Article Journal - Method

Title : Reading Printed versus Online Texts. A Study of EFL Learners’ Strategic Reading Behavior
Author : Esther Uso-Juan & M Noelia Ruiz Madrid


In method section, this journal tells about the participant, materials, and also collecting and resulting the data.
1. Participant
First off, the participant. The participant for this journal was 154 first- and second-year student of Universität Jaume I in Castellon, Spain. All student were study about EAP course.
2. Materials
Second, there is materials. So, materials for the present study was:
a. EAP Reading Test
All of the participant took a discipline-related EAP reading test which contained their subject matter to measure learners’ reading comprehension both printed and non-printed (pdf format).
b. Reading Strategy Questionnaire
It can determine the sort of strategies that can be used by student for read a passage on screen and printed.

3. Data collection Procedures
The experiment was held in 2 session. In the first session, the student was introduced to the first seven strategies presented. Both session the teacher included a discussion on the nature of strategic reading and provided explicit instruction on how and when reader could use the particular strategy.
4. Scoring Procedures
The scoring scale for the reading test was between 0-100 points. The two researchers independently coded the second reading comprehension task. If there is any disagreements were resolved through discussion.
5. Statistical Analysis
In statistical analysis, the author use the SPSS (Statistical Package for Social Science) to analyze the result.

Article Journal - Introduction

Title : Reading Printed versus Online Texts. A Study of EFL Learners’ Strategic Reading Behavior
Author : Esther Uso-Juan & M Noelia Ruiz Madrid

In the introduction, Esther Uso-Juan and M Noelia Ruiz Madrid talking about the strategies for hyperreading. It also provide the reader a little bit of hyperreading and how it become an issue in educational field more specifically in the field of ESL and EFL. It also contain researchers opinion such as Burbules, 1996; Hanson-Smith, 2003; Kasper, 2003; and Villanueva, 2008. They considered that hyperreading is a reading practice that different to the reading in print. However, some researchers also warn that hyperreading also has many disadvantages for readers, and it derived from the medium itself.

Reading Printed versus Online Texts. A Study of EFL Learners’
Strategic Reading Behavior


With the development of computers and internet, it encouraging the human lifestyle today to become always online. Today all human needs can be found online, including food, cloth, gadget, home appliances, etc. Not only human needs, but internet also  provide entertainment. Book and Journal can be found on the internet. When we surf the Internet, sometimes we found an interesting article or journal but it so long, and make use too lazy to read it. But worry not! In this journal that i found reading long article or journal can be easy by using a method called hyper reading.

This journal talked about how well hyper reading can be applied to people and also making a questionnaire about does it affect learners’ EAP reading comprehension or not. The component of this journal is :
1. Abstract.
2. Keyword
3. Introduction
    a. Strategies for Hyper Reading
    b. Purpose of the present study
4. Method
    a. Participants
    b. Materials
      • EAP Reading Test
      • Reading strategy questionnaire
      • Data collection procedures
      • Scoring procedures
      • Statistical analysis
5. Results
    a. Effect of the hypertextual medium on reading comprehension
    b. Effect of the the hypertextual medium on learners’ use of strategies
6. Discussion
    a. Effect of the hypertextual medium on reading comprehension
    b. Effect of the the hypertextual medium on learners’ use of strategies
7. Conclusion
8. Acknowledgements
9. References

Title : Reading Printed versus Online Texts. A Study of EFL Learners’
Strategic Reading Behavior
Author : ESTHER USÓ-JUAN, Mª NOELIA RUIZ-MADRID
Web : https://revistas.um.es/ijes/article/view/90751/87551

Hola! This is my review of 'Good bye, Mr. Chips".

In the first chapter, this book explains about the physical condition of Mr. Chips a retired teacher who now lives in a rented house of Mrs. Wickett and about how physically almost 50 years old are still healthy and fit even compared to his doctor. It tells about how Mr. Chips have lives there after he gave up his mastership. In this chapter it is also known that Mr. Chips was a soldier fight in Wetherby on Franco-Prussian War in 1870.

In the second chapter, it tells about a bit of Mr. Chips flashback when he was young. And mainly, this chapter tells about how famous Brookfield school before the Napoleonic Wars until mid-Victorian days happen when the school declined both in number and repute.

In the third chapter, this tells about Mr. Chips being nice with everyone. He usually watching kids play at playing field on afternoon while drinking tea. He also asks those kids about their family relation with Brookfield. Mr. Chips loves Walnut cake with pink icing on it from Reddaway.

In the fourth chapter, it tells about Mr. Chips summer break. How he and his colleague Rowden are vacationing at the Lake District and renting rooms at an old farmhouse. Rowden is suddenly called away and Chips finds himself alone. Chips decides to hike one day and spots a woman waving his way wanted a help. Mr. Chips rushed towards her but ended up break his ankle instead. Her name is Katherine Bridges.

Fifth, Now as an old man, he looks at his two feet and tries to recall which foot it was that changed his fortunes so. He remembers when the couple eagerly planned their lives together. Katherine was supportive of Chips' career, relieved that he was not a stockbroker or a solicitor or dentist. She felt there was nothing more important than education. To ease Chips' concerns, she assured him how much she liked boys and would feel comfortable living at Brookfield. Katherine only answered with laughter when Chips tried to convince her his teaching credentials and abilities were at best mediocre. The evening before the wedding, Katherine made a point to say goodbye to him for the last time before they became a couple. She thought it appropriate to say, "Good-bye, Mr. Chips."

Sixth, Katherine was a great hit at Brookfield. Everyone loved her—even the women who were at first jealous of her youthful beauty. But the most amazing thing about her presence was the change it had on Chips. Although he had come to be respected in his job, he had never been loved by the students nor had he inspired them. He was stiff and kept himself remote from them. Influenced by Katherine's positive attitude and cheerful support, he relaxed and allowed himself to reveal a side no one had ever seen. His sense of humor that had always been there now emerged to the delight of his students. He had never been a good disciplinarian but was rigid and misunderstood. But with Katherine in his life, his disciplinary skills improved, and though he became tougher on his students, their admiration.

Seventh and Eight Chapter, emories of Katherine flood Chips' memories. He pictures her running down the corridors, laughing at some silly thing. He remembers when she played the cello at a Mozart concert at Brookfield. He recalls how she advocated leniency in many cases of boys who were being punished. Many times she was convincing. Though she looked on the good side of people, when a boy had merited punishment she would push for the most severe. Years later when a disciplinary issue faced him, he would recall her words which would influence his actions. In his declining years, he remembers so many incidents that seemed serious or funny but now the years had dulled their intensity. Were they really that funny or serious after all? He recalled names and incidents.

Ninth, After Katherine's death, Chips turned into an old man—old beyond his years. Although he was only fifty and had graying hair before his wife's death, it was now that everyone seemed to notice it. His odd remarks were taken as something an old man can get away with. (Now eighty, Chips thinks back with a chuckle at being called old at fifty.) Chips' eccentricities were accepted—his fraying almost threadbare gown, the ritualistic way in which he called roll. Years later he could remember the sequences of names on the roster he had called in alphabetical order, wondering what happened to all of them. When he did well at a game of fives, he overhead the comment that he did well for an old chap. He was permitted to be an old man by staff and students alike.

Tenth, In 1900, old Meldrum, who had taken Wetherby's position as Headmaster of the school died of pneumonia. Chips was appointed interim Headmaster until a suitable replacement could be found for Meldrum. Chips held hope that he would receive the position permanently. But those thoughts were dashed with the appearance of the young (age 37), new Headmaster. Chips did not like the young headmaster's remote and rigid style. Chips reflects on the years with the new headmaster. He recalled when the severe young Headmaster Ralston called everyone to the Assembly Hall to announce that King Edward VII had died. He remembered when the railway workers went on strike. Some of the strikers Chips had known for years and would not dream of ignoring them.

Eleventh, Chips and Headmaster Ralston had quite an argument. After calling Chips to his study, Ralston basically asked for his resignation. He asserted that Chips was not cutting mustard. He was not up on his Greek and Latin, refusing to follow the pronunciation standards set by Ralston. For example, he insisted that staff and student pronounce "Cicero" as "Kickero." Mr. Chips was slovenly as well—his tattered robe was the talk of the school. He is just past sixty, however, and is not ready to retire which he forcefully let Ralston know. A student happened to be just outside the room as the argument ensued. It was soon all around among staff and students that Ralston had been rude to Mr. Chips and had shown a total lack of respect. No one liked Ralston and his treatment of Chips.

Twelfth, As it turned out, Mr. Chips stayed at Brookfield and Ralston resigned to better himself at a more prestigious school. Replacing Ralston was an even younger man named Chatteris who was a bright, friendly and sympathetic young man. Chatteris and Chips hit it off right away. He sensed immediately the emotional connection Chips had with the school and students. Following a bout with bronchitis that made him miss most of the winter semester, at 65, Chips decided it is time to retire. He loved Brookfield and the students and staff and he'd always be part of them. He'd be right across the street and would be able to stop by whenever he wanted. At the end of the summer term, Chips was given a farewell celebration.

Thirteenth, The world was in the throes of war. Chips, like many others, at first did not feel the fighting would amount to much. He was wrong but, unlike many others, admitted it. In 1915, as conflicts escalated, Chips would sit in the chapel every Sunday evening and listen to Chatteris read off the names of former students who had been killed in battle that week. Chips always thought how they were just names to Chatteris, but they were faces, real boys to him. The Battle of Somme of 1916, sadly yielded the names of 23 former students one Sunday evening.

Fourteenth and Fifteenth, Things went exceedingly well when Chips returned to school. The most gratifying thing to him was that for the first time in his life he felt needed. Chips eased the tense situation by poking fun at things like the new menu reflecting changes by the food-rationing system. Chatteris fell ill in the winter of 1917, and Chips once again became Acting Head of Brookfield. Chatteris died in the Spring and the Board of Governor asked Chips to stay on as Acting Head through the term. Chips was satisfied with that—he knew that he was too old to take the position on permanently. Chips enjoyed his time as Headmaster—he handled complaints, dealt with problems and requests.

Sixteenth, now fifteen years after his final retirement, Chips is happy in his cozy room—even in winter where he can read by the fire and look forward to summer when there would be continual visits from the old boys—his former students. The war ended years before. He is proud of England's sacrifice—although it may have been too much. The General Strike of 1926 lasted a week—without bloodshed—a lesson in decorum for England's more trigger-happy allies. Whatever meeting or dinner he attended, everyone looks forward to his jokes. Laughter is everywhere Chips goes. Chips has no worries. His retirement and money provides more than he needs. He often gives money away when someone he knows needs help.

Seventeenth and Eighteenth, Dr. Merivale reminds Chips to stay indoors, adding that he wished he had Chips' life. Chips thinks that it was, after all, quite a life—so many memories and good times to keep him company. While Mrs. Wicket is away, there is a knock at the door. Though he probably should not answer the door—might catch a draft—Chips makes his way there. There is a very young boy standing there in a Brookfield cap. The boy, Linford, tells him that he was told Chips wanted to see him. Chips knows the older boys were playing a joke, a gag—so he'd play along. He invites the shy youngster in. That Evening, Mr. Chips Died with a big smile.

See ya later!

So last week, i got a task to review about a book (in english ofc lel) and i remembered that my mother have a novel. And so, i searched all over the house. I found it in my mother's luggage lol. The book calles Good Bye, Mr Chips by James Hamilton. This book published in June 1934. Before reviewed it, let's know more about this book!

Good Bye, Mr Chips Cover

Title : Good Bye, Mr Chips
Author : James Hamilton
First Published : 1934
Pages : 144 Pages

Genre : Psychological Fiction

Characters : Arthur Chipping, Wetherby, Max Staefel, Katherine Chipping, Ralston

Adaptations : Goodbye, Mr. Chips (1939), Goodbye, Mr. Chips (1969), Goodbye, Mr. Chips (2002)

Publishers : Little, Brown and Company (USA), Hodder & Stoughton (UK)

Synopsis : Mr. Chipping, the classics master at Brookfield School since 1870, takes readers on a beguiling journey through the late 19th and early 20th centuries. Sometimes Chips, as he is affectionately known, is an old man who dreams by the fire; then he's a difficult young taskmaster schooling his students, or a middle-aged man encountering the lovely Katherine, whose "new woman" opinions work far-reaching changes in him. As succeeding generations of boys march onward through Chips' mind, Hilton's narrative remains masterful. He seamlessly interweaves a poignant love story with the jokes and eccentricities of English public school life, while also chronicling a new, uncertain world full of conflict and upheaval that extends far beyond the turrets of Brookfield. 

 My review : I just fall in love with this book since i open it for the first time. Even though this book's already in my mother luggage for more than 20 years, the cover looks fine and there's still some 'book smells' which is can make you feel relaxed (?) This book tells us about an eccentric but lovable British schoolmaster, Arthur Chipping (Mr. Chips).  Seemingly destined to be a bachelor for life, he meets and marries a young woman who loosens him up quite a bit, before dying in childbirth.  Chips is left alone, except that is for the succeeding generations of boys who pass through Brookfield School.    After decades at the school, he retires, telling the assembled alumni, "I have thousands of faces in my mind. ... I remember you as you are.  That's the point.  In my mind you never grow old at all", only to be called back during WWI, at which point he becomes acting headmaster.  One of his duties is to read the list of the school's war dead; for everyone else they are just names, but for Chips, each name has a face attached.  After the War he retires, after 42 years teaching Roman History and Latin at Brookfield. I liked the character of Mr. Chips. It was so vivid and complete. His character development was gradual. And that was good. I liked his sense of humour and thoughts.
I liked his chapters with Katherine. Those were the best. And last few chapters related to war were also good. Except for them, I couldn't enjoy much of the novel. 

His [SPOILER ALERT]

death scene literally made my eyes wet. Maybe because I got emotionally attached with him even though i just started to read the book for like 3 or 4 days XD 

Old Mr. Chipping, nearing ninety and still telling his hoary old jokes from sixty years ago to the newbies at Brookfields school, spends his last few days on earth wandering among the many well-furnished rooms in his head. We see the events of his entire career as a schoolmaster, his brief, brilliant career as a husband, and his long, glorious sunset as a School Institution.
  
In the end, well, it was such a masterpiece from James Hamilton. The conflict, the drama and everything else were so damn good. Even though you have a weak imagination, you still can feel the moment.

In Indonesia, the one who controlling curriculum is the minister of education, with a help from some experts in education. The rate of illiterate people in Indonesia is about 2,07% and most of them is Elder and children who drop out of school.

Type of Education

This type of education is a group based on the specificity of the educational goals of an education unit.

A. General education

General education is primary and secondary education that prioritizes the expansion of knowledge needed by students to continue their education to a higher level. The forms are: elementary school (SD), junior high school (SMP), and senior high school (SMA).

B. Vocational education

Vocational education is secondary education that prepares students especially to work in certain fields. The form of the education unit is vocational high school (SMK), this vocational high school has a variety of specialization specialties.

C. Academic education

Academic education is a higher education for undergraduate and postgraduate programs directed primarily at mastering certain scientific disciplines.

D. Professional education

Professional education is a higher education after an undergraduate program that prepares students to enter a profession or become a professional.

E. Vocational education

Vocational education is a tertiary education that prepares students to have a job with certain applied skills with a maximum level of diploma 4 equivalent to an undergraduate program (stratum 1).

F. Religious education

Religious education is primary, secondary and high education that prepares students to be able to carry out roles that demand mastery of knowledge and experience of religious teachings and / or become religious experts.

G. Special education

Special education is the implementation of education for students with special needs or students who have extraordinary intelligence held in an inclusive manner (joining an ordinary school) or in the form of special education units at the primary and secondary education level (in the form of special schools).

Level of Education

A. Preschool

From birth to 3 years of age, Indonesian children generally do not have access to formal education. From the ages of 3 to 4 or 5 years, they enter kindergarten. This education is not mandatory for Indonesian citizens, the main goal is to prepare students to enter elementary school. Of the 49,000 kindergartens in Indonesia, 99.35% are held by private parties. The kindergarten period is usually divided into "Class A" (or Zero Small) and "Class B" (or Big Zero), each for a period of one year.

B. Primary school

Children aged 6–11 years enter elementary school (SD) or madrasah ibtidaiyah (MI). This level of education is mandatory for all Indonesian citizens based on the national constitution. Unlike kindergartens, most of which are held by the private sector, in fact most elementary schools are run by public schools provided by the state (called "public elementary schools" or "state Islamic schools"), accounting for 93% of all primary school / Islamic elementary school in Indonesia. As with the education system in the United States and Australia, students must study for six years to complete this stage. Some schools provide accelerated learning programs, where students who perform well can complete elementary school for just five years.

C. Junior high school

Junior high schools (SMP) and madrasah tsanawiyah (MTs) are part of basic education in Indonesia. After graduating from SD / MI, students can choose to enter junior high school or MTs for three years in the age range 12-14. After three years and graduation, students can continue their education to high school (SMA), vocational high school (SMK), or madrasah aliyah (MA).

D. Senior High School

In Indonesia, at this level there are three types of schools, namely high school (SMA), vocational high school (SMK), and madrasah aliyah (MA). High school students are prepared to continue their education in college, while vocational students are prepared to be able to enter the workforce directly without continuing to the next stage of education. Madrasah aliyah is basically the same as a high school, but the portion of its religious curriculum (in this case Islam) is greater than that of a high school. The number of senior secondary schools in Indonesia is slightly smaller than 9,000 pieces

E. Higher education

After graduating from high school or aliyah madrasah, students can enter college. Higher education in Indonesia is divided into two categories: public and private. Both are guided by the Ministry of National Education. There are several types of higher education institutions; for example universities, high schools, institutes, academies, and polytechnics.

There are several degree levels that can be achieved in higher education, namely Diploma 3 (D3), Diploma 4 (D4), Strata 1 (S1), Strata 2 (S2), and Strata 3 (S3).

How about Qatar? Is education in Qatar better? or vice versa? let's check it out!

Qatar's Big Investment in education are carried out in order to achieve Qatar as an independent country in 2030. This target is made so that the people are ready to face global economic competition, if the oil supply and Natural Gas which is the biggest source of income for their country, is exhausted.

Qatar employs the RAND Corporation to reform its K-12 education system. Through the Qatar Foundation, the country built the City of Education, a campus in which there are local branches of the Carnegie Mellon Computer Science School, Georgetown University Foreign Service School, Texas A & M University, Virginia Commonwealth University, and Weill Cornell Medical School.

The Emir of Qatar, Sheikh Hamad bin Khalifa Al-Thani, has formed the Supreme Education Council in 2002. This board directs and controls education from toddlers to universities.

The illiteracy rate in Qatar is 3.1% for men and 4.2% for women in 2012, the lowest in the Arabia but 86th in the world. Citizens are required for schools ranging from kindergartens to high schools. Qatar University, founded in 1973, is the highest, oldest and largest education institution in the country.

There are 3 types of schools in Qatar namely:

1. Independent School

2. Private / International School

3. Company School

Graduated From one Of Qatar's University

1. Independent School

Independent school is a school whose curriculum is prepared by the SEC (supreme education council) with Arabic as the language of instruction, while English, science (physics), math, and Islamic religion are compulsory subjects.

Independent school of Qatar consists of 2-3 years of kindergarten, 6 years of primary education, followed by 3 years of preparatory education, and 3 years of secondary education. After completing secondary education, students in Qatar can work directly or continue to university.

A. Kindergarten

Kindergartens start when children are 3 years old and end at the age of 5-6, this is because some types of children apply for 3 years of kindergarten while the others are only 2.

B. Elementary education

A child in Qatar can enter elementary school when they reaches 5/6 years, and ends when they is 11 years old.

C. Preparatory education / Junior High School

Starting when the child is 11 years old and ends at the age of 14.

D. Secondary Education/ High School

Starting when the child is 15 years old and ends at 18.

The cost of education in this school is borne by the government, aka free, starting from Kindergarten until Secondary Education.

2. Private / International school

Private school or international school. namely schools for children of expatriates, or people who live temporarily in the country that is not their birth country. usually due to an assignment from the state or professional.

3. Company School

Company school is a school that is usually held by an agency or company, either from the state or private. This company school system is the same as international school. However, the cost of education is borne by the company or agency. In addition, this school is usually located outside the capital city of Qatar, Doha.

Last thing is something that really crucial, Teacher's Salary. In Indonesia a Teacher only got payed about Rp. 1000k/month in average. If you think that is low, look at honorary teacher. Honorary Teacher got payed around Rp. 500k/month and getting lower and lower when they became a teacher in remote areas. In the other hand, A Teacher in Qatar got payed around USD 2911 per month or about Rp. 15M/month with only 40 Hours/week work time. That's why teachers in Qatar have prosperous life

So, In the nutshell Education in Indonesia and Qatar is not really different. Both have several types and levels, both education starts when the kid is 3 y.o until 18 y.o and can continuing to University. Both education also have a goal that make their people better person. But, in Qatar Education is totally free while in Indonesia you still have to pay some things like uniforn, etc.

That's it for today post. I hope you find something interesting and learn something. Bye~

So, a few days ago i read a book from John Gray Ph. D entitled Men From Mars, Women from Venus. Basically, this book is about before we can treat each other as individuals, we must take into account the behaviour differences of the sexes. Each sex have differentiation, such as woman use their feeling and man use their brain. How to make these two completed each other? By read this book.

The most interesting chapter in this book is Men are like rubber band. In this book a man is shown as someone who excited when they got into a relationship, and become less and less excited when they had achive something in that relationship, but in the end man will back to he loved. John Gray says this is a natural act of a man, not because choice or decision.

A man can pull away because of some reason, one of it is spending too much time with his wife or girlfriend. This happened because a man, in nutshell a creature that get bored easily. When they spend too much time with his couple, he'll feel that he can do something fun with his mate, and in the opposite when he spend too much time with his mate he'll feel bored too. This also happen when he's in 'Me Time', a Time when someone can chill and get away from social interaction.

But yeah, a man will always coming home, no matter how hard the obstacle in front of him. Also, Men is like a pigeon. No matter how far they fly, they'll always back home. Most Women didn't understand or aware of this and got shocked when their couple says 'I need time alone' and think that their couple want to break up. But in reality, no a man just need spend time with the other because his world not only about his couple.

That's it about today's post. I hope you learn something valuable. Bye~