KUMPULAN TUGAS TARBIYAH, BAHASA INGGRIS DAN FILE PRIBADI

Assalamu Alaikum dan Selamat Datang…!.

KUMPULAN TUGAS TARBIYAH, BAHASA INGGRIS DAN FILE PRIBADI

Jika ada yang merasa filenya tercopy paste atau materi tidak sesuai, saya dengan penuh hormat meminta maaf.

KUMPULAN TUGAS TARBIYAH, BAHASA INGGRIS DAN FILE PRIBADI

Silahkan Melihat-lihat barangkali saja ada yang menarik, hehehegg….

KUMPULAN TUGAS TARBIYAH, BAHASA INGGRIS DAN FILE PRIBADI

Anda sedang mencari tugas mengenai tugas tarbiyah? Mungkin ini bisa membantu….

KUMPULAN TUGAS TARBIYAH, BAHASA INGGRIS DAN FILE PRIBADI

Kritik dan saran bisa anda kirimkan ke https://plus.google.com/+MarconiKamal/posts atau fadilmarco@yahoo.com .

Vocabulary For Everyday List

“How’s tricks?”, “How are things?, “Watcha!”, “What’s up?”
apa kabar?

“haven’t seen you for ages”, “great to see you again”
lama tak jumpa. Senang berjumpa lagi.

You can mix your English with bahasa
Kau dapat mencampur bahasa inggrismu dengan bahasa Indonesia

aco’ speaks in english, indonesia, and arabic as well
aco’ berbicara dalam bahasa inggris, bahasa arab dan juga bahasa prancis.

That’s all
Cukup sekian

I’m leavin’
Saya duluan

Don’t bother yourself!
Jangan repot-repot!

How much do I owe you?
Berapa banyak piutang yang kau butuhkan?

I will pay my debt
Saya akan membayar hutangku.

Have a chit chat
Berbincang-bincang

Enough is enough!
Cukup sudah! Saya tidak tahan lagi

Listen up!
Dengarkan!

Stay away
Jangan mendekat!

Keep away
Menjauh

What’s that all about?
Apa maksudnya semua itu?

What did you do?
Apa yang baru saja kau lakukan?

What did he want?
Apa sih maunya?

Tell me truth!
Beritahu yg sejujurnya!

Do you think that will happen?
Kamu fikir itu bakal kejadian?

Calm down
Tenang

Promise, not tell anyone
Janji, jangan bilang siapa-siapa

Sounds a great idea!
Kedengarannya ide menarik!

Is she ill?
Apa dia sakit?

Where is the place to dry the clothes?
Dimana saya bisa menjemur pakaian?

Since a while ago, I’ve been looking for you.
Dari tadi saya mencarimu.

I think so.
Kupikir juga begitu.

Hold on / just a minute / later on / wait a moment
Tunggu sebentar

Prepare your stuff
Siapkan barang-barangmu

I don’t know at all
Saya tidak tahu sama sekali.

Please come and see me sometime
Datanglah berkunjung kapan-kapan

Don’t pretending to be sick
Jangan pura-pura sakit

I love to see the way you spoken
Kusuka gayamu bicara

The food tastes delicious
Makanannya enak

How poor you are!
Kasihan deh loe!

Let it be
Biarkan saja

Why should I care?
Peduli amat.

Search me!
Mana ku tahu

I’m all in
Saya sangat capek.

Do or die
Bekerja keras.

Why do you say that?
Kenapa kamu bilang begitu?

The more the better
Lebih banyak lebih baik

Do you think they will?
Kamu pikir mereka dapat?

What is it really?
Benarkah itu?

Did you enjoy it?
Nyamankah?

Out sight, near by heart.
Jauh di mata, dekat di hati.

How can they do that?
Bagaimana mereka melakukannya?

What was the point of that?
Apa maksudnya itu?

Could you do me a favour?
Bisa minta tolong?

Look’s great!
Kelihatannya menarik!

What time shall we meet?
Jam berapa kita dapat bertemu?

Here you are!
Ini punyamu!

Something to do with money.
Ada hubungannya dengan uang.

Is this seat taken?
Adakah yang duduk di kursi ini?

Of course, I have!
Tentu saja aku punya!

I would if I could
Saya akan jika saya bisa.

Formally yes, but I think now is not.
Biasanya sih iya, tapi sekarang kupikir tidak.

I have no idea / I lost my head.
Saya tidak punya pendapat.

Out of my mind
Itu diluar jangkauan pikiran saya.

You are not the only one.
Kau bukan satu-satunya.

Who are writing to?
Kepada siapa surat itu?

I wish I had your skill.
Ku harap bisa pintar sepertimu.

Thanks in advance.
Terimakasih sebelumnya.

Why is that?
Kenapa bisa begitu?

You are so talented.
Kamu sangat berbakat.

My tooth brush is worn out
Sikat gigiku rusak.

From my point of view / for my money / for my book.
Menurut pendapat saya.

Have you got any comments on?
Sudah adakah pendapatmu?

You only have to ask.
Kamu hanya perlu bertanya.

I’m on the phone.
Saya sedang menelpon.

It can’t be denied.
Tidak dapat disangkal.

Don’t be offended!
Jangan tersinggung.

That’s why
Oleh sebab itu

What native are you?
Kau berasal dari mana?

As matter as fact
Sebenarnya.

as usual / as always
seperti biasa

put off
menunda

turn on
menyalakan

arm in arm
bergandengan (tangan)

on purpose
sengaja

keep dark
merahasiakan

by the way
ngomong-ngomong

keep dark
merahasiakan

just about
hampir saja

nice to hear your opinion
senang mendengar pendapatmu.

Let it hang out.
Katakan sejujurnya.

I wish you be more critically.
Saya harap kamu bisa lebih kritis.

In other words
Dengan kata lain

In other hand
Di lain pihak

In order to
Agar supaya

For instance,
Sebagai contohnya,

Please, don’t hesitate
Tolong, jangan ragu-ragu

Don’t take offence
Jangan marah

Don’t be partial!
Jangan pilih kasih!

Be honest please!
Jujurlah!

Don’t play around with me
Jangan macam-macam padaku!

Don’t fuck with me
Jangan macam-macam padaku

You are too free with me
Kamu terlalu lancang padaku

You are still blue
Kamu masih ingusan

It’s none of your business
Itu bukan urusanmu

Pizza face
Muka jerawatan

Don’t be just a bag of wind
Jangan hanya membual saja

Where was i?
Sampai dimana tadi? (pembicaraan)

Don’t ever miss tomorrow
Jangan pernah ketinggalan zaman

Don’t think that way!
Jangan berfikir kearah sana

It’s beyond my expectation
Itu diluar dugaan saya

Do proper thing!
Yang wajar-wajar sajalah!

Don’t be up and down
Jangan mondar-mandir

Sorry no bargain, no cooperation!
Maaf, tidak ada tawar menawar. Tidak ada kerjasama

Don’t be a patchy!
Jangan acuh tak acuh!

What do you base your facts on?
Apa landasanmu? (diskusi)

You don’t need to scream at me
Kamu tidak perlu berteriak padaku.

You pay the price
Kamu kena batunya

Whose side are you on?
Kamu memihak kepada siapa?

Now and on
Sekarang dan seterusnya

Now and then
Sekarang dan selanjutnya

You look important
Kamu seperti orang penting saja!

It doesn’t add up
Itu tidak ada artinya!

Don’t answer me back!
Jangan bantah saya!

