRAM

Preference will be given to applicants who serve as faculty members of state and private institutions of higher education
in Indonesia. Applicants will possess:

1. a Sarjana (S1) degree with a minimum GPA of 3.0 (4.00 scale)
2. leadership qualities
3. a good understanding of Indonesian and international cultures a
4. demonstrated commitment to the chosen field of study
5. a willingness to return to Indonesia upon completion of the Fulbright program
6. a minimum TOEFL score of 550

HOW TO APPLY
Candidates should complete the appropriate application forms. Forms are available either by mail or in person at the AMINEF Office, Gedung Balai Pustaka, 6th floor, Jl. Gunung Sahari Raya 4, Jakarta 10720.

Please return to AMINEF your complete application package by the application deadline that includes:

1. Completed application form. This includes a clearly written and concise study objective.
2. Copy of your most recent, less than two years old, TOEFL score report.
3. One letter of reference, either from your current employer or previous lecturer.
4. Copy of academic transcript (English translation).
5. Copy of identity document (KTP or passport).

CONTACT INFORMATION
Specific questions regarding the application process may be addressed via e-mail to the following address: infofulbright_ind@aminef.or.id. We do not accept email applications. Hard copies must be sent or delivered to American Indonesian Exchange Foundation.

APPLICATION FORM
http://www.aminef.or.id/file/fulbright/2009%20FULBRIGHT%20APPLICATION%20FORM.doc

DEADLINE
The deadline for the submission of application materials for all programs is May 31, 2009.

Note: Program requirements are subject to change without notice.

More information visit:
http://www.aminef.or.id/fulbright.php?site=fulbright&m=ip-pro-ma-fulbrightma

Masters/PgDip Scholarships for 2009-10

Centre for Russian, Central and East European Studies (CRCEES)

A consortium of the Universities of Glasgow, Nottingham, St Andrews, Aberdeen, Edinburgh, Newcastle, Strathclyde, and the West of Scotland

Suitably qualified applicants from any branch of the Social Sciences and Humanities are invited to apply for Masters studentships and Postgraduate language diplomas for study in the 2009-10 academic year.

Applications are invited for the one-year MSc in Russian and East European Studies, University of Glasgow and for intensive one-year Postgraduate diplomas (PgDip) in Russian, Polish, Czech Serbian/Croatian and Slovene language.

Applications should send a covering letter, CV and two references to Ann Mulholland, CRCEES Administrator at the address below by 27th February 2009.

For eligibility and details see ESRC (http://www.esrc.ac.uk).

For further details please see the CRCEES website http://www.gla.ac.uk/crcees/admissions/admissions.html

Centre for Russian, Central and East European Studies (CRCEES)
University of Glasgow
8-9 Lilybank Gardens
Glasgow
G12 8RZ
Tel No: 0141 330 8539
Email: A.Mulholland@lbss.gla.ac.uk

For other uses, see Syntax (disambiguation).
"Syntactic" redirects here. For another meaning of the adjective, see Syntaxis.
In linguistics, syntax (from Ancient Greek συν- syn-, "together", and τάξις táxis, "arrangement") is the study of the principles and rules for constructing sentences in natural languages. In addition to referring to the discipline, the term syntax is also used to refer directly to the rules and principles that govern the sentence structure of any individual language, as in "the syntax of Modern Irish". Modern research in syntax attempts to describe languages in terms of such rules. Many professionals in this discipline attempt to find general rules that apply to all natural languages. The term syntax is also sometimes used to refer to the rules governing the behavior of mathematical systems, such as logic, artificial formal languages, and computer programming languages.

Early history

Works on grammar were being written long before modern syntax came about; the Aṣṭādhyāyī of Pāṇini is often cited as an example of a pre-modern work that approaches the sophistication of a modern syntactic theory.[1] In the West, the school of thought that came to be known as "traditional grammar" began with the work of Dionysius Thrax.

For centuries, work in syntax was dominated by a framework known as grammaire générale, first expounded in 1660 by Antoine Arnauld in a book of the same title. This system took as its basic premise the assumption that language is a direct reflection of thought processes and therefore there is a single, most natural way to express a thought. That way, coincidentally, was exactly the way it was expressed in French.

However, in the 19th century, with the development of historical-comparative linguistics, linguists began to realize the sheer diversity of human language, and to question fundamental assumptions about the relationship between language and logic. It became apparent that there was no such thing as a most natural way to express a thought, and therefore logic could no longer be relied upon as a basis for studying the structure of language.

The Port-Royal grammar modeled the study of syntax upon that of logic (indeed, large parts of the Port-Royal Logic were copied or adapted from the Grammaire générale[2]). Syntactic categories were identified with logical ones, and all sentences were analyzed in terms of "Subject – Copula – Predicate". Initially, this view was adopted even by the early comparative linguists such as Franz Bopp.

The central role of syntax within theoretical linguistics became clear only in the 20th century, which could reasonably be called the "century of syntactic theory" as far as linguistics is concerned. For a detailed and critical survey of the history of syntax in the last two centuries, see the monumental work by Graffi (2001).

Modern theories

There are a number of theoretical approaches to the discipline of syntax. Many linguists (e.g. Noam Chomsky) see syntax as a branch of biology, since they conceive of syntax as the study of linguistic knowledge as embodied in the human mind. Others (e.g. Gerald Gazdar) take a more Platonistic view, since they regard syntax to be the study of an abstract formal system.[3] Yet others (e.g. Joseph Greenberg) consider grammar a taxonomical device to reach broad generalizations across languages. Some of the major approaches to the discipline are listed below.

Generative grammar

Main article: Generative grammar

The hypothesis of generative grammar is that language is a structure of the human mind. The goal of generative grammar is to make a complete model of this inner language (known as i-language). This model could be used to describe all human language and to predict the grammaticality of any given utterance (that is, to predict whether the utterance would sound correct to native speakers of the language). This approach to language was pioneered by Noam Chomsky. Most generative theories (although not all of them) assume that syntax is based upon the constituent structure of sentences. Generative grammars are among the theories that focus primarily on the form of a sentence, rather than its communicative function.

Among the many generative theories of linguistics, the Chomskyan theories are:

* Transformational Grammar (TG) (Original theory of generative syntax laid out by Chomsky in Syntactic Structures in 1957[4])
* Government and binding theory (GB) (revised theory in the tradition of TG developed mainly by Chomsky in the 1970s and 1980s).[5]
* The Minimalist Program (MP) (revised version of GB published by Chomsky in 1995)[6]

Other theories that find their origin in the generative paradigm are:

* Generative semantics (now largely out of date)
* Relational grammar (RG) (now largely out of date)
* Arc Pair grammar
* Generalized phrase structure grammar (GPSG; now largely out of date)
* Head-driven phrase structure grammar (HPSG)
* Lexical-functional grammar (LFG)
Categorial grammar

Categorial grammar is an approach that attributes the syntactic structure not to rules of grammar, but to the properties of the syntactic categories themselves. For example, rather than asserting that sentences are constructed by a rule that combines a noun phrase (NP) and a verb phrase (VP) (e.g. the phrase structure rule S → NP VP), in categorial grammar, such principles are embedded in the category of the head word itself. So the syntactic category for an intransitive verb is a complex formula representing the fact that the verb acts as a functor which requires an NP as an input and produces a sentence level structure as an output. This complex category is notated as (NP\S) instead of V. NP\S is read as " a category that searches to the left (indicated by \) for a NP (the element on the left) and outputs a sentence (the element on the right)". The category of transitive verb is defined as an element that requires two NPs (its subject and its direct object) to form a sentence. This is notated as (NP/(NP\S)) which means "a category that searches to the right (indicated by /) for an NP (the object), and generates a function (equivalent to the VP) which is (NP\S), which in turn represents a function that searches to the left for an NP and produces a sentence).

Tree-adjoining grammar is a categorial grammar that adds in partial tree structures to the categories.
Dependency grammar

Dependency grammar is a different type of approach in which structure is determined by the relations (such as grammatical relations) between a word (a head) and its dependents, rather than being based in constituent structure. For example, syntactic structure is described in terms of whether a particular noun is the subject or agent of the verb, rather than describing the relations in terms of phrases.

Some dependency-based theories of syntax:

* Algebraic syntax
* Word grammar
* Operator Grammar
Stochastic/probabilistic grammars/network theories

Theoretical approaches to syntax that are based upon probability theory are known as stochastic grammars. One common implementation of such an approach makes use of a neural network or connectionism. Some theories based within this approach are:

* Optimality theory
* Stochastic context-free grammar
Functionalist grammars

Functionalist theories, although focused upon form, are driven by explanation based upon the function of a sentence (i.e. its communicative function). Some typical functionalist theories include:

* Functional grammar (Dik)
* Prague Linguistic Circle
* Systemic functional grammar
* Cognitive grammar
* Construction grammar (CxG)
* Role and reference grammar (RRG)
* Emergent grammar