The Analysis of Active and Passive Voices

I.     Active and Passive Voices

	Active Voice	Passive Voice
Definition	The active voice is the most frequent, and it is tipically chosen to state something about the agent of an action (that is who does what). The agent is expressed as the grammatical subject and normally initiates the action.	The passive is a way of phrasing the sentence so that the subject does not refer to the person or thing responsible (directly or indirectly) for the action.

Ø   Be-Passive

The active and passive have different verb phrases, that is the passive has an additional auxiliary: a form of the auxiliary be followed by an –ed participle. Here are examples of corresponding active and passive verb phrases:

Active                          Passive

loves                             is loved

sold                              was sold

is fighting                     is being fought

has reconstructed         has been reconstructed

will proclaim                will be proclaimed

may have asserted        may have been asserted

                                      should be purifying      should be being purified

Active   :  A team of detectives (S) is investigating the crime (dO)

Passive  : The crime (S) is being investigated by a team of detectives.

Active   : The new management (S) has offered employees (iO) a better deal.

Passive  : Employees (S) have been offered a better deal by the new management.

Ø   Passive without an Agent Phrase

Generally the passive sentence does not contain the by-phrase. Passives frequently occur without an agent phrase and are called agentless passives. The following is the example of this form:

The decision has already been taken.

He was immediately admitted to the hospital.

Ø   Passive in Adjective Phrase

If we would like to change adjective clause into adjective phrase, we have to omit the relative pronoun (who/which/that) and be in the adjective clause, for example:

              

                 Adjective Clause: The ideas which are presented in the board meeting are very good.

                 Adjective Phrase: The ideas presented in the board meeting are very good. (Passive)

References:

R. Carter, M. McCarthy. 2006. Cambridge Grammar of English: A Comprehensive Guide Spoken and Written English Grammar and Usage. Cambridge: Cambridge University Press.

S. Greenbaum, G. Nelson. 2002. An Introduction to English Grammar (2^nd ed). London: Longman Group.

Lou, Robby. 2006. English Grammar and How to Use it. Jakarta:V-Print.

Sulastri, Nunung Dwi. 2003. Fokus Taklukkan Toefl. Yogyakarta: Setia Pustaka.

II.        Discussion

        I try to find out and analyze the active and passive voices in an article from Jakarta Post newspaper which is entitled Govt turns to private firms as PLN struggles. The analysis of active and passive voices will be discussed below:

        Govt turns to private firms as PLN struggles

The government has invited private companies to invest in the power plant and power distribution business as state-owned electricity firm PT Perusahaan Listrik Negara (PLN) appears unable to cope with high demand. Energy and Mineral Resources Ministry director general for electricity Jarman said his office was considering a new plan that would ensure electricity supply, including via developing integrated industrial zones. Under the new plan, a company can develop a power plant in a specific area and then use the transmission network operated by PLN to supply the industrial area.

“The model is called power wheeling. Under the model, the private company must pay a leasing cost. It must also pay a ‘cost of reliability’ to PLN, which will ensure the power supply if there’s problem with the power plant [belonging to the private company],” Jarman said.

He added private electricity firms could also develop their own transmission network, which could also be utilized by other companies (or open access network). Jarman said the new model was expected to encourage investors to build their own power generation capacity after the government decided to stop its power subsidy for big consumers, thus increasing electricity rates starting on May 1. 

The rate adjustment will be made every two months until the end of the year with an increase of 8.6 percent for industries with 200 kilovolt amperes (kVA) and 13.3 percent for industries with up to 30,000 kVA in consumption. The gradual increases will be equal to 38.9 percent and 64.7 percent in total for respective industries. The new model will aim to meet demand from industries.

“All this time, power generators have been built by PLN using the state budget or other government funding. Later, this will be conducted by private companies. The ability of PLN to develop power plant infrastructure is very limited while demand is huge,” Jarman said.

The country’s electrification ratio reached 80 percent at the end of last year. Meanwhile, the total electricity generation capacity touched 47,128 megawatts (MW) as of the end of 2013. Under PLN’s electricity procurement plan, Java and Bali will see an average increase of 7.6 percent per year in electricity demand during 2013 to 2022. The expected demand in the areas is estimated to reach 275 terawatt hours (TWh) by 2022 compared to 144 TWh in 2013.

In the same period, the eastern part of Indonesia is expected to report a demand of electricity of 46 TWh, up from last year’s level of 18.5 TWh, which is equal to an annual average growth of 11.2 percent. Meanwhile, Sumatra will have a 65.7 TWh demand by 2022 from a level of 26.5 TWh in 2013, equal to a 10.6 percent increase per year.

           To avoid any crisis, there should be an additional power plant capacity of 59.5 gigawatts (GW) in the period from 2013 to 2022. This means the country should see around a 6 GW additional capacity per year nationwide. Under PLN’s plan, the company will need to prepare US$125 billion in the next 10 years to meet the demand and suitable transmission networks, according to the company’s director for planning, Murtaqi Syamsuddin.

Source: Jakarta Post, Page 20 ‖ Business ‖ Monday, March 24^th 2014

A.        Active Voice

1)         In paragraph 1, first sentence :

“The government has invited private companies to invest in the power plant and power distribution business as state-owned electricity firm PT Perusahaan Listrik Negara (PLN) appears unable to cope with high demand.”

Analysis :

                        The government  has invited private companies

                                      S            aux   V-tr         DO

                                                              (V3)

The government is the grammatical subject and also the agent of the action. That subject actively performs the verb, and it actively “does” the verb invite to a direct object private companies. Besides, there is no be (been) either after auxiliary has or before the past participle invited. Hence, this sentence is in active voice. The tense which is used in the sentence is present perfect tense.

2)         In paragraph 1, third sentence:

“Under the new plan, a company can develop a power plant in a specific area and then use the transmission network operated by PLN to supply the industrial area.”

Analysis :
                        a company can develop a power plant in a specific area

                               S         aux   V-tr            DO               ADV/P

                                                    (V1)

            With referring to the sentence pattern above, it is obvious that the sentence is in active voice. A company is the grammatical subject and also the agent of the action. The subject actively performs the verb, and it actively “undertakes” the verb develop to a direct object (a power plant). This sentence uses simple present tense, and by using can as the modal auxiliary verb.

3)         In paragraph 2, first sentence:

“Under the model, the private company must pay a leasing cost.”

Analysis :

                        the private company  must  pay  a leasing cost.

                                      S                   aux   V-tr       DO

                                                                     (V1)       

            The sentence is in active voice because the subject actively performs the verb. The private company is the grammatical subject and also the agent of the action. It actively undertakes the verb pay to a direct object a leasing cost. The sentence uses simple present tense with the verb using must as the modal auxiliary verb.

4)         In paragraph 4, last sentence:

                        The new model  will    aim     to meet   demand  from industries.

                                            S                aux   V-intr    Inf        Object        PP      

                                                                         (V1)    (to+v1)

Analysis:       The new model is the grammatical subject. There is no object after the verb aim because it is intransitive verb. Although there is no object after the main verb aim, the sentence keeps being said as active voice. It is because the subject (the new model) actively performs the verb which is followed by infinitive (to+V1)+Object. The tense which is used in the sentence is simple future tense in the “will” form.

5)         In paragraph 1, first sentence:

                        The country’s electrification ratio reached 80 percent at the end of last year.

S                               V-tr       DO                  ADV/T

                                                                                 (V2)

Analysis:       The sentence pattern above shows that it is an active voice. There is no be (is/was) either after the subject or before the verb in the sentence. The country’s electrification ratio is the grammatical subject and also the agent of the action. The subject actively performs the verb, and it actively “undertakes” the verb reached to a direct object 80 percent. Hence, the sentence is in active voice, and it uses simple past tense.

B.        Passive Voice

1)         In paragraph 1, third sentence:

“Under the new plan, a company can develop a power plant in a specific area and then use the transmission network operated by PLN to supply the industrial area.”

Analysis:       In this case, operated by PLN can be said as a passive voice although there is no be (is/was) before the verb operated. It is because if I translate into Indonesian, the meaning of operated by PLN is dikelola oleh PLN. In the grammatical structure of Indonesian, passive voice is translated by using prefix di- or ter- (Lou, 2006:33). Besides the agent phrase (by PLN) in the sentence shows that PLN performs the action of the verb operated. Hence, it is obvious that operated by PLN is passive voice although there is no be before the verb operated. In English, we can change adjective clause into adjective phrase with omitting relative pronoun (who/which/that) and be in the adjective clause. This sentence uses simple present tense, and the transmission network is a noun. Hence, if the sentence is written in complete sentence, it becomes the transmission network which is operated by PLN.

2)         In paragraph 2, first sentence:

                                    The model is  called power wheeling.

                                           S          be    V-tr       Object

                                                              (V3)

Analysis:  The sentence is passive voice because the subject of the sentence is passive grammatically. The model isn’t doing anything although it is the grammatical subject of the sentence. Besides there is a be “is” before the past participle (V3) called. The sentence is called as agentless passive because it does not contain the by-phrase (agent phrase). It uses simple present tense because be which is used in the passive voice is “is”.

3)         In paragraph 4, first sentence:

                     “The rate adjustment will be made every two months until the end of the year with an increase of 8.6 percent for industries with 200 kilovolt amperes (kVA) and 13.3 percent for industries with up to 30,000 kVA in consumption.”

Analysis:

                                                

                                   The rate adjustment   will  be  made  every two months

                                                    S                 aux  be  V3            ADV/T

                                                                                    

            In this case, the rate adjustment as the subject of the sentence does not perform the action of the verb.  The subject is the receiver of the action. Hence, the sentence is called as passive voice. If we see the pattern of the sentence, it does not contain the agent phrase (by-phrase). The sentence therefore is called as agentless passive. This passive voice uses simple future tense.

4)         In paragraph 5, first sentence:

                         “All this time, power generators have been built by PLN using the state budget or other government funding.”

Analysis:

                                                power generators have  been  built  by PLN

                                                          S                 aux   be      V3      PP

            With referring to the pattern of the sentence above, it is obvious that the sentence is  passive voice. The subject power generators does not perform the action of the verb.  It is the receiver of the action (PLN). In other words, the agent phrase in the sentence is PLN that performs the action of the verb. This passive voice uses present perfect tense.

5)         In paragraph 5, second sentence:

                        Later, this  will   be  conducted by private companies.

                                    S     aux   be      V3                       PP

Analysis:    The sentence is obvious in passive voice. The subject (this) is passive grammatically. It is the receiver of the action (private companies). The sentence cannot be said as the agentless passive because it has an agent phrase (by private companies). Based on the sentence pattern above, the passive voice uses simple future tense in the "will" form.

 

NOTE:

S            :  Subject                                                   PP            : Prepositional Phrase

V-tr        :  Verb Transitive                                     V-intr       : Verb Intransitive     

DO        :  Direct Object                                         Inf            : Infinitive (to+V1)

ADV/PT:  Adverbial of Place or Time                  Aux          : Auxiliary Verb

Thanks God... I Finished It Well

August 5th, 2014:  I had never imagined to get the approval from my advisor who was familiar with high standard in a research study. He always had twelve students in every semester. However almost four years, he never gave an approval to them.  And in that day, I got the approval from him. Yeaaahhhh... I undertook this project successfully !!! As Dora said, "We did it". horaaayyyyy

Therefore, I am very very thanks to Allah SWT because of this success.This is one of the most beautiful gifts from my Allah. How not? All of students who were guided by him, only me who got the approval. It meant that my struggles are not useless. I still remember when I went to Atmajaya and University of Indonesia libraries in a few days ago to find out many books which related to my research study. Hahaha, they aren't my habits, are they? You are able to imagine a woman like me spent her time in library and was accompanied by many grammar books. It is so hard to be believed, isn't it?