To the best of my memory
Sepanjang pengetahuan saya

Cut off the laughing!
Berhentilah tertawa!

I nearly forgot
Saya hampir lupa

Address yourself
Pusatkan perhatianmu

You shouldn’t say thing like that!
Kamu tidak seharusnya berkata seperti itu!

What the telling is going here?
Apa-apaan ini?

To exchange opinion
Bertukar pendapat

What have you all been talking about?
Apa yang kalian semua baru bicarakan?

What’s on your mind?
Apa yang sedang kamu pikirkan?

Nothing special
Biasa-biasa saja

Stop complaining
Berhentilah mengeluh

Don’t push your luck!
Jangan macam-macam!

Who do you think you are talking too?
Kamu fikir bicara dengan siapa?

Don’t be so cocky
Jangan ke-GR-an

Who do you think you are?
Kamu fikir kau siapa?

As a result
Sebagai akibatnya

After you
Silahkan duluan

Body and mind
Jiwa dan raga

Press agent
Juru bicara

dish out
membagikan

look out
hati-hati/awas/waspada

cross out
mencoret

point out
menunjukkan

break out
menyebar secara luas dan tiba-tiba

give a hand
menolong/membantu

good at
mahir/bagus dalam …

face to face
berhadapan

run after
mengejar

keep in touch
tetap berhubungan atau berkomunikasi

playing with fire
memainkan sesuatu yang berbahaya

a walk in the park
 pekerjaan yang sangat mudah (seperti berjalan-jalan di taman).

achilles’ heel
titik lemah seseorang (achilles adalah tokoh legenda yunani yang kebal senjata kecuali di bagian lututnya).

bark up the wrong tree
 marah/mengomel/memberi saran/berbicara/meminta kepada orang yang salah.

bed of roses
 sesuatu yang mewah dan menyenangkan.

better safe than sorry
 lebih baik bersiap-siap daripada menyesal (sedia payung sebelum hujan).

blessing in disguise
 berkah yang tersembunyi (semua hal ada hikmahnya).

breaking the ice
 memecah ketegangan.

call it a day
 break atau istirahat sejenak (sampai hari ini berakhir) dari suatu pekerjaan.

Enlarge our sight
Memperluas wawasan kita

Any idea who?
Kira-kira siapa yah?

I’m put any out over
Saya jengkel

What’s the trouble?
Apa susahnya sich?

Very truly yours
Salam hormat kami

Do think before doing
Berfikir sebelum bertindak

It can’t be helped
Apa boleh buat.

Shut up like a calm
Diam seribu bahasa.

Progress of events
Rangkaian peristiwa.

For the sake of argument
Sebagai penjelasan

Ever so little
Sedikit sekali

Come on, don’t do that!
Ayolah, jangan begitu!

Come on with it.
Katakanlah.

What’s come over you?
Apa yang terjadi padamu?

Will come to know good end.
Akan tidak baik baginya.

That wasn’t the case.
Nyatanya tidak begitu.

Such being the case.
Jika demikian halnya.

It’s often the case.
Itu sering terjadi.

In every case.
Dalam segala hal.

Central of attraction.
Pusat perhatian.

Certain not!
Tidak bisa!

Have you gone mad?
Kamu gilakah?

It’s ur deal
Sekarang giliranmu

Dammit! / damn it!
Brengsek

Please, gimme an early reply.
Jawab aku cepat!

That’s different matter
Itu masalah yang lain.

can of worms
 tindakan yang akan mengakibatkan masalah.

“cat got your tongue?”
 kenapa kau diam, bicaralah?

kale
daun kol

wuss/coward
pengecut

bit of a tosser
rada idiot (bristish)

passing the buck
melempar tanggung jawab ke orang lain.

cop a plea
menyerahkan diri ke polisi agar hukuman bisa lebih ringan .

fork out my money over this stuff
menggunakan uang utk hal yg kita tidak inginkan ...

shell out money
mengeluarkan/menghabiskan uang yang banyak.

flipped him off / flipped him a bird
mengacungkan jari tengah ke orang .

start the new year with a bang ...
memulai dengan penuh semangat ....

it's a wrap
sudah selesai.

turn down
menolak sesuatu

turn you in to police station
menyerahkanmu ke pihak berwajib ..

pull over
menepi ..

pay off
bayar lunas ...

clean up after the mess
membersihkan sisa sisa yg berantakan ..

pull off
berhasil melakukan tugas...

work around the problem
mengakali problem tsb ...

walk through
ya tau sendiri ya ...

truce
gencatan senjata

daggy
kuno, tidak gaul

the joan
poop (buang air)

come clean
 berterus terang, membuka kebohongan/rahasia, mengaku.

cut like (hot) knife through butter
 memotong sesuatu dengan mudah (seperti pisau panas menembus mentega).

easier said than done
 beribicara lebih mudah daripada mengerjakan, tidak semudah kelihatannya.

fish story
 cerita bohong.

good samaritan
 orang yang murah hati, dermawan.

greek gift
 hadiah yang merugikan si penerima.

“i call shotgun…!”
 duduk di sebelah sopir ketika hendak berpergian dengan mobil. siapa yang lebih cepat mengatakan ini, dialah yang berhak.

jack of all trades
 orang yang serba bisa dalam usaha.

Think over
mempertimbangkan dengan matang

man proposes, god disposes
 manusia punya rencana, tuhan yang menentukan.

mind over matter
 menyatakan kekuatan pikiran (willpower).

more than meets the eye
 sesuatu yang memilik arti lebih daripada yang terlihat mata.

needle in a (hay)stack
 jarum dalam tumpukan jerami, mencari sesuatu yang hampir mustahil.

peeping tom
 orang yang suka mengintip, suka mengamati seseorang.

pep talk
 kata-kata/pembicaraan yang bertujuan untuk menyemangati. misal pelatih memberi “pep talk” ketika timnya sedang tertinggal dari lawan.

piece of cake/easy as pie
 pekerjaan yang sangat mudah, pie adalah istilah slang amerika untuk “gampang”.

let’s face it
mari kita akui!

Behind you
Setelah kamu

Is that a fact?
Benarkah itu?

What eating her?
Apa yang mengganggu pikiranmu?

Fair enough
Boleh juga

How do you expect?
Bagaimana menurutmu?

I will fix you
Nanti saya balas

Fix in mind
Camkan baik-baik

This goes far to prove that…
Hal ini jelas membuktikan bahwa…

As far as know
Sepanjang yang saya ketahui

To get on feet
Punya firasat

Final decision
Keputusan terakhir

Make a guess!
Coba tebak!

A tender age
Masalah kecil

It has it’s use
Adabaiknya

Cut to comedy
Jangan bergurau

Take it or leave it
Jadi atau tidak

Stick around
Jangan kemana-mana

Up to this moment
Sampai saat ini

The days go by fast
Waktu berlalu dengan cepat

In reference to
Sehubungan dengan

In response to
Sebagai tanggapan

Last but not least
Yang tak kalah pentingnya

Isn’t that so
Tidak begitu

Jolly along
Jaga kekompakan

Have a good meal
Selamat makan

May I be excused
Bolehkah saya tidak ikut?

Help one’s self
Ambil sendiri

Don’t take it personal
Jangan diambil hati

Live it up!
Berbahagialah!

Don’t always break the rules
Jangan selalu melanggar peraturan

Many happy returns of the day
Semoga panjang umur

Is there much water?
Masih adakah air?

No matter what, if that’s you!
Tidak peduli apa, jika itu kamu

Don’t insult one another
Jangan saling menghina

No slipper brought into the room
Jangan memakai sandal masuk kekamar.

No entering for the guest into the hostel
Tamu dilarang masuk

I’m shy to do so
Saya malu melakukannya.

raincheck
 menunda sesuatu, menjadwalkan ulang, atau menghindari pertemuan secara halus.
contoh: a: “will you have lunch with me?” b:”i think i’m gonna have a raincheck” (bisa berarti kita makan siang bersama lain kali saja atau menolak secara halus).

saved by the bell
 selamat dari bahaya atau situasi buruk yang hampir saja terjadi (nyaris).

scapegoat
 kambing hitam. orang yang disalahkan atas segala sesuatu yang terjadi.

“take a hike”
 mengusir seseorang.
contoh: “why don’t you take a hike or something”

take for granted
 sesuatu yang tidak dihargai, karena dianggap sudah selayaknya didapat.

after all
pada akhirnya

all of sudden, a little girl ran in front of the truck
tanpa diduga-duga, seorang gadis kecil berlari di depan truk itu.

don’t touch it at all!
jangan menyentuhnya sama-sekali!

at this point
pada saat ini, sekarang ini

i’m about to wash the plate
aku akan mencuci piring

bite off more than one can chew.
mengerjakan terlalu banyak /menerima tanggung jawab lebih daripada yang bisa dia mampu kerjakan.
i will be better off after taking a rest.
aku akan dalam keadaan baik setelah beristirahat.

i’ve bought several books and now i’m broke.
aku telah membeli beberapa buku dan sekarang saya bokek (tidak punya duit).

i am in charge of this class.
saya bertanggung jawab atas kelas ini.

i can’t make ba’wang because we’re out of flour.
saya tidak dapat membuat ba’wang karena kehabisan tepung.

figure something out
memahami/mengerti akan suatu masalah.

he is out of shape because he doesn’t pass his exam.
dia dalam keadaan buruk sebab gagal dalam ujian.

aco’ is to blame for his poor grade. he never studies
aco’ bertanggung jawab atas (keburukan) nilainya yang rendah. dia tidak pernah belajar!

be touch and go
tidak menentu

come from nowhere.
sesuatu yang tidak diketahui asal/penyebabnya dan muncul begitu saja. / 'dari negeri antah berantah'

it will be a long time before she’s up and about
akan cukup lama baginya sebelum aktif kembali (setelah sakit).

it’s up to you.
itu terserah padamu.

he’s used to hot weather
dia terbiasa dengan cuaca panas.

They broke into the door.
mereka masuk dengan mendobrak pintu.

I need to brush up on that book before we exam.
saya perlu mempelajari kembali buku itu sebelum kita ujian.

by heart
dalam hati, dengan menghafalkan

the teacher calls off our examination.
guru membatalkan ujian kami.

i missed two weeks of class. i’ll have to work hard to catch up
saya tidak masuk kelas selama 2 minggu. saya harus bekerja keras supaya tidak ketinggalan.

come up with
menemukan cara, idea tau rencana

count on her
tergantung padanya

aco’ cuts down on eating in restaurants to save money.
aco’ mengurangi porsinya makan di restoran untuk menabung.

 I do my best to finish my work
saya melakukan yang terbaik untuk menyelesaikan pekerjaanku.

he did it over to be sure
dia melakukannya kembali.

play a/the fool
berpura-pura bodoh atau tidak tahu /bertingkah aneh, lucu, atau jenaka.

be sick and tired
sangat benci atau tidak tahan akan sesuatu.

bent over backwards
berusaha terlalu keras.

being left in the dark
dibiarkan tidak tahu akan masalah yang terjadi /seseorang menyembunyikan sesuatu darinya.

aco’ is spending money like there’s no tomorrow.
aco’ ngabisin duit dengan sangat cepat.

no time like the present.
sekarang adalah waktu yg tepat.

there’s no such thing as a free lunch.
gak ada yang sepenuhnya gratis di dunia ini.

“my mother hasn’t phoned me, but no news is good news.”
ibuku belum menelponku, tetapi kalo gak ada kabar sih biasanya semuanya baik-baik saja.

no strings attached.
tanpa syarat.

“i will never live in the jungle. it’s a no-go areas at night.”
saya tidak akan pernah tinggal di hutan. itu daerah berbahaya pada malam hari.

“she will discover the truth soon. she’s nobody’s fool.”
dia akan menemukan kebenaran dalam waktu dekat, dia tidak gampang dibohongi.

“She is no joke maligning you”
dia benar-benar (serius) menghinamu.

“driving a car is no joke.”
menyetir mobil itu sulit lho!

at the eleventh hour
pada detik-detik terakhir; hampir terlambat

Be all ears
penasaran ingin mendengar apa yang telah dikatakan orang

be on the road
sedang bepergian

beat around the bush
menghindari sebuah isu; tidak suka ditanya-tanya

break a leg!
semoga berhasil! (good luck!)

burn the midnight oil
belajar/bekerja sepanjang malam sampai subuh

can’t make heads or tails of something
tidak dapat mengerti sesuatu sama sekali, menganggap sesuatu membingungkan dan tidak logis.

an eager beaver
orang yang selalu mau jadi relawan atau melakukan pekerjaan tambahan

Get a kick out of something
merasa lucu dengan sesuatu

give someone a hand
membantu seseorang

Hit the books
belajar

keep one’s chin up
tetap berani dan percaya diri dalam situasi yang sulit; jangan putus asa atau khawatir terlalu banyak.

Low blow
kecewa berat

Make a mountain out of a molehill
melebih-lebihkan sebuah masalah

not on your life!
sama sekali tidak!

over my head
terlalu sulit atau rumit untuk dimengerti

can you explain in a simple way?
dapatkah kau menjelaskannya dengan lebih sederhana?

pay the piper
tanggung akibat dari perbuatan sendiri

You don't seem to know
Tampaknya kau tak tahu

There's nothing where he used to lie
Dulu dia tak pernah berbohong

Our conversation has run dry
Percakapan kita kini jadi garing

I'm all out of faith
Aku tak lagi percaya

This is how I feel
Inilah yang kurasa

I'm wide awake
Aku terjaga

what was  still there?
apa yang tersisa?

I have no luck
Aku tak punya keberuntungan

I don't miss it all that much
Aku tak terlalu merasa kehilangan

There's just so many things that I can't touch
Ada banyak hal yang bisa kuraih

you're settled down here for a long time
Kau telah menetap di sini cukup lama.

Guess she broke your heart.
Pasti dia menyakitimu.

It ain't like you to hold back
Engkau bukanlah orang yang peragu

I hate to turn up out of the blue
Aku benci harus muncul tiba-tiba

I couldn't stay away
Aku tak bisa diam saja

I couldn't fight it
Aku tak tahan

I'd hoped you'd see my face
Aku berharap kau lihat wajahku

you'd be reminded
 kau kan teringat

That for me
Bahwa bagiku

It isn't over
Semua ini belum usai

I wish nothing but the best for you
Aku hanya bisa mendoakan yang terbaik untukmu

Sometimes it lasts in love
Kadang cinta akan abadi

How the time flies
Betapa waktu cepat berlalu

Only yesterday
Baru kemarin

Nothing compares
Tak ada yang sepadan

This would taste
Begitulah rasanya

There’s a side to you that I never knew
ada bagian dari dirimu yang tak pernah kutahu

Miles away from those I love
Jauh dari orang-orang yang kucinta

Purpose hard to find
terasa sulit tuk temukan tujuan

While I recall all the words you spoke to me
Saat kuingat semua kata-katamu kepadaku

Can't help but wish that I was there
Sangat ingin kuberada di sana

we have gone through good and bad times
 kita tlah melalui suka dan duka bersama

Seize the day
Manfaatkan waktu

Regretting the time you lost
Menyesali waktu yang hilang

Too many people to ache over
Terlalu banyak orang yang harus dipikirkan

I feel my memories fade with time
Kurasakan kenanganku memudar seiring waktu

Now please just stay for a while
Kini tinggallah sebentar saja

I can move on with you around
Aku bisa bertahan bersamamu

I can't tell you what it really is, I can only tell you what it feels like
Tak bisa kukatakan padamu yang sebenarnya, Yang bisa kukatakan hanyalah seperti apa rasanya

Used to get 'em
Kalian dulu biasa begitu

Would it make you feel better?
Akankah membuatmu merasa senang?

after all this time.
sampai saat ini.

Looks like we made it
Sepertinya kita telah berhasil

We mighta took the long way
Kita mungkin menempuh jalan panjang

We knew we'd get there someday
Kita tahu kita kan sampai di sana suatu saat nanti

 "I bet they'll never make it"
 "Aku bertaruh (yakin) mereka takkan berhasil"

You're still the one I run to
Kau masih satu-satunya tempatku mengadu (curhat)

The one that I belong to
Satu-satunya yang kumiliki

hey, come near a little closer
hey, sini mendekatlah!

Make it clear
Biar jelas semuanya

I Wanna know just how you feel
Ku ingin tahu bagaimana perasaanmu

Would you hold it against me?
Akankah kau berpikir macam-macam tentangku?

 I need a vacation tonight
 malam ini aku butuh liburan

you might be little hazy
Mungkin kau sedikit mabuk

it just cannot be denied
itu tak bisa disangkal.

I notice that you got it
Kulihat kau memilikinya

I can’t take it anymore
Aku tak tahan lagi

If you feel it, let it happened
Jika kau merasakannya, biarkan begitu

Just spit it out
Keluarkanlah!

I'm dying for company
aku sangat butuh teman

"All aboard"
"Semua penumpang diharap naik"

you are sent from above to me
Kau dikirim tuhan untukku

I’m not that innocent
Aku tak sebaik itu

I lie awake
Ku terjaga

She's lost in peaceful dreams
Dia terbuai dalam mimpinya yang damai

I turn out the lights
kupadamkan lampunya.

this thing crosses my mind
hal ini terlintas di pikiranku

Gonna be enough to last
Akan terus abadi

If tomorrow never comes
Jika tak ada hari esok

The rain is blowing in your hair
hujan membasahi rambutmu

it is on your case
itu adalah kesalahanmu.

Dry your tears
usap air matamu

have you made your mind up?
sudah kau putuskan?

 I would never do you wrong
aku takkan pernah salah memilihmu

I've known it from the moment that we met
Aku tahu sejak kita jumpa

during fasting, I'd go hungry
selama berpuasa, Aku rela menahan lapar.

crawling down the avenue
merayap di jalan

there's nothing that I wouldn't do
Semua rela kulakukan

You ain't seen nothing like me yet
Kau belum melihat yang sepertiku (susah loh melihat orang yg sepertiku)

God only knows what we did.
Hanya Tuhan yang tahu apa yang kita telah lakukan.

All that I say, you always say more,
Tiap kali kubicara, bicaramu selalu lebih banyak

Under your thumb, I can't breathe,
Di bawah kendalimu, aku tak berdaya

 please, just desert me!
tolong tinggalkan saya!

As hard as you try, no, I will never be knocked down,
Seberat apapun kau mencoba, aku takkan pernah kalah

Next time I'll be braver,
Lain kali aku akan lebih berani

you have to be your own savior,
kau harus selamatkan dirimu sendiri.

I’m learning to Stand on my own two feet,
saya sedang belajar untuk mandiri.

Who wants to be right as rain
Siapa yang ingin hidup tanpa masalah?

It's harder when your on top
Hidup akan lebih berat saat kau berada di atas

my hard work don't pay off
kerja kerasku tak membuahkan hasil

As far as I'm concerned
Begitu menurutku

wipe that dirty smile off
hapuslah senyuman palsu itu

don’t be making up
jangan bersandiwara

You give up everything you are
Kau berikan segalanya

it will never hurt as much as it did then
ini takkan semenyakitkan seperti waktu itu

Please forgive me for my sins
Maafkan dosa-dosaku

You know my heart more than I do
Kau lebih memahamiku daripada orang lain

the miles between us
Jarak memisahkan kita

you left me speechless
kau telah membuatku diam seribu bahasa

I put my hands up
Aku pasrah

I'll do everything different
Aku kan berubah

I’ll drop off your money tomorrow
Saya akan menitipkan uangmu besok

Even so
akan tetapi, meskipun begitu

Every other
setiap jengkal

Fall behind
ketinggalan, telat akan

Find fault with
Mengkritik

Find out
mempelajari, mendalami

Foot the bill
membayar

From now on
untuk saat ini dan seterusnya

Get along with
mempunyai hubungan baik dengan

Get away with
bersalah dan tidak ditahan akan

Get in touch with
berkomunikasi, menelepon

Get lost
tersesat

Get over
sembuh dari

Get rid of
menyelesaikan

Get together
bersama-sama, bertemu

Go Dutch
situasi dimana setiap orang membayar makanannya sendiri

Go to pieces
kehilangan kendali

Had better
seharusnya

Have on
mengenakan, memakai

Hold up
merampok menggunakan senjata

In the long run
pada akhirnya

You should better in time.
kamu sebaiknya tepat waktu.

He keeps an eye on you.
dia mengawasimu

I’ll Keep you company
Saya akan menemanimu.

Let go of
melepaskan

Don’t Let me down
jangan mengecewakan aku.

Let me let you know
sini saya beri tahu.

Look forward to
berencana

Lose one’s temper
sangat marah

Make ends meet
mempunyai banyak duit untuk hidup

Make friends
menjadi teman

Make fun of
bercanda, menertawakan

it doesn’t Make any sense.
Itu tidak masuk akal.

Make up
menjadi teman kembali setelah bertengkar, balikan

don’t Make up your mind before thinking it over!
Jangan memutuskan sebelum memikirkannya lagi!

Mix up
membuat bingung

No wonder
tidak mengherankan bahwa

I like to watch TRANS TV, TRANS 7, not to mention Global Tv.
Saya suka nonton TRANS TV, TRANS 7, juga Global Tv.

On purpose
dengan sengaja

On second thought , I won’t buy this book.
setelah dipikir-pikir kembali, saya tidak akan membeli buku ini.

Out of one’s way
jauh dari

Pick up
membawa, mengevakuasi

I have to put off buying the books until I have more money
Saya harus menunda membeli buku-buku itu sampai saya memiliki uang lebih.

Quite a bit of/ Quite a few
There were quite a few people at the reception
ada banyak orang pada saat resepsi.

I couldn’t go home Right away; I had to wait the holiday.
Saya tidak bisa pulang dengan segera (seketika). Saya harus menunggu libur.

I ran into an old friend on the car this morning
Saya kebetulan ketemu seorang teman lama di mobil pagi tadi.

See eye to eye
setuju

Show up
sampai, muncul

Sleep on
menunda, menunggu hari berikutnya

Stand out
terkenal dengan

Take advantage of
memanfaatkan

she takes after her mother
dia mirip ibunya.

Take one’s time
melakukan dengan pelan

New year always takes place in January
Tahun baru selalu terjadi di januari.

Take turns
ganti giliran

I can’t tell their things apart
Saya tidak dapat mengetahui perbedaan mereka.

You should try on shoes before you buy them
Kamu harus mencoba sepatunya sebelum membelinya.

That’s my floor
Saya turun disini

Stop acting like a country bumpkin
Jangan kampungan dech!

What’s bring do you come here?
Tumben kamu kesini?

U r party poover
Kamu perusak suasana

Don’t I know you from somewhere?
Kayaknya kenal dech!

Mucus
Tai mata

Not for love nor money
Tidak mau apapun imbalannya

Not so prodigal
Jangan terlalu boros

Take your time
Tak usah tergesa-gesa

Easy doing!
Cuek aja!

Rob peter to pay paul
Gali lobang tutup lobang

Monkey bussiness
Penipu

Dress like a peacock
Berpakaina penuh warna

Just play it cool!
Santailah!

To and pro
Maju mundur

On the pack and mick
Tidak kuliah karena sakit

Cold fish
Gagal total

Lick your lips
Jaga bahasamu

Make a pay
Cari-cari muka

I stuck with you
Bosan

Do what it is
Hadapi apa adanya

Build castle in the air
Mimpi di siang bolong

That’s affection on her part
Dia hanya berpura-pura saja

Drive a hard bargain
Tawar menawar terus

Eaves drop on
Menguping

Keep at arm’s length
Menjauhkan diri

Lay it on thick
Membrikan pujian yang berlebih-lebihan

To leave over
Menunda

To go along
Setuju

To make away with
Mencuri/membawa lari

Keep someone wide awake
Membuat seseorang terbangun

Make fun of
Menertawakan

Over and over
Berulang kali

Take it as granted
Terimalah apa adanya

He is blabbermouth
Dai banyak bicara

Keep your shirts on
Bersabarlah sebentar lagi

It must be dense
Aku pasti tolol sekali

In the interest of saving time
Untuk menghemat waktu

I always get second class treatment
Saya selalu di anak tirikan

I have no zest for life
Saya tidak punya gairah untuk hidup

Buy one get two free
Beli satu gatis Satu

Take a big mirror
Ngaca dulu dong!

Saving is having
Hemat pangkal kaya

Just show so!
Biasa aja

Small change
Uang kembalian

Seeing is believing
Lihat dulu baru percaya

Have some more/add some more
Ayo Tambah (makan)

In broad daylight
Siang bolong

Hiding to nothing
Lari dari kenyataan

How odd?
Tumben?

Honest truth
Sejujurnya

Hold the baby
Tanggung jawab donk!

Hold your tongue!
Diam!

Keep the change
Ambil kembaliannya

Bull-headed
Keras kepala

Clear the way!
Minggir!

My pleasure
Dengan senang hati

Move a little bit!
Geser sedikit

Cheer up!
Tenang saja!

Cry baby
Orang cengeng

Dirty dog
Orang yang tidak bisa dipercaya

You are always something
Kau ada-ada saja
Take credit for
Bertanggung jawab akan

Ahead of time
Datang awal

She is sharp
Dia pintar

Where there is a will there is a way
Dimana ada kemauan disitu ada jalan

All roads ride rome
Banyak jalan menuju roma

Trial and error
Coba-coba

Remove area
Area terpencil

Horse about
Mempermainkan

Odd ball
Orang yang aneh kelakuannya

Chary of
Berhati-hati

In a word
Singkat kata

In buff
Telanjang bulat

Keep in with
Tetap bersahabat

In all probability
Barangkali

Cap off
Mengakhiri

Hurry gurly
Keributan

Low tide
Surut

Hurry scary
Kacau balau

Dock off
Memotong

Summon up
Menggerakan

Under arrest
Tertangkap polisi

Float off
Hanyut

Heave up
Muntah

Nut cricket
Tidak patut

Fate willed it otherwise
Nasi berkehendak lain

I feel writched
Saya tidak enak badan

What are you smiling at?
Kamu senyum-senyum kenapa?

Rise and shine!
Bangun dan bersemangatlah!

How strange to see you clean up your room
Tumben kamu bersih-bersih kamar

Don’t keep your mouth shut
Jangan diam saja

What are you trying to say?
Apa maksudmu?

Don’t worry i’ll bounce back even harder.
Jangan khawatir aku akan segera bangkit dan bersemangat lagi.

Now, I perfectly understand that we should never rely on somebody else.
Sekarang aku benar-benar mengerti bahwa kita tidak mengandalkan orang lain

Not on your life!
Tidak mungkin!

Skip it
Lupakan saja

That’s my man
Itu baru jagoanku

Cut the Gordian knot
Menagambil jalan pintas

Achilles’ hill
Titik lemah seseorang
Can up worms
Tindakan yang menyebabkan masalah

Easier said than done
Lebih mudah mengatakan daripada mengerjakan

Beat around the bush
Menghindari isu

An eager beaver
Relawan

Make a mountain out of a molehill
Melebih-lebihkan sesuatu

Play someone dirt
Menipu sesesorang

Play the fool
Berlagak bodoh

Shoot off one’s mouth
Berbicara dengan semaunya

You may not tell the trick of the family to other
Kamu tidak boleh mengatakan rahasia keluarga kepada orang lain

You up to one’s ears in debt
Kamu mempunyai banyak hutang

I’m glad they are up and doing
Saya senang mereka giat bekerja

His word ups a tree me
Perkataannya membuat saya bingung

Run the eye over
Membaca dengan cepat

I’m in the very nick of time
Saya hampir terlambat

Clip somebody wings
Pengaruh dari seseorang

Ready money
Uang kontan

Down payment
Uang muka

Eagle day
Tanggal muda

Four eyes
Orang yang berkacamata

Take law
Main hakim sendiri

Gimme a buzz
Telepon aku

You’re smart a lect
Sok tahu lho!

It’s a chinch
Itukan gampang sekali

Heart baker
Mata keranjang

The late of...
Almarhumah

For a change
Tidak seperti biasanya

Be fed up with
Bosan dan muak

Play to gallery
Mencoba menarik perhatian

Flimflam
Menipu

Dishcloth
Kain untuk mencuci piring

Queasy
Mual / muntah

To be sure
Jangan lupa

Who’s afraid anyway?
Siapa takut?

At the door
Diambang pintu

There is time for joking
Ada waktunya bermain-main

No more tears honey!
Jangan nangis lagi yah!

Knock it off
Udah hentikan

Stop bitching!
Berhentilah mengomel

Cut that crab
Hentikan ocehanmu

Peas off
Marah-marah

Nice but no thanks
Kayaknya menyenangkan, tapi nggak deh
Makasih

It happened a lot
Itu sudah biasa

What took you so long?
Kenapa lama banget?

Go out and have some fun
Keluar dan bersenanglah!

Have one’s head in the cloud
Berkhayal

Have it off
Main serong

Take one’s own life
Bunuh diri

Lay down the law
Diktator

Lay heads together
Berunding bersama

Lay egg
Bertelur

Lose sight off
Kehilangan jejak

Shoulder to shoulder
Bahu membahu

Draw the sword
Memulai peperangan

Get off the on the wrong foot
Membuat kesan pertama yang tidak baik.

Drown one's trouble
Melupakan kesulitan

 Dry behind the ears
Belum berpengalaman.

Easy come, easy go!
Mudah di dapat , mudah lenyap

Easy does it!
Hati-hati mengerjakannya, jangan cepat-cepat!

Eat one's heart out
Merana/sedih sekali

Eat one's word
Menjilat kata-kata sendiri

Play the field
Berganti pacar

Bear a cross
Menahan susah

For a real
Yang benar nich

He's not that bad
Dia nggak jelek-jelek amat

Too rush
Terlalu terburu-buru

Get along so well
Akur

Hot spot
Tempat menarik

Skeleton in the closet
Rahasia buruk masa lalu

Accurate in
Tepat dalam

Adequate to
Mampu untuk

Anxious about
Cemas akan

Dependent upon
Bergantung kepada

Enchanted with
Terpesona dengan

Exciting to
Menggairahkan

Impatient to
Tidak sabar untuk

Reluctant to
Enggan untuk


Division of
Pembagian

Cross out
Mencoret

Wiliesting
Paling pintar

Blandly
Lemah lembut

I laugh my head off
Tertawa dengan keras

I laughed it off
Berpura-pura tidak mengganggu

I burst out laughing
Tertawa dengan keras secara tiba-tiba

Stay well!
Hati-hati!

Quack
Orang gila

Con artist
Penipu

Overthingking
Ratu lebay

I got hit by rain
Aku kehujanan

I’m going off first
Aku pergi duluan

Why are you butting in?
Kenapa kamu ikut campur?

Treasure it well!
Ingat baik-baik!

IMPROVING STUDENTS' VOCABULARY BY USING SOCIAL MEDIA NETWORK (FOCUSED ON FACEBOOK AT THE FIRST SEMESTER OF ENGLISH EDUCATION PROGRAM IN STAIN PAREPARE)

Title
IMPROVING STUDENTS' VOCABULARY BY USING SOCIAL MEDIA NETWORK (FOCUSED ON FACEBOOK AT THE FIRST SEMESTER OF ENGLISH EDUCATION PROGRAM IN STAIN PAREPARE)

    Background
Building vocabulary is foundational at any English skill. It's much more than grammar because is the key to communicating successfully with other people. Knowing more words gives our mind more ways to think about things and more tools to plan or figure out about something. There are many underlying reasons why people seek to improve their vocabulary. It could be a work situation or perhaps for social reasons. Whatever the rationale behind increasing our word knowledge, we should be aware of general obstacles that might confront along the way. This is not bad news, though, as these are easily overcome. It is important to aware of these road blocks before they come up. If aware, we won’t feel inadequate as webegin the journey of improving our vocabulary. Teaching vocabulary in any level of education for English learners has become one of necessary thing to build and improve all of English skill. Teaching vocabulary to students will deal with what's method or what's media that can be applied in the class.
One of the latest methods of teaching vocabulary deals with internet function. As internet grows, online learning has had more influence in the several countries with consequence that face to face discussion and paper resources still dominate public education. The Internet has become an increasingly important feature of the learning environment for teenagers. Research by the Pew Internet & American Life Project in November and December 2000 shows that teens use the Internet as an essential study aid outside the classroom and that the Internet increasingly has a place inside the classroom. The Project surveyed 754 online youth ages 12-17 and their parents. Teens and parents report that Internet is vital to completing school projects and has effectively replaced the library for a large number of online youth. 71% of students report using the Internet at their primary source for their last major project, and they also report accessing online study aids like Sparknotes or CliffNotes and as another fact that really helps the English learners to study.There are several sites that provide the English learners to study about English especially to improve their vocabularies such as www.vocabulary.co.il, www.vocabulary.com, www.learnenglish.de, www.english-daily.com, www.learn-english-vocabulary.com. Besides, sharing about difficulties in learning English or just sharing about several vocabularies and expressions for the English learners can be found in several forum sites as follow: www.englishforums.com, www.myenglishpages.com, www.eslgo.com.
In recently year, social media network as one of the main part of internet developing has taken part also in the learning process. As a research by K. Walsh (2011) finds that social networking applications have a place in the classroom. Facebook as the most famous internet social networking is the best media to be used in teaching.Besides, it helps us connect and share with the people easily. For instance, Alessandro Cessarano, who teaches a beginning Spanish class in the University of South Florida (USF), uses Facebook for homework assignment and class discussions in lieu of blackboard. According to him, the Facebook page is better than blackboard because students have more access to authentic cultural material and not to waste class time to teaching them to use a new program because many of them already use Facebook.
Using Facebook as a media to improve the students' English vocabulary in several schools and universities is a brand new. K. Walsh (2011) states that so many teachers, even those at online universities, are hesitant to use such popular tools, given their inherent risk of exploring students to inappropriate content. The hesitance of teachers is also happened for English students in STAIN Parepare. In the fact, several lecturers of STAIN Parepare don't allow their students to open Facebook while they are studying. In this case, we have to consider not only Facebook as a media for entertainment and having fun but also how to use it as a media for English learning especially for the English learners in STAIN Parepare who study in the first semester that have vocabulary class as one of requirement subject. Therefore, writer will research about using social media network especially Facebook to improve the vocabularies of the students on the first semester of English Education Program (Program Pendidikan Bahasa Inggris/PBI) in STAIN Parepare.
    Problem Statement

Considering the background above, the researcher would like to formulate the research are:
    Is using social media network (facebook) able to improve students’ vocabulary at the first semester of English Education Program in STAIN Parepare?
    In what way we can use to improve students’ vocabulary by using Facebookat the first semester of English Education Program in STAIN Parepare?

    Objective Of The Research

Based on the formulation of the problems, the objectives of this research are:
    To find the answer by using social media network (facebook) is able to improve students’ vocabularyat the first semester of english education program in STAINParepareor not.
    To decribe several ways that can we use to improve students’ vocabulary by using Facebookat the first semester of English Education Program in STAIN Parepare.

    Significance Of The Research

The significance of the research is dividing into two benefits for a theory and application, where describe as follow:
    It’s expected for English teacher as one of method in the teaching process.
    It’s expected to make the students more interest to improve their vocabulary.
    It’s expected to inspire fun activities that can be done in English learning.

    Review of related literature
This part deals with the previous related research findings and some  pertinent ideas:
    Previous related research findings
Many researchers have been reported to expose identification of the students’ vocabulary knowledge in learning English for the goal to make it easier to make them can increase their ability.
    Caroline Lego Muñoz and Terri L. Towner, in their research entitle “Opening Facebook: How to Use Facebook in the College Classroom” find that the benefits of Facebook’s networking and social communication capabilities can benefit both the instructor and the student by tapping into a greater number of learning styles, providing an alternative to the traditional lecture format, creating an online classroom community, and increasing teacher-student and student-student interaction. Efforts should be made by instructors to expand their pedagogical portfolio, promote active learning through a learning community, and to test the effectiveness of on-line learning communities through social networks such as Facebook. Scholars should continue their investigations into these alternative teaching tools to determine if the benefit of creating cyber learning communities to complement the traditional classroom experience is worth the cost of retooling and restructuring. Furthermore, teacher preparation can be enhanced by creating opportunities for teachers in training to see, experience, and effectively model lessons learned on Facebook in their future classrooms.
    The University of Minnesota, in the research entitle “Educational Benefits Of Social Networking Sites Uncovered” have discovered the educational benefits of social networking sites such as MySpace and Facebook. The same study found that low-income students are in many ways just as technologically proficient as their counterparts, going against what results from previous studies have suggested. Interestingly, researchers found that very few students in the study were actually aware of the academic and professional networking opportunities that the Web sites provide. Making this opportunity more known to students and it is just one way that educators can work with students and their experiences on social networking sites.
    Ahmad Mujahid with research title “Teaching Vocabulary Of Transportation Through Facebook To Improve Student’s Memorizing” finds that vocabulary is one of the language components which play an important role in learning a language. The need of studying vocabulary is essential even though it is not the main goal of the learning process itself. We can use Facebook as one of the alternatives of the technique in teaching vocabulary. Facebook is part of creating environment of the students’ because they can see, hear, say and write the words in the power point. It can make students more exits in learning vocabulary. Teaching vocabulary of transportation through Facebook can make student enthusiastically to learn vocabulary because it can make happy and enjoy with color and picture. The use of Facebook method as media technology is very simple and also makes the students easier to learn the new vocabulary about the type of transportation and memorize it. Then there are no difficulties that face by teacher, even sometimes she fells little bit lazy and difficult to prepare material such as laptop or computer and projector.

    Concept of Vocabulary
    The Meaning of Teaching English Vocabulary
In a teaching learning process, there is a process of transformation of knowledge  the teacher to the learner and the teacher’s role is to facilitate the learner to earn until they can receive and absorb the material as well as possible. It is supported by Gagne’s (1974: 4) statement that, “Instruction or teaching is a set of events which effect learners in such a way that learning is facilitated”. Moreover Kasihani Kasbolah (1993: 9) states that teaching is showing or helping someone to learn how to do something, providing with knowledge, causing to know or understand.
It means that teaching is the teacher’s effort to create situation or teaching behavior in such a way that there is an instruction between learners and environmental which includes teacher, teaching aids, and so forth called learning process in order to achieve the determined goal in teaching English, especially teaching English to young learners.

    The Nature of Vocabulary
Vocabulary is a component of language that maintains all of information about meaning and using word in language. Vocabulary building is really important in any language learning especially for the second language learners. This opinion is supported by Schmitt: “One of the keys in learning a foreign language is mastery the second language’s vocabulary“(2000:19). We have known that as long as we live we always find even produce new vocabularies. It is clear enough that everybody who learns a language as a foreign language has to learn about vocabulary if he/she wants to mastery their second language. In the fact, vocabulary becomes one of major problem in learning English, teachers of Elementary School emphasizes on this matter earlier. In teaching vocabulary, generally the teacher teaches new words taken from reading text or takes from dictionary when doesn’t know how to transfer their first language to English. It means that he integrates vocabulary with reading and translation. This integration will lead to integrative lesson plan.
It seems almost impossible to overstate the power of words; they literally have changed and will continue to change the course of world history. Perhaps the greatest tools we can give students for succeeding, not only in their education but more generally in life, is a large, rich vocabulary and the skills for using those words. Our ability to function in today’s complex social and economic worlds is mightily affected by our language skills and word knowledge.
The writer defines vocabulary as a group of word in a language which is constructed to the meaningful states. Every learner should build up their vocabulary because it is a basic to know and to understand about English. As Thornburry says; “That vocabulary and comprehension have powerful relationship” (2002:15). Therefore, mastery in English skills include speaking, writing, reading and listening means we have to have knowledge in vocabulary.
Vocabulary, much more than grammar, is the key to understanding what we hear and read in school; and to communicating successfully with other people. For this reason it is very important for her to quickly build up a large store of words. Research studies have shown the strong links between having an extensive vocabulary and achieving school success.
Moreover, The Importance of Vocabulary may consist of several cases the follow:
    The singular importance of vocabulary has become a powerful insight to raising achievement.
    The words we know help us organize our learning.
    The creation of labels (words) is our tool for increasing learning.
    Vocabulary instruction should be a focal point of learning, especially for students impacted by poverty.
    Vocabulary instruction is an excellent advance organizer but also must be taught in context.

In the first level of a course, the starter even beginner,  the active vocabulary is more prominent. But, when the students in higher level of study such as intermediated or advanced level passive vocabulary is more useful because they will find so many complicated words. Based on this statement, it brings us to the fact that every expert in every book is different in classifying the kinds of vocabulary, because every person has different ways in showing and expressing their opinions and ideas. Therefore, vocabulary is containing of two kinds function and content words.

    Kinds of Vocabulary
A student of a foreign language must know about the words and word formation in order to be able to understand the form and meaning of words as well as to be able to use the correct form of word. English vocabulary is divided into two different parts that is active vocabulary and passive vocabulary.
1). Active Vocabulary
The students develop their vocabulary if they try to express their idea in active class and teacher can support the students by presenting the dialogues demonstrated by two or more students or by teacher and the students. Furthermore, the teacher can ask her students to write a short story about their daily activity or about their family. By this way, they can improve their vocabulary in real situation. According to Hornby (2000:1447) “Active vocabulary is the words that you see”. It means that vocabulary can be said active if we can use it for speaking and writing everyday.
2). Passive Vocabulary
The students usually find the meaning of the words in listening and reading materials. They will know the meaning of the unknown words on the text. The teacher can help their students to find out the meaning of the new words by explaining the meaning. The students can increase their vocabulary by themselves. Hornby says (2000:1447) that passive vocabulary is the word that you understand but do not use. It means that passive vocabulary is the words which we recognize and understand when listening or reading materials.
 The next discussion is about the definition of word, word classes, and word formation.

    Definition of Word
There are some definitions of the term word. Longman dictionary of American English stated that word is written representation of one or more sounds which can be spoken to represent an idea, object, etc. Crowley et.al (1995:7) stated that the term word is a unit of linguistic analysis which has these characteristics: (1) isolability, means that words can be pronounced in isolation from other words, (2) mobility, means that words are item which can be moved around within a sentence to form new sentences, and (3) phonological independence which means that words are correspond to the minimal units of phonological analysis.

    Class of Word
The classes of word can be divided into eight different classes such as nouns, pronouns, verbs, adjectives, adverbs, prepositions, conjunctions, and determiners. Thornbury (2002:3) mentioned that there are two crude division of word that is content words (lexical words) and function words (grammatical words). Content words are those that carry high information load such as nouns, verbs, adjectives, and adverbs. The membership is unrestricted and still allow for the addition of new members. Meanwhile function words are words that mainly contribute to the grammatical sentence such as prepositions, conjunctions, determiners, and pronouns. The membership is restricted and definite.

    Formation of Word
There are many ways of words formation. These develop and enrich vocabularies of a language. In English, the common word formation processes are (1) derivation, (2) compounding, (3) acronyms, (4) back formation, (5) blending, (6) clipping, (7) coinage, (8) functional shift, (9) false etymology, and (10) proper names. (Fromkin, 1988). Below is the definition of each process.
    Derivation
It is the process that derives new words by using prefixes and suffixes. Some common prefixes are anti-, dis-, in-, pre-, post-, un-, and re-. Some common suffixes are –ation, -able, -al, -er, -ed, -ful, -ity, -ing, -ly, -ness, and –y. For instance, from the word believe (verb) can be derived into some adjectives by adding prefix and suffix like follow: believable, unbelievable.
    Compounding
 It is the process that forms new words by putting together two or more existing words. For instance by combining noun and noun like girlfriend, landlord, or mailman.
    Acronyms
It is the process that forms new words by uniting the initial sounds or letters of words then pronounceable as a new separate word. For example the word laser from light amplification through the stimulated emission of radiation or UN from United Nation.
    Back Formation
 It is the process that uses analogy in a rather backwards manner to derive new words. For instance the word revise is derived from the word revision.
    Blending
It is the process that combines parts of two words, usually the initial part of a word and the last part of another word. For example the word brunch is the blending from breakfast and lunch.
    Clipping
 It is the process that derives new words by shortening the words so it is easy to be pronounced without paying attention to the derivational morphology of the word. For instance the word dorm from the word dormitory and the word lab from laboratory.
    Coinage
It is the process that derives new words by using no morphological methods but just take the brand of some products to name the things refer. For example the word aqua to name all bottled mineral water and the word Kodak to name any kind of camera.
    Functional Shift
It is the process that derives new words by moving the part of speech of a word and no changing of its form. For instance the word run can be used as noun and also as verb.
    Morphological Misanalysis
 It is the process that derives new words by introducing new words taken from similar words. This can be because of actual misunderstanding, or intentional (creative) extension of morphemes. For instance the word workaholic derives from alcoholic.
    Proper Names
It is the process that derives new words from names of persons connected with them. For example the word watt from James Watt the name of the person who invented electricity.

These processes of words formation can be introduced to students in order to give them the rule of deriving new words which they can apply and to improve their vocabularies. The knowledge of words and words formation processes is beneficial to help the students in learning vocabularies. First, they can learn the principles in forming words. Then, the knowledge leads them to be productive and creative that is by applying the principles in order to ‘create’ words. As the result, they may improve their vocabularies.

     Vocabulary Learning and Acquisition
The questions relate with vocabularies acquisition are what kinds of words one needs to know and how many words he must know. The vocabularies that should a student know first are the high frequency words. These are words that he uses most often in communication either in classroom activities or outside classroom. The high frequency words are called the general service vocabulary. Next, he also should know the academic or sub technical words which are not in general service vocabulary but occur frequently over a range of academic texts.
Research in first and second language acquisition suggest that initial teaching priorities for language areas should be vocabulary, grammar, and pronunciation. Deep strategies take more time but ensure greater retention and ease of retrieval from memory. They include learning lists, reading a variety of texts on the same theme so as to ensure multiple exposures to relevant items, making extensive use of dictionaries, building up deep knowledge through word associations and revising to ensure retention.
Teachers may have little role to play where a learner is using shallow strategies appropriately. But they have a clear and ongoing role both in using deep strategies in class work and in training learners in their use. This is especially true for weaker learners, who tend to use even shallow strategies ineffectively: they guess inaccurately from context and do not later modify wrong guesses, and they do not read widely enough. Therefore, the English teacher has to be able to organize teaching and learning activities; they have to give materials by using a suitable technique and master the lesson effectively. Especially in learning vocabulary, teachers must make the students able to memorize such words in English language and group of new words. The statements above mean, vocabulary is important to teach and teachers must try to find the most effective way to teach it.
The questions relate with vocabularies acquisition are what kinds of words one needs to know and how many words he must know. The vocabularies that should a student know first are the high frequency words. These are words that he uses most often in communication either in classroom activities or outside classroom. The high frequency words are called the general service vocabulary. Next, he also should know the academic or sub technical words which are not in general service vocabulary but occur frequently over a range of academic texts.

     Teaching Vocabulary
Basically, teaching vocabulary is presenting new words to the students. Teaching vocabulary can help the students to learn the meaning of the words, understand the connection between the form and the meaning and how to use them.  Students always deal with vocabularies in learning English because it has a related in any language skills. Having more vocabularies can make them able to know more about listening, speaking, reading and writing. Schmitt states that students who haven’t ability to recognize or product a word, any other kind of knowledge and language skill are virtual useless.
Teacher who teaches about vocabulary exactly knows that teach this knowledge needs a lot of creativity and fresh ideas. In order to make them easily to understand and to learn new vocabularies. Schmitt cites that factors can be related to the word itself (intra lexical factors) or they can involve how well the first language learners matches the second language learners (cross linguistic factors). (2000:148). That means when the teacher teach vocabulary, they probably face the problem from many factors related to the word itself and also the first language learners matches the second language learners.
Ahmad Mujahid (2011) has assumption to fit explanation on some principles of teaching vocabulary as a follow:
    The teaching of vocabulary should be based on the students’ ability.
    The teaching of vocabulary should be suitable with student’s capability.
    The words are taught from easiest to the difficult.
In his research entitled “Teaching Vocabulary Of Transportation Through Facebook To Improve Student’s Memorizing” comments that one of the principles that had been found useful in all methodological decisions is the principles of time effectiveness. The key in all, vocabulary teaching is to keep motivation high while encouraging students to develop strategies that they can continue to use once they leave the classroom.
According to the assumption above, he infers that to know a word in a language as well as the native speakers knows it needs the ability to:
    Recognize it in its spoken or written form.
    Recall it will.
    Relate it to an appropriate object or concept.
    Use it in the appropriate grammatical form.
    In speech, pronounce it in a recognizable way.
    In writing spell it correctly
    Use it with the words it correctly goes with i.e. in the correct collocation.
    Use it at the appropriate level of formality.
    Aware of its connotations and associations.

In the next discussion of teaching vocabulary will concern with the Methods of Teaching Vocabulary and technique of Teaching Vocabulary.

    Method of Teaching Vocabulary
 The vocabulary mastery should be developed and planned in the teaching program. Some techniques of presenting new words can be applied affectively using pictures, songs, games, etc. the teacher should choose the most suitable method in teaching learning process. According to Jack C Richards and Theodore S. Rodgers (1986:15) in approaches and methods in language teaching, “Method is an overall plan for the orderly presentation of language material, no part of which contradicts and all of which is based upon the selected approach”.
An approach is a set of correlative assumptions dealing with the nature of language teaching and learning. An approach is axiomatic. It describes the nature of subject matter to be taught. It is particular trick, stratagem, or contrivance used to accomplish an immediate objective. Techniques must be consistent with a method, and therefore in harmony with an approach as well.
2). Techniques of teaching vocabulary
Technique is implementation and strategies done by the teacher students in classroom which is suitable with the method that is used.      A number of teachers have said that they are not impressed with the efficiency of workbooks. The best way for someone to improve their vocabulary is by reading words and using them daily on a regular basis. The student has to practice these words many times. Nevertheless, by reading a book, it is not only a guaranteed that we can master vocabularies. Even tests have become subject to know our capability in mastering vocabulary. Most students will memorize the word before the test, and after they have taken it, they will forget about it. However, improving vocabulary from the things that we read is very important. For example, if we are reading a book that deals with a scientific subject, the difficult words should be noted in that book. If we are reading a fiction book, and an uncommon term is used, a definition of that term should be listed.
According to the statement above, the English teacher should be creative and imaginative so that they many ideas to make the students enjoy and interested in their lesson.

    Facebook

    Definition of Facebook
Facebook is a social networking service and website launched in February 2004, operated and privately owned by Facebook, Inc.  However, overusing sound effects and transitions will probably do more to annoy your audience than draw their attention.
Facebook has affected the social life and activity of people in various ways. Especially with its availability on many mobile devices, Facebook allