Department of Accounting Graduates Can Work So What Is It?

Department of Accounting Graduates Can Work So What Is It?

What are the prospects / job opportunities of graduates majoring in accounting in Indonesia? 

Jobs what jobs are suitable for graduates majoring in accounting? 

Before we majored in accounting class in college course we must know in advance about any job that can be proposed by a person who has diploma degree in accounting. Do not until after college accounting later turns out we do not match the jobs that are wide open for graduates of accounting. If it is not it dear college accounting tired but work that was involved after graduating from college majoring in accounting even working in other fields that have nothing to do with the accounting world. 

If you are currently studying accounting at the faculty of economics of course we have to start taking a run -ancang after later graduating to a degree in accounting. At least we already know the job opportunities or job any more likely to require accounting graduates. As far as this time the job is usually filled by accounting graduates are employees of the company finance department, auditors, consultants, employees of financial institutions, civil servants (civil servants), the civilian state apparatus (asn), teachers, professors, and others. If you take the D3 / S1 Accounting and then forwarded to the S2 and S3 accounting would be greater employment opportunities / jobs that are open. 

The prospect of working graduate accounting degree was nice was not it? 

And I wonder how the salaries and allowances of the employees of the company's employees / agencies in accounting?

Accelerate Progress Indonesia to Promote Education

Accelerate Progress Indonesia to Promote Education

Indonesia Education still lags behind other countries. College graduates in Indonesia is still below the 10% level. "We are speeding up the progress of Indonesia, to be able to finance public education. Graduates of our universities under 10%," said CEO of MNC Group Hary Tanoesoedibjo when met after giving a public lecture at the State University of Surabaya, East Java, on Thursday (20/10).

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For comparison, further Hary Tanoe, South Korea independent Indonesia within two days of 85% of the people to pass at least one level. A country can thrive when good community education. Utaman problem is the high cost of education. The way out of this problem is the provision of subsidies or financing education students to study abroad. This can be achieved if Indonesia has a sufficient budget. "One way to prosper NKRI is to foster entrepreneurs around the country," said Hary Tanoe. Therefore, the government should provide opportunities through a variety of efforts to encourage the growth of productive entrepreneurs in the regions. Thus the economic pillar of Indonesia will be more than the current limited only in big cities. Indonesia so that faster progress. On this occasion Hary Tanoe provide educational grants to students who excel Surabaya State University. He advised the students to build on the success and build their respective regions. "Success does not depend on time, but the way we work. It must be militant, hard work, innovative," due diligence.

INTERMEDIATE LEVEL LESSON PLAN

INTERMEDIATE LEVEL LESSON PLAN

INTERMEDIATE LEVEL LESSON PLAN Date: ______________ Title             :  ____________ Grade level  :  ____________ 1.    Goal Students will increase their familiarity with conventions of telephone conversation. 2.    Objectives a.       Students will comprehend a simple phone conversation (played on a tape recorder) b.      Students will identify who the participants are, what they are going to do, and when c.       Students will comprehend and produce necessary vocabulary for this topic d.      Students will comprehend cultural and linguistic background information regarding movies, theaters, and arranging to see a movie with someone. e.       Each student will ask someone to go to a movie with him or her and respond appropriately to a reciprocal request. 3.    Materials and Equipment a.       Tape recorder with taped conversation b.      A telephone or toy facsimile c.       Eight different movie advertisements d.      Movie guide page for extra class work 4.    Procedures / Activities 1.    Pre-listening The teacher places a phone on the front table. It will be used later. To point the students’ thinking in the right direction for this lesson, we will start off with the following “model” phone conversation on tape. Its purpose is to set up framework for the lesson 2.    Listening to the tape The teacher plays the tape recorder 3.    Listening Activity T: My friend Debby is going to call me in a few minutes. Of course, you won’t hear Debby talking to me. You’ll just hear me, right? I want you to listen carefully and try to figure out two things; a) what does Debby want to do?, b) When? Ok, listen for what Debby wants to do and when. (Pause. The phone rings) T: Hullo? Gap 1 ___________ T: This is Karen. Gap 2 ___________ T: Oh, hi, Deb, how’re you? Gap 3 ___________ T: The movies? (Look at watch) When? Gap 4 ___________ T: um, OK, this afternoon’s fine. Whadda ya wanna see? Gap 5 ___________ T: Well, I’ll only go to Batman if it’s a bargain matinee Gap 6 ___________ T: There is? One o’clock? Great! I’ll meet you there. ‘Bye. Now, you’re going to hear the same phone call again. This time, try to figure out three things: 1.      What movie does Debby suggest? 2.      Am I willing to pay full price? 3.      Does Debby tell me I will have to pay full price? 4.    Post-listening Activity Teacher passes out eight different movie ads to eight students. Teacher puts a second phone on the front table. T: Ok, everyone with an ad, please come up to these phones. S1 has newspaper ad for a movie. She will call S2 and ask him to go to that movie with her. Be sure to arrange the following things in your phone conversation (write these on the board) 1.      What movie? 2.      What time? 3.      Which theater? The students come up in pairs and have very short phone conversation to arrange going to a movie together. If there is not time for each to come to the front and use the phones, pairs can work on their conversation at their desk. 5.    Evaluation Observe the students soliciting and receiving information from activities. Then, ask them to do in pairs have a phone call conversation. The evaluation is based on the appropriate responds.

The opening activities function is to make the students prepare mentally

The opening activities function is to make the students prepare mentally

1.        Opening Activities

The opening activities function is to make the students prepare mentally and physically to follow the teaching activities process. It is supported by Usman (2004) who states that opening activities lead the learners to the precondition which indicates the learners are ready to focus their attention to what they are going to learn. In this section, the teachers can fill the activities such as checking students’ attendance list, leading them to the materials which are going to be learned, motivating the students by showing such media of learning, stating the objectives of learning, telling them the activities which are going to do, etc.

2.        Main Activities

The objective of main activities is to achieve basic competences. These activities should be meaningful, interactive, and challenging. In constructing main activities, it depends on indicators. The indicators have been formulated leads the teachers to organize the activities. The activities show the steps of what the students do from the lower level to upper level of difficulties.The well-organized activities guide the students to achieve the basic competence as it is shown on each indicator that is developed in the main learning activities.

3.        Closing Activities

Closing activities is the activity done by the teachers to end the whole learning activities. It is intended to give the students a picture of understanding to what they have been learned, and to identify learners achievement during teaching and learning process (Usman, 2004). In this part of activities, the teacher can fill the activities, such as making conclusion from what they have been learned, giving them follow up, giving them evaluation, and etc.

In addition, there are some criteria which are needed to be considered in setting the teaching and learning activities (Sujinah, 2011);

a)      The objective of learning activities is to help teachers teach well and conduct teaching and learning process professionally which is suitable to the curriculum.

b)      Teaching and learning activities are developed based on basic competence.

c)      Teaching and learning activities include the systematical, chronological, or well-organized activities done by the students to achieve basic competence

d)     In designing teaching and learning activities, the materials should be clear to achieve the basic competence

e)      Determining the order of activities is very essential which based on the level of difficulties of each indicator to achieve basic competence.

Categories	Meaning
Fact	Statement which relates to two cases, such as name, symbol, label, place, definition, description of certain thing.
Concept	The category which is used to classify ideas, events, or similar things, such as jewelry is the concept which classifies earring, rings, bracelet, etc.
Principle	Statement which relates to two concepts, such as the rising of demand, the rising of price, or the poverty increases the criminals.
Procedure	Chronological or well-organized steps to do certain action, such as changing the wheel or starting the engine.
Interpersonal Skill	Verbal or non-verbal skill, such as leading group, solving the chaos.
Attitude	A tendency to respond a certain event or during doing the action. Attitude is part of learning activities, such as during the practice in garage; the learners wear safety shoes.

Creating an attractive physical classroom environment

Creating an attractive physical classroom environment

Very often teachers overlook the significance of an attractive and motivating physical environment. However, teachers can make a significant contribution to the physical environment in which teaching and learning takes place. The following is some practical advice.

Pay attention to seating arrangement. For example, you can encourage and facilitate cooperation among students (e.g. pair or group work), by carefully arranging three to four desks together (Levin and Nolan, 1996:126).

Make effective use of bulletin boards and display areas. These are excellent for displaying students' work, such as collaborative tasks and projects.

Posters, maps, newspaper clippings, can be used in order to provide a stimulus for classroom discussion. Posters can also familiarize students with cultural elements of the countries in which the English language is spoken.

Classroom procedures and rules are necessary for effective classroom organization. Posting these guidelines on a bulletin board is a good way to communicate them to students.

Bring to the classroom a number of English books, so that students can borrow them. This can serve as a stimulus for learners to read authentic English texts (e.g. literature) and familiarize themselves with English culture and history.

Motivation is the key to success in learning. First year students at Nanyang Business School, Singapore, started their English Proficiency course stigmatized as poor in language skills and demotivated in their study of English. The previous methods (grammar-based, teacher-centered, and with the emphasis on the final exam) and materials (standardized American textbooks written for ESL students) were revised to promote motivation and autonomy. The methodology was changed to utilize cooperative learning, learner choice, reflection and more active classroom and outside activities. Teaching materials were revised into a new textbook that used locally relevant texts and topics pertinent to Business and Accountancy students. Results of questionnaires from four cohorts of students showed positive responses to the changes. These questionnaires were also reflective exercises that folded into the theoretical concepts of increasing motivation. A noticeable disconnect between the goals of students (better writing and speaking skills) and a preferred strategy (reading) points toward a need to overtly teach learner strategies in order to make students feel successful and thus empower them. The ultimate goal is for students to take control of their own learning to become autonomous learners.

This article is practical in nature. Its aim is to provide English teachers with a set of strategies and practical suggestions in order to help their students develop a positive attitude toward learning English as a foreign language

Teacher Student Relationships

Teachers can make a valuable contribution to developing a friendly relationship with their students. The following is a checklist with appropriate and effective teacher behavior:

Remember that your everyday classroom behavior is important.

 Most students consider their teacher as a role model. For this reason, in order to motivate your students to learn English, you need to be enthusiastic, cheerful and sincere. (Brophy, 2004:28). Show your students that you actually care for them, and you are there to help them master the English language, rather that constantly criticizing or correcting them. Students want teachers who are friendly, caring, and trustworthy (Ebata, 2008). Always be well prepared for the lesson, and show willingness to answer students' questions

Fostering A Positive Psychological Classroom Atmosphere

Fostering A Positive Psychological Classroom Atmosphere

It is important to establish a kind of "classroom community", in which students feel free to communicate using the foreign language. An important thing to bear in mind is that you should create a classroom atmosphere in which language errors are considered a natural part of the process of learning a foreign language (Dornyei (2001: 42). If errors are ridiculed, some students may suffer from communication apprehension, that is, they will be unwilling to communicate using the target language. The following techniques are intended to create a friendly, non-threatening class classroom climate:

Ø  In speaking activities avoid excessive, "on the spot" correction. This can discourage students from speaking and experimenting with new language (Lightbown and Spada, 1999).

Ø   In writing tasks, adopt a correction code. Prompt students about the location and the nature of errors rather than correcting every mistake (Lee 1997:466). When students get back any piece of written work with too many corrections, their confidence is undermined, and they experience frustration and demotivation (Edge, 1989:50)

Ø   Establish a set of classroom rules and enforce them fairly and consistently with all students. For example, make it clear to all students that ridiculing a wrong answer, not completing homework, or misbehaving is not acceptable behavior.

Ø  Incorporate collaborative work in your English classroom. Short-term, or long-term projects can make students personally involved in the language learning process, and increase motivation (Lee, 2002). They help students feel that their language output is not constantly assessed. As a result, they are more likely to participate and focus on communication, rather than on accuracy. An additional advantage of project work is that students have an active role in the implementation of project work, which can both boost their confidence and also teach them collaborative skills.

Supplementing the teaching material with authentic texts and task

Students often develop negative attitudes towards learning English as a foreign language due to the lack of stimulating, authentic teaching material and tasks. Authentic material is meaningful to students, challenges their cognitive abilities, engages them personally. It also increases interest and intrinsic motivation. If you feel that your English coursebook contains few authentic texts, then you need to provide your students with authentic texts and activities. Authentic material and tasks should be selected based on the following guidelines:

a) They should be related to the students' interests, knowledge and everyday experiences.
b) They should foster learner autonomy by providing activities and tasks that require students to use English for authentic communicative purposes.

Conclusion

The above parameters, which have a great impact on promoting positive attitudes towards learning English as a foreign language, are essential by themselves. However, they overlap, and fostering of positive attitudes is a complex mixture of all the features described.

English teachers should also note that the principles and techniques described above are general. Teachers need to adapt them according to their students' needs and the specific teaching context.

Finally, apart from the above principles, it is worth mentioning that fostering positive attitudes towards learning English as a foreign language is a dynamic process. Teachers should be constantly observing their classrooms and their students. In this way, they will be able to identify sources of discontent among students, recognize the reasons why they misbehave, are unwilling to participate, and have low performance.

References

·         Brophy, J. (2004). Motivating Students to Learn, New Jersey: Lawrence Erlbaum Associates.

·         Dörnyei, Z. 2001. Motivational Strategies in the Language Classroom. Cambridge: Cambridge University Press.

·         Ebata, M. (2008). Motivation Factors in Language Learning. The Internet TESL Journal, 14 (4). 

·         Frymier, A. (1993). The impact of teacher immediacy on students’ motivation: Is it the same for all students?. Communication Education, 41, 454-464

Public Speaking: Independen Day

Public Speaking: Independen Day

Good morning ladies and gentlemen dear brothers and sisters

First, I would like to say thanks to Allah SWT who has been giving us some mercies and blessing, until we can attend in this happy place without any troubles. Secondly, also to our prophet Muhammad SAW who has guided us from the darkness to the lightness. And I would like to say thanks say many thanks to MC having given me time to speech in this special moment.

Ladies and gentlemen, in this good chance I would like to give my speech under the title the declaration of Indonesia.

To start with I will explain about the Indonesian declaration. Then I’ll explain about Indonesian’s celebrate the Independence Day and also what Indonesian’s people do to celebrate the Independence Day. Finally, I’ll summarize my presentation.

Ladies and gentlemen, the Indonesia declaration of independence was officially proclaimed at 10.00 a.m. sharp on Friday, August 17, 1945. The declaration marked the start of the five year diplomatic and armed-resistance of the Indonesian’s National Revolution, fighting against the forces of the Netherlands until the latter officially acknowledge Indonesian’s independence in 1949. In 2005, the Netherlands declared that they recognized Indonesia independence is in 1945, not 1949.

Every year on 17^th August, Indonesian’s celebrate the Independence Day. It’s very fun. There are a lot of contest, like panjat pinang. In Istana Merdeka, they are having ceremony. My be, some of you go to have celebrate. You must be spirit in the Independence Day, you look our hero, and they are held the pass to gain freedom. And us, we’re as student, we have to have spirit to celebrate the Independence Day. If you confess you’re Indonesian’s people you must care about Indonesia, the Independence Day of Indonesia, and all of Indonesia you must like, because it’s your country.

Finally, so let me summarize what I’ve said, Indonesian independence is in 1945. Every 17^th Indonesian always celebrates their Independence Day. We are as young generation we must care about Indonesia, the independence day of Indonesia.

Ladies and gentlemen, that’s all my speech, I hope it will be useful for our. May our god always bless us now. Thank you very much for your nice attention the last I say..

Understanding Education and Education Definition According to experts

Understanding Education and Education Definition According to experts

Education is an important part of life that is at once distinguishes humans from other living beings. Animals also learn but rather is determined by his instincts. While human life using a mind that has in every behave. In essence, education is a human effort to improve the knowledge, gained from both formal and informal institutions.

Before further discussing the ins and outs of education, it helps us know in advance about boundaries or sense of education. With a full understanding, we will more easily enter discussions more in education.

According to Big Indonesian Dictionary (1991: 232), education is derived from the word "student", and given the prefix of the word "me" sehinggan to "educate" yangartinya nurture and exercise. in memeliahara and provide needed exercise their teachings, and leadership demands of the character and intelligence of thought. Some understanding of education, which are as follows:

Understanding Education by Experts

1. John Dewey.

Education is the process of establishing fundamental abilities intellectually, emotionally toward nature and fellow humans

2. M.J. Longeveled

Education is a business, influence, protection and assistance given to children glued to maturity, or rather help anaka so quite capably carry out the duties of his own life.

3. Thompson

Education is the influence of environment on individuals to make changes that remain in the behavioral habits, mind and nature.

4. Frederick J. Mc Donald

Education is a process or activity that is directed to change the character (behavior) of man.

5. H. Horne

Education is a continuous process of adjustment develop physically and mentally conscious and free to the Lord.

6. J.J. Russeau

Education is a debriefing that does not exist at the time of the children, but needed in adulthood.

7. Ki Hajar Dewantara

Education is an effort to advance the character, mind, and physical child in order to promote the fullness of life that life and turn the child in harmony with nature and masyarakatnya.s

8. Ahmad D. Marimba

Education is a conscious guidance by the educator to the development of the physical and spiritual well-educated towards the establishment of a major personality.

9. Insan Kamil

Education is a systematic conscious effort to develop the existing potentials in man to be whole human beings.

10. Ivan Illc

Education is a learning experience that takes place in every neighborhood and throughout life.

11. Edgar Dalle

Education is a conscious effort made by the family, community, and government through the activities of guidance, instruction, and training, which took place in the school and outside the school lifelong to prepare learners to be playing a role in a variety of environmental fixed for the future come.

12. Hartoto

Education is a conscious effort, planned, systematic, and continuous in an effort to humanize humans.

13. Ngalim Purwanto

Education is all matters of adults in interaction with children for physical and spiritual development leads to maturity.

14. Driakara

Education is a young man or appointment humanize humans.

15. W.P. Napitulu

Education is an activity that is conscious, organized, and planned in the aim of changing behavior in the desired direction.

Definition According to the Education Act and the Guidelines

16. Law No. 2 1989

Education is a conscious effort to prepare students through guidance, instruction, and training for its role in the future.

17. Law No. 20 of 2003 on National Education System

Education is a conscious effort planned to create an atmosphere of learning and the learning process so that learners are actively developing the potential for him to have the spiritual power of religion, self-control, personality, intelligence, character, and the skills required from him, society, nation and state.

18. The Guidelines

Education is a conscious effort to develop the personality and ability inside and outside of school and lasts a lifetime.

From some education above, basically understanding of education presented have in common is a conscious effort, planned, systematic, ongoing, and go on to maturity.

The concept of Educating, Teaching and Learning

There is a fundamental difference between educating and teaching, some people may be trapped between the definitions educate by teaching. In fact, there is a fundamental difference between the two. Teaching is a technical activity everyday life of a teacher. All the teachers to teach the preparation of a technical nature. The result can also be measured with instruments that are verbalistis behavioral changes. Not all education is learning, not all of the learning is education. The difference between educating and teaching is very thin, it can simply be said to be a good teaching is to educate. In other words, educating can use the teaching process as a means to achieve maximum results in achieving educational goals

Educating more activities are framed medium term or long term. The results of education can not be seen in the near future or in an instant. Education is an integrative activity if the thought, though the taste, and if the initiative in synergy with the development of learners' levels of reasoning.

Teaching followed by learning activities synergistically so that the material presented can improve the knowledge of science, the growth of skills and generate peru materials mental attitude / personality, in accordance with the values ​​of absolute values ​​and relative prevailing in the society and the nation for children students are educating activities. Educating weight is the formation of a mental attitude / personality for students, teaching its weight is the acquisition of knowledge, skills and expertise that lasts for all men at all ages. Example of a math teacher to teach the smart kid count, but the child is not calculated in every action, the activities of the teacher is merely teaching has not educate.

The terms of teaching, educating can be distinguished but difficult to be separated.

Teaching is more emphasis on the mastery of specific knowledge, while educating more emphasis on human formation (planting attitudes and values).

Learning is a protégé effort to improve cognitive, affective and psychomotor to achieve the desired objectives.

3. Definition of Boundaries and Limits Beginning End Process

Limit the possibility of educated determined by the limitations inherent potential defects caused by severe physical spiritual. According to Langeveld, the lower limit (initial) or when ready to acquire education is when the child is able to accept and recognize the authority of educators. Looked at the age of 3.5 years and clearly visible at the age of 5 years. When students are able to receive and recognize the authority of educators with sincerity and self-awareness which marks the beginning of the real education, because students really - really aware that what is being taught and conducted education is simply - an eye for his own benefit. According to Langeveld, the past is past preliminary study in which children only comply, imitate their parents in a particular behavior, and is not directly linked to the purpose pembendtukan adult personal discretion. Furthermore Langelveld said, that someone had graduated when have reached adult personal discretion.

From infancy until the establishment of private morality protégé continued to receive help and guidance from educators, and after completing his education there was no bond between educators and students. Protégé itself will continue to enhance the current pad life but - given moment can only receive education to enhance her personality. Therefore, education can last a lifetime.

4. Lifelong Education

Life long education tend to see education as the activities of life in the community to achieve full human embodiment that runs constantly as though there is no limit to death. This means that education is not only important for children (usually considered to be unprepared socially and perform the role of adult society), but is also important for adults as well as parents in order to achieve full human perkemmbangan.

That man is a creature that grows and develops. He wants to achieve an optimal life. As long as humans barusaha to improve their lives, both in enhancing and developing knowledge, personality, and skills, consciously or unconsciously, then during that education still continues.

"Seeking knowledge is a duty of every Muslim and muslimat. Seek knowledge from the cradle to the grave. There is no practice of the people is more important than learning ".

5. Education as a Science

Education merupkan one important factor that can be used to realize the talent that brought humans from birth (the talent, the theory of convergence), so that the man has skills that can be used to feed herself (profession). When all people have the skills that are useful, can be expected to emerge a dynamic society, effective and last produktif.sasaran of society as it is the achievement of the ideals of the nation under the terms of the Preamble of the Constitution of 1945 paragraph 4, paragraph 1, namely "... promote the general welfare and the intellectual life of the nation ". Welfare of individuals through income earned, while income can be achieved when people have the skills of educational outcomes.

Studies are: - knowledge that has been substantiated

- Discussing about the things that can be observed (observabel)

6. Object of Education

• Protege

• Educators

• Education Material

• Education Methodology

• Evaluation of Teaching

• Tools Education

• Surrounding environment

• Purpose of Education

7. Kinds of Education

a. Normative, characterized - basic characteristics / rules in favor of the rules - the basic rule is standard. Example: preserve the national culture by fostering a culture - a culture that is positive area.

b. Descriptive: describes all the learning event with the right / not manipulated from the start who the students what they have been taught to value given must be true - really describe the acquisition of learning outcomes of children.

c. Theoretically, examines the scientific field extensively (professional) until things - small things - small (atomistic).

d. Practical / applied, the theory - the theory being studied is used to expedite the process of education.

8. Relationship Between Education Sciences Theoretical and Practical

Basically, all science can be divided into two, namely:

a. Pure science: the science that discuss / explore the science itself. In pure science education would seem from their efforts on the theory - the theory of education in (up to elementary level-atomistic)

b. Applied science: He is the efforts to apply the process of life activities (as tools that facilitate life). In the education process using the theory and educational assistance in solving the problem - the problem is no exception education students require pure sciences such as: psokologi, mathematics, biology, to the educational process. So it can be said that science education

can not stand alone.