Many stories that I've been through in finishing this research. Only me! Yeah only me... who know the chronology this moment . I will never forget this moment, and it will be one of the wonderful moments to me. hahahaa.. September 8th, 2014: I was in the trial, and I passed. Alhamdulillaaaahhhh. And the moment which made me happy was the three examiners said that my research paper was good, and it could be used to my next thesis. Finally, I must say thank you to my advisor because of his guidance, suggestion, advice, and his patience I could finish my research paper successfully. Thank you Mr. Wawan. Thank you so much..... But I am sorry, I hope that you won't be my advisor in my thesis next year. Amin *&^%$#@!(^%?!

Task 2_Softskill - Education Group

Name     : Lia Nur Islami

NPM      : 14611093

Class      : 3SA04

Title       : Students With Disabilities Meet Challenges in Online Courses

Source    : http://www.usnews.com/education/online-education/articles/2014/04/04/tips-for-online-students-with-disabilities?int=ad9009&int=ad9009

Siswa Penyandang Cacat Menghadapi Tantangan Kursus Online

SLT	TLT
In some ways, Shelesha Taylor is like many online   students.	Dalam beberapa hal, Shelesha Taylor seperti banyak siswa online lainnya.
A single parent of two daughters, the 33-year-old is finishing her post-master's certificate in professional counseling Virginia Commonwealth University, a blended program where half of her classes are online.	Seorang single parent dari dua anak perempuan, yang berusia 33 tahun sedang menyelesaikan studinya pasca-master dalam bidang profesional konseling di Universitas Virginia Commonwealth, sebuah pencampuran dimana setengah dari kelas nya adalah kelas online.
But unlike her classmates, she has an extra challenge: The Virginia resident has a degenerative eye condition, which means she depends on a magnifying screen reader to access her online course materials.	Tapi tidak seperti teman-teman sekelasnya, dia memiliki tantangan ekstra: Penduduk Virginia memiliki kondisi mata degeneratif, yang berarti dia tergantung pada pembaca layar pembesar untuk mengakses materi kursus online-nya.
And often it doesn't work with the documents her professors provide.	Dan kadang itu tidak bekerja dengan data profesornya berikan.
Online education can seem like a promising alternative for students with physical and sensory disabilities, some of whom would struggle to navigate a physical campus.	Pendidikan online dapat tampak seperti alternatif yang menjanjikan bagi siswa dengan cacat fisik dan sensorik, beberapa di antaranya akan berjuang untuk diarahkan sebuah kampus fisik.
But even the most accessible online programs can   still pose challenges for students like Taylor.	Bahkan program online yang paling mudah masih dapat menjadi tantangan bagi siswa seperti Taylor.
Since not all online programs are equal when it comes to their resources ​for students with disabilities, experts suggest students do their research before choosing a program and prepare to advocate for themselves once enrolled.	Karena tidak semua program online sama dalam hal sumber daya mereka untuk siswa penyandang cacat, para ahli menyarankan siswa melakukan penelitian sebelum memilih program dan mempersiapkan untuk melakukan advokasi untuk diri mereka sendiri setelah terdaftar.
[Succeed in college as a learning-disabled student.]	[Sukses belajar di perguruan tinggi sebagai mahasiswa cacat.]
According to the Americans ​with Disabilities Act, online courses should be made accessible to students with disabilities, Lissner says.	Menurut Amerika dengan Disabilities Act, kursus online harus dapat diakses oleh siswa penyandang cacat, kata Lissner.
"Some places have let the drive to offer online instruction get ahead of thoughtful planning," says L. Scott Lissner, president of the Association on Higher Education And Disability. "I think there are a number of institutions that do it well – whether it is offering captioning or print access or helping the quadriplegic student – but there are enough places that are not doing it well."	"Beberapa tempat telah memberikan dorongan untuk menawarkan instruksi secara online mulai dari perencanaan bijaksana," kata L. Scott Lissner, presiden dari AsosiasiPendidikan Tinggi Dan Cacat. "Saya rasa ada sejumlah lembaga yang melakukannya dengan baik - apakah itu menawarkan pemberian tulisan atau akses cetak atau membantu siswa penyandang tunadaksa - tetapi ada beberapa tempat yang tidak melakukannya dengan baik."
But since the ADA has not provided any specific accommodation standards, it's up to each school to decide to what extent it will serve its students with disabilities..	Tapi karena ADA belum memberikan standar akomodasi tertentu, tergantung masing-masing sekolah untuk memutuskan sampai sejauh mana akan melayani siswa penyandang cacat.
In a perfect world, online courses should be created using the concept of universal design – the idea that all course material should be accessible in different ways, be it through audio or video or text, says Vickie S. Cook, director of the Center for Online Learning, Research and Service at University of Illinois—Springfield	Dalam dunia yang sempurna, kursus online harus dibuat dengan menggunakan konsep desain universal - gagasan bahwa semua materi kursus harus dapat diakses dengan cara yang berbeda, baik melalui audio atau video atau teks, kata Vickie S. Cook, direktur pusat untuk Belajar Online, Penelitian dan Pengabdian pada University of Illinois-Springfield
While some of the more popular, commercial systems, such as Moodle, Blackboard and Desire2Learn, are built in a way that makes them accessible, some of the platforms designed by schools are more limited..	Sementara beberapa yang lebih populer, sistem komersial, seperti Moodle, Blackboard dan Desire2Learn, dibangun dengan cara yang membuat mereka mudah mengakses, beberapa platform yang dirancang oleh sekolah lebih terbatas.
Once students with disabilities are accepted into an online program, they should prepare to be direct and open about what they need to succeed, experts say	Setelah siswa penyandang cacat diterima ke dalam program online, mereka harus mempersiapkan diri untuk menjadi secara langsung dan terbuka soal apa yang mereka butuhkan untuk berhasil, kata para ahli
[Negotiate grad school as a student with disabilities.]	[Negosiasi sekolah pascasarjana sebagai mahasiswa penyandang cacat.]
Even if a school uses a learning management system that is completely accessible to students with vision, hearing or other impairments, the odds are that at some point some ​students will hit a snag, says Lissner of the Association on Higher Education And Disability, who also works at Ohio State University	Bahkan jika sekolah menggunakan sistemmanajemen pembelajaran yang benar-benardapat diakses oleh siswa dengan penglihatan, pendengaran atau gangguan lain, kemungkinan besar bahwa pada suatu saat beberapa siswaakan mencapai sebuah halangan, kata LissnerAsosiasi Pendidikan Tinggi Dan Cacat, yang juga bekerja di Universitas Ohio.

Name              : Meta Puspita Sari

NPM               : 14611442

Class               : 3 Sa 04

Title                : Education in Indonesia

Source            : 

http://www.globalindonesianvoices.com/11206/indonesia-the-road-to-quality-education/ Retrieved on April 10th, 2014.

Pendidikan di Indonesia

SLT	TLT
Education is undeniably one of the most crucial pillars in building a strong base for the country’s economy.	Pendidikan tak dapat diragukan lagi merupakan salah satu pilar paling penting dalam membangun dasar yang kuat untuk perekonomian negara.
With the provision of more educated people, the country is able to utilize the skilled resources and a larger human capital to reap benefits in the long-run.	Dengan bekal masyarakat yang lebih terdidik, negara ini mampu memanfaatkan sumber daya yang terampil dan modal manusia yang lebih besar untuk meraup keuntungan dalam jangka panjang.
In compliance to the Millennium Development Goals (MDGs) set for 2015, Indonesia has been striving to improve the quality of and access to education.	Sesuai dengan Tujuan Pembangunan Milenium (MDGs) yang ditetapkan untuk tahun 2015, Indonesia telah berusaha untuk meningkatkan kualitas dan akses pendidikan.
With this goal, it was aimed to develop a stronger foundation for the society and effectively emerge out of the Asian financial crisis aftermath that has adversely affected the education quality in the country.	Berdasar tujuan tersebut, hal ini bertujuan untuk mengembangkan fondasi yang lebih kuat bagi masyarakat dan secara efektif keluar dari krisis keuangan Asia yang telah berdampak buruk terhadap kualitas pendidikan di negeri ini.
The importance that a government place on a certain sector, like education, can be predicted from the budget it allocates to.	Pentingnya sarana pemerintah pada sektor tertentu, misalnya pendidikan, dapat diprediksi dari anggaran yang dialokasikan.
The budget for education in Indonesia was 345.3 trillion rupiah in 2013 (32.8 billion US dollars), and it will be 371.2 trillion rupiah ($35.7 billion US   dollars) in 2014, an increase of 7.5 percent.	Anggaran pendidikan di Indonesia adalah 345.3 triliun rupiah pada tahun 2013 (32.8 milyar dolar Amerika), dan akan menjadi 371.2 triliun rupiah (35.7 milyar dolar Amerika) pada tahun 2014, meningkat sebanyak 7.5 persen.
Since 2008, owing to a constitutional amendment, the education budget has been increased to 20 percent of the total Indonesian budget, which has significantly enhanced the resources needed for a better education system.	Sejak tahun 2008, berkat amandemen konstitusi, anggaran pendidikan telah ditingkatkan menjadi 20 persen dari total anggaran Indonesia, yang secara signifikan telah meningkatkan sumber daya yang dibutuhkan untuk sistem pendidikan yang lebih baik.
Along with higher budget allocated to education, the literacy rate of 92.8% as per the 2011 estimate depicts a positive picture of education in Indonesia.	Seiring dengan lebih besarnya anggaran yang dialokasikan untuk pendidikan, angka keaksaraan mencapai 92.8 % sesuai dengan perkiraan per tahun 2011 menggambarkan gambaran positif dari   pendidikan di Indonesia.
The country has been appreciated for its dedicated efforts for improving the quality of education, however, educating more people remains a huge challenge for the government.	Negara ini dihargai atas dedikasinya meningkatkan kualitas pendidikan, namun, mendidik lebih banyak orang masih merupakan tantangan besar bagi pemerintah.
Indonesia has numerous challenges in its effort to improve the quality of education, within effectiveness and under-utilization being a major concern.	Indonesia memiliki banyak tantangan dalam usaha untuk mengembangkan kualitas pendidikan, dengan efektivitas dan pemanfaatan menjadi perhatian utama.
Indonesia has one of the lowest teacher-student ratios in the world and a considerable drop-out rate to cope with.	Indonesia merupakan satu dari yang terendah rasio guru-siswa di dunia dan besarnya tingkat yang putus sekolah.
In addition, the distribution of teachers in Indonesia is unequal.	Selain itu, distribusi guru di Indonesia tidak merata.
The utilization of the budget seems ineffective with most of the spending going into the teachers’ salaries instead of building more schools and providing financial assistance to students from low-income families.	Pemanfaatan anggaran tampaknya tidak efektif dengan sebagian besar pengeluaran masuk ke gaji guru bukan membangun lebih banyak sekolah dan memberikan bantuan keuangan kepada siswa dari   keluarga berpenghasilan rendah.
There is also a dire need to enrich the skills and qualifications of existing teachers that can come from education and policy reforms so as to enhance the quality of education and improve student performance.	Ini merupakan kebutuhan mendesak untuk memperkaya keterampilan dan kualifikasi guru yang tersedia yang bisa datang dari pendidikan dan reformasi kebijakan sehingga dapat meningkatkan kualitas pendidikan dan meningkatkan kinerja siswa.
From 2015, only certified teachers are allowed to work. However, many were sceptical of this new measure as almost two-thirds of teachers failed the new teaching qualification and, as a nation, we still struggle to overcome the issue of teacher shortage.	Mulai tahun 2015, hanya guru bersetifikat yang diizinkan untuk bekerja. Namun, banyak yang merasa skeptis pada langkah baru ini karena hampir dua pertiga dari guru gagal dalam kualifikasi pengajaran baru dan, sebagai bangsa, kita masih berjuang untuk mengatasi masalah kekurangan guru.
With schools located across the archipelago, it was difficult to manage a unified system and to implement new changes.	Karena sekolah terletak di seluruh nusantara, hal ini sulit untuk mengelola suatu sistem terpadu dan menerapkan perubahan baru.
Clearly, it is a complex situation that will need consistent effort, time and finance to reap concrete results and provide the country with the much needed skilled workforce it is planning to achieve as per goals set for 2030.	Hal ini jelas merupakan situasi yang rumit yang membutuhkan upaya, waktu dan keuangan yang terus menerus untuk menuai hasil nyata dan mempersiapkan negara dengan banyaknya dibutuhkan tenaga kerja terampil, negara ini sedang berencana untuk mencapai tujuan yang ditetapkan pada tahun 2030.

Name         : Mia Rusliana

NPM          : 14611454

Class          : 3 Sa 04

Title           : Indonesian Teachers Need More Training

Source      : 

http://www.thejakartapost.com/news/2013/03/24/indonesian-teachers-need-more-training.html

SLT	TLT
Indonesian Teachers Need More Training	Guru Indonesia Perlu Lebih Banyak Pelatihan
Teachers reveal that the real problem in Indonesian education is the poor quality of the country’s teachers.	Guru mengatakan bahwa masalah yang sebenarnya dalam pendidikan indonesia adalah rendahnya kualitas guru di negara itu.
This is because teachers, mainly those in elementary schools, rarely participate in training to update their skills and knowledge.	Hal ini dikarenakan para guru, terutama mereka yang berada di sekolah dasar, jarang mengikuti pelatihan untuk memperbaharui keterampilan dan pengetahuan mereka.
Retno Listiyanti of the Indonesian Teachers Union Federation ( FSGI ) said the government should schedule a longer preparation period before implementing curriculum 2013.	Retno Listiyanti dari Federasi Serikat Guru Indonesia ( FSGI ) mengatakan pemerintah harus menjadwalkan waktu persiapan yang lebih lama sebelum menerapkan kurikulum 2013.
Both England and Singapore, she said, spent three years in preparing, doing trial runs and evaluating their new curriculums before applying them.	Di Inggris dan Singapura, katanya, menghabiskan tiga tahun dalam mempersiapkan, melakukan percobaan berjalan dan mengevaluasi kurikulum terbaru mereka sebelum menerapkannya.
“I heard that the government plans to create 40.000 national instructors in a limited time period.	“Saya mendengar bahwa pemerintah berencana untuk menciptakan 40.000 instruktur nasional dalam periode waktu yang terbatas.
How can that be possible ?	Bagaimana mungkin bisa ?
Even UNICEF ( United Nations Children’s Fund ) spent five years creating 10.000 similar teachers in Indonesia,” she said.	Bahkan UNICEF ( United Nation Children’s Fund ) menghabiskan lima tahun untuk menciptakan 10.000 guru yang sama di Indonesia,” katanya.
Retno cited Education and Culture Ministry data that showed that 62 percent of elementary school teachers nationwide had not undertaken any training at all, including those teachers who were about to retire.	Retno dikutip data dari Menteri Pendidikan dan Kebudayaan yang menunjukkan bahwa 62 persen guru sekolah dasar negeri tidak dilakukan pelatihan sama sekali, termasuk para guru yang akan pension.
“By way of comparison, a teacher in Singapore is obliged to take 100 hours of training per year,” said Retno.	“Dengan cara perbandingan, seorang guru di Singapura wajib untuk mengambil 100 jam pelatihan per tahun,” kata Retno.
Amid such conditions, Retno, who is also a high school teacher in Jakarta, said that she considered the government’s plan to implement the new curriculum an impossible mission.	Di tengah kondisi seperti itu, Retno, yang juga guru SMA di Jakarta, mengatakan bahwa ia menganggap rencana pemerintah untuk menerapkan kurikulum baru merupakan rencana yang tidak mungkin.
“The new curriculum applies a ‘thematic and intergrated’ approach, which we already have in the current curriculum [ implemented in 2006 ].	“Kurikulum baru menerapkan pendekatan ‘Tematik dan Terintegrasi’ yang sudah kita miliki dalam kurikulum saat ini [ di terapkan pada tahun 2006 ].
The concept is not working in the country, especially in remote areas, because teachers there don’t have the skills or supporting materials to adopt such an approach,” she said, adding that the new curriculum would become yet another of the ministry’s paper tigers.	Konsep ini tidak bekerja di negara itu, terutama di daerah terpencil, karena guru di sana tidak memiliki keterampilan ataupun bahan pendukung untuk mengadopsi pendekatan semacam itu,” katanya, menambahkan bahwa kurikulum baru akan menjadi satu lagi dari macan kertas kementerian.
“The upcoming curriculum is going to be another document on the shelf, and it won’t be perfectly implemented across the country.”	“Kurikulum yang akan dating akan menjadi dokumen lain di rak, dan itu tidak akan sempurna di terapkan di seluruh negeri.”
Education and Culture Minister Mohammad Nuh said that around 49.000 teachers from 30 percent of the 148.000 elementary schools nationwide would be participating in a national training on how to implement the new curriculum, according to reports by Antara News Agency.	Menteri Pendidikan dan Kebudayaan Mohammad Nuh mengatakan bahwa sekitar 49.000 guru, 30 persen dari 148.000 sekolah dasar negeri akan berpartisipasi dalam pelatihan nasional tentang bagaimana menerapkan kurikulum baru, menurut laporan kantor berita Antara.
The training, which will total 52 hours, comprises 33 hours of face-to-face sessions and 19 hours of mentoring sessions.	Pelatihan yang akan bertotal 52 jam, terdiri dari 33 jam sesi tatap muka dan 19 jam sesi mentoring.
Deputy Education and Culture Minister for Education Musliar Kasim said that his team had been working on producing teachers’ guidance books, which underwent a massive print run on March 17.	Wakil Menteri Pendidikan dan Kebudayaan untuk Pendidikan Musliar Kasim mengatakan bahwa timnya telah bekerja pada memproduksi buku pedoman guru, yang mengalami oplah besar-besaran pada 17 Maret.
Itje Chodidjah believes the government must be very careful in its selection of trainers, should it insist on implementing the new curriculum within the next four months.	Itje Chodidjah percaya pemerintah harus sangat berhati-hati dalam pemilihan pelatih, harus bersikeras menerapkan kurikulum baru dalam empat bulan ke depan.
“Let’s just say that the implementation is a done deal.	“Katakanlah bahwa penerapan adalah kesepakatan yang di lakukan.
The next important thing is for the government to select master trainers in this limited time,” she said.	Hal terpenting berikutnya adalah bagi pemerintah untuk memilih pelatih ahli dalam waktu yang terbatas ini,” katanya.
The government, said Itje, has to be certain that it can find highly qualified national instructors who really understand how to impart the new curriculum’s concept to the master trainers.	Pemerintah, kata Itje,  harus yakin kalau mereka dapat menemukan instruktur nasional berkualitas tinggi yang benar-benar mengerti bagaimana untuk memberikan konsep kurikulum baru kepada pelatih ahli.
“Futhermore, the government must also ensure that the master trainers have the ability to swap concept language with functional language when they deliver the curriculum concept to teachers who have varying levels of ability,” she explained.	“Lagipula, pemerintah juga harus memastikan kalau pelatih ahli memiliki kemampuan untuk menukar bahasa konsep dengan bahasa fungsional ketika mereka memberikan konsep kurikulum bagi guru yang memiliki berbagai tingkat kemampuan,” jelas Itje.

Nama    : Septiaji Fajar Rianto

Kelas    : 3SA04

NPM    : 16611682

Title      : Implementation of Quality Education
Source  : http://sciencebenefits.blogspot.com/2011/12/masalah-pendidikan-di-indonesia.html Retrieved on April 9th, 2014

Source Language Text	Target Language Text
Implementation of Quality Education	Penerapan Pendidikan yang Berkualitas
These words often appear to justify the high costs of attending any public education bench.	Pernyataan ini seringkali muncul menjelaskan tentang tingginya biaya pendidikan di masyarakat.
The high costs of education from kindergarten to higher education make the poor have no choice but do not attend school.	Tingginya biaya pendidikan mulai dari jenjang TK sampai ke sekolah lanjutan, membuat rakyat yang kurang mampu sulit untuk bersekolah.
Poor people should not be school.	Sehingga mereka memang lebih memilih untuk tidak bersekolah.
To entering kindergarten and elementary school alone now will cost Rp.500.000,- to Rp. 1.000.000,-.	Biaya yang di butuhkan untuk masuk TK dan sekolah dasar berkisar Rp.500.000,- sampai Rp.1.000.000,-.
There’s even picked up over $1 million.	Sehingga keuntungan yang bisa diraih hingga mencapai kurang lebih 1 juta dolar.
Sign junior/senior high school could reach USD 1 million to 5 million.	Untuk keuntungan di tingkat SMP dan SMA bahkan hingga mencapai 1 juta sampai 5 juta USD.
The more expensive cost of education today cannot be separated from government policies that implement Management Based School (MBS).	Mahalnya biaya pendidikan saat ini tidak dapat dilepaskan dari rancangan pemerintah membentuk sistem Management Based School (suatu badan yang di sebut komite sekolah yang berfungsi sebagai mengatur anggaran pedidikan yang dibentuk oleh pemerintah)  (MBS).
MBS in Indonesia in reality is more understood as an effort to mobilize funds.	Pada kenyataanya MBS di Indonesia cenderung dianggap hanya sebuah usaha untuk mencari keuntungan.
Therefore, the school committee/ Board of Education which is an organ of the MBS has always   required the element of entrepreneurs.	Karena komite sekolah/MBS dibentuk sebagai suatu badan yang bertujuan untuk mengelola anggaran  pendidikan.
The assumption, entrepreneurs have access to broader capital.	Dari sinilah muncul anggapan bahwa badan tersebut dibentuk hanyalah untuk ajang berbisnis.
The result, after the school committee is formed, sometimes under the guise of all levy money, “according to school committee’s decision”.	Setelah komite sekolah terbentuk timbul pertanyaan tentang transparasi penggunaan anggaran pendidikan tersebut.
However, at the implementation level, it is not transparent, because it is elected to the board and committee members are the ones close to the principal.	Memang dalam prakteknya penggunaan anggaran pendidikan tersebut tidaklah terbuka terhadap masyarakat, karena hampir setiap anggotanya pun    memiliki kepentingan pribadi.
As a result, only the school committee policy legitimator principal, and MBS was just a disclaimer   legitimacy of the state to the problems of education of its people.	Sehingga,  peraturan dan kebijakan yang dibentuk oleh komite sekolah/MBS dianggap hanya menambah permasalahan di dunia pendidikan.
This condition will be worse with the Draft Law on Education Legal Entity (BHP bill).	Kondisi ini mungkin akan lebih memprihatinkan lagi dengan adanya Draft Law on Education Legal Entity (BHP bill/ Badan Hukum Pendidikan/ rancangan undang-undang yang mengatur kebijakan penggunaan anggaran pendidikan oleh pemerintah).
Changing the status of education of the public property to the form of legal entity has clear economic and political consequences great.	Dengan adanya sebuah kebijakan baru tersebut maka muncul pertanyaan masyarakat mengenai pendidikan yang saat ini memang tidak bisa dilepas dari adanya kepentingan ekonomi dan politik didalamnya.
With the change of status, the government can easily throw its responsibility for the education of its citizens to the owners of legal entities that figure is not clear.	Dengan kebijakan tersebut, pemerintah memang dapat dengan mudah mengontrol setiap pergerakan yang dianggap meresahkan.
State university was transformed into State Owned Legal Entity (BHMN).	Kini hampir setiap perguruan tinggi menerapkan sistem State Owned Legal Entity (BHMN/ Badan Hukum Milik Negara).
The emergence BHMN and MBS are a few examples of the controversial education policy.	Badan darurat BHMN dan MBS adalah beberapa contoh kebijakan yang kontroversial yang dikeluarkan oleh pemerintah dalam dunia pendidikan.
BHMN own impact on the soaring costs of education in some universities favorites.	Oleh karena itu BHMN hanya dianggap memberikan pengaruh terhadap perubahan biaya pendidikan yang terasa semakin meningkat terutama pada beberapa universitas unggulan.

Name    : Vita Laras Selly

NPM     : 19611376

Class     : 3 Sa 04

Title      : Keeping Hopes High for Better Education in Indonesia

Source   : http://blogs.wsj.com/searealtime/2013/10/09/keeping-hopes-high-for-better-education-in-indonesia/

The right to education has been enshrined in the preamble of Indonesia’s constitution, obliging the government to provide good quality education for its citizens.	Hak atas pendidikan telah diabadikan dalam pembukaan konstitusi Indonesia, mewajibkan pemerintah untuk menyediakan pendidikan berkualitas bagi warganya .
The provision comes second, following only the mandate to create prosperity for all and joining the global effort to create world peace.	Ketentuan kedua yang datang, hanya mandat untuk menciptakan kemakmuran bagi semua warga dan bergabung dengan upaya global untuk menciptakan perdamaian dunia.
Such is the importance of education in the country.	Itulah pentingnya pendidikan di negara ini.
But rarely, if at all, is there debate about substantive issues regarding education, such as eradicating corruption, improving the quality of teachers and their pay, and on implementing a better accreditation system.	Tapi aneh, jika sama sekali, ada perdebatan tentang isu-isu substantif tentang pendidikan, seperti pemberantasan korupsi, peningkatan kualitas dan gaji guru, dan pada pelaksanaan sistem akreditasi yang lebih baik.
The debates that do take place mostly concern basic issues which should have been settled two or three decades ago, such as whether students need a centralized final exam or whether they need to be taught science and math in elementary school.	Perdebatan yang terjadi sebagian besar menyangkut isu-isu dasar yang seharusnya diselesaikan dua atau   tiga dekade yang lalu, seperti apakah siswa perlu ujian akhir yang terpusat atau apakah mereka perlu diajarkan ilmu pengetahuan dan matematika di sekolah dasar.
It appears that policy makers in the education sector have always got their priorities wrong.	Tampaknya para pembuat kebijakan di sektor pendidikan selalu mendapat prioritas yang salah.
But then again, priorities are not something that the country’s bureaucracy is good at setting.	Tapi sekali lagi, prioritasnya adalah bukan sesuatu yang pengaturan birokrasi negaranya baik.
It was only recently that the government decided to increase the budget for education, with a 7.5% increase pledged by President Susilo Bambang Yudhoyono for next year.	Baru-baru ini pemerintah memutuskan untuk meningkatkan anggaran pendidikan, dengan peningkatan 7,5 % yang dijanjikan oleh Presiden Susilo Bambang Yudhoyono untuk tahun depan.
Even after an increase is made, education has to compete with other sectors in getting more budget.	Bahkan setelah kenaikan dibuat, pendidikan harus bersaing dengan sektor-sektor lain dalam mendapatkan anggaran lebih.
The Defense and Public Works ministries get a bigger share, with Education coming third.	Pertahanan dan Pekerjaan Umum kementerian mendapatkan bagian yang lebih besar, dengan Pendidikan datang ketiga.
Living up to its reputation as the largest Muslim country in the world, Indonesia spends a large amount on religious education on nearly 4,000 state Islamic education institutions across the archipelago.	Bertahan dengan reputasinya sebagai negara muslim terbesar di dunia, Indonesia menghabiskan sejumlah   besar pada pendidikan agama di hampir 4.000 lembaga negara pendidikan Islam di seluruh nusantara.
The government allocation for religious education in 2012 was 31.5 trillion rupiah ($2.74 billion) for the Islamic Education division at the Religious Affairs Ministry—of the total 41.7 trillion rupiah ($3.62 billion dollars) budget for the ministry—while it allocated 66 trillion rupiah ($5.74 billion) in budget for the Education and Culture Ministry.	Alokasi pemerintah untuk pendidikan agama pada tahun 2012 adalah 31,5 triliun rupiah ($ 2,74 billion) untuk divisi Pendidikan Islam di Kementerian Agama-dari total 41,7 triliun rupiah ($ 3.62 billion dollars) anggaran untuk kementerian - sementara itu dialokasikan 66 triliun rupiah ($ 5.74 billion) dalam anggaran untuk Kementerian Pendidikan dan Kebudayaan.
Mr. Yudhoyono may have promised to increase spending for education, but with corruption remaining endemic in the country, the promise of quality education for all rings hollow to many of the poor who rely on government for their schooling.	Mr. Yudhoyono mungkin telah berjanji untuk meningkatkan pengeluaran untuk pendidikan, tapi korupsi tetap endemik di negara ini, janji dari pendidikan yang berkualitas untuk semua masyarakat miskin yang banyak bergantung pada pemerintah untuk sekolah mereka.
Education remains the most corrupt sector in the country.	Pendidikan tetap sektor yang paling korup di negeri ini.
Indonesia Corruption Watch found that in 2011, the education sector contributed the most cases of graft.	Pengamat Kasus Korupsi Indonesia / KPK menemukan bahwa pada tahun 2011, sektor pendidikan memberikan kontribusi sebagian besar kasus korupsi.
Of 436 cases handled by law enforcers, 12.4 percent, or 54 cases, were associated with corruption in the education sector.	Dari 436 kasus yang ditangani oleh penegak hukum, 12,4 persen, atau 54 kasus, dikaitkan dengan korupsi di sektor pendidikan.
From the survey, the anti-graft watchdog found that corruption worsened as the government spent more for education.	Dari survei, pengawas anti-korupsi menemukan bahwa korupsi memburuk karena pemerintah menghabiskan lebih untuk pendidikan.
The more spent, the more stolen.	Semakin banyak yang dihabiskan, semakin banyak yang dicuri.
The saddest thing about corruption is that often the money stolen is allocated for the poor, such as budget earmarks for the school operational assistance fund and the social aid fund meant for construction of school buildings in the country’s poor and far-flung regions.	Hal yang paling menyedihkan tentang korupsi adalah yang seharusnya dialokasikan untuk masyarakat miskin, seperti anggaran yang diperuntukkan untuk dana bantuan operasional sekolah dan dana bantuan sosial yang dimaksudkan untuk pembangunan gedung sekolah di daerah miskin dan yang jauh di pedalaman.
The rich can vote with their feet.	Orang kaya bisa memberikan suara dengan kaki mereka.
Children from affluent families can go to private or international-standard schools and get a quality education on par with what their peers could enjoy in Singapore or Shanghai.	Anak-anak dari keluarga kaya bisa pergi ke sekolah swasta atau berstandar internasional dan mendapatkan pendidikan yang berkualitas setara dengan apa yang rekan-rekan mereka nikmati di Singapura atau di Shanghai.
Children from poor families have nowhere else to go.	Anak-anak dari keluarga miskin tidak punya tempat lain untuk pergi.
Most of the time, children from poor families have to travel for miles only to find out that the roof of their school building has collapsed, that their math teachers fail to come to class due to having to work a second job, or that the question sheets for their final exam are stuck somewhere in an airport hangar due to possible graft and incompetence at the local education office.	Sebagian besar waktu, anak-anak dari keluarga miskin harus melakukan perjalanan bermil-mil hanya   untuk mengetahui bahwa atap bangunan sekolah mereka telah runtuh, bahwa guru matematika mereka gagal untuk datang ke kelas karena harus mengerjakan pekerjaan lain, atau bahwa pertanyaan lembar untuk ujian akhir mereka terjebak di suatu tempat di hanggar bandara karena ada kemungkinan korupsi dan ketidakmampuan di dinas pendidikan setempat.
It is very unfortunate that the problems plaguing the education system are emerging right when Indonesia is expected to reap the benefits of the demographic dividend.	Hal ini sangat disayangkan bahwa masalah yang muncul mengganggu sistem pendidikan tepat ketika Indonesia diperkirakan akan menuai keuntungan dari bonus demografi.
With nearly 60 percent of its population now under the age of 40, Indonesia has one of the youngest demographic profiles in the world.	Dengan hampir 60 persen penduduknya sekarang di bawah usia 40, Indonesia memiliki salah satu profil demografis termuda di dunia.
With the youth bulge, Indonesia has the potential to rise above its current developing-nation status and become a challenging nation.	Dengan pemuda yang menonjol, Indonesia memiliki potensi untuk naik di atas statusnya yang saati ini sebagai bangsa yang berkembang dan menjadi bangsa yang menantang.
But with the army of uneducated and poorly educated youth making up the largest part of the bulge, Indonesia has instead a bomb waiting to explode when economic growth fails to generate enough jobs.	Tetapi dengan tentara muda berpendidikan dan kurang berpendidikan yang membentuk bagian terbesar dari tonjolan, Indonesia memiliki bom yang menunggu untuk meledak ketika pertumbuhan ekonomi gagal untuk menciptakan lapangan kerja yang cukup.
Not all hope is lost.	Tidak semua harapan hilang.
When the government falls short in performing its duty, the community picks up the slack.	Ketika pemerintah terpuruk dalam menjalankan tugasnya, masyarakat menjadi mengacuhkan.
Indonesia, after all, is a country known for its gotongroyong ethics, the equivalent of American civic culture.	Indonesia, setelah semua ini, adalah negara yang terkenal dengan etika gotongroyong, yang setara dengan budaya sipil Amerika.
Many in the community start their own initiatives, getting their hands dirty by training young educators   to be sent to some of the country’s remotest areas.	Banyak masyarakat memulai inisiatif mereka sendiri, mendapatkan tangan mereka kotor dengan melatih pendidik muda untuk dikirim ke beberapa daerah terpencil di negara itu.
Others start an alternative form of schooling that does away with the government-sponsored curriculum by bringing students closer to nature.	Lainnya mulai bentuk alternatif sekolah yang tidak jauh dengan kurikulum yang disponsori pemerintah dengan membawa siswa lebih dekat dengan alam.
Believing that the current curriculum does not teach enough science and math, some educators set up schools that train the country’s future best scientists.	Percaya bahwa kurikulum saat ini tidak mengajarkan ilmu pengetahuan alam dan matematika yang cukup, beberapa pendidik mendirikan sekolah-sekolah yang melatih para ilmuwan terbaik masa depan negara.
Many others have tapped into the immense power of the Internet and social media.	Banyak orang lain telah menyadap kekuatan besar dari Internet dan media sosial.
Earlier this year, a website was set up to hear complaints about which school buildings need repairs or where funds have allegedly been stolen.	Awal tahun ini, sebuah situs web didirikan untuk mendengar keluhan tentang gedung sekolah yang perlu perbaikan atau dimana dana diduga telah dicuri.
Some tech-savvy initiators, armed only with Twitter and Facebook, have mobilized volunteers to set up   classes around the country to teach students about things that their underpaid teachers don’t.	Beberapa inisiator tech-savvy, hanya dipersenjatai dengan Twitter dan Facebook, telah memobilisasi relawan untuk mendirikan kelas di seluruh negeri untuk mengajarkan siswa tentang hal-hal yang tidak diajarkan oleh guru mereka yang dibayar kurang.
In a place where people are used to broken promises, that looks like a beacon of hope.	Di tempat di mana orang-orang yang digunakan untuk merusak janji-janji, yang terlihat seperti sebuah mercusuar harapan.
Anies Baswedan is president of Paramadina University and an education reformer.	Anies Baswedan adalah presiden Universitas Paramadina dan pembaharu pendidikan.
He regularly writes about public policy, Islam and politics.	Dia rutin menulis tentang kebijakan publik, Islam dan politik.
Mr. Baswedan created a program called Teaching Indonesia that recruits and trains young Indonesians to work as teachers in remote, impoverished provinces across the country’s more than 17,000 islands.	Mr. Baswedan menciptakan sebuah program yang disebut Pengajaran Indonesia yang merekrut dan melatih pemuda Indonesia untuk bekerja sebagai guru di daerah terpencil, di provinsi miskin di seluruh negara lebih dari 17.000 pulau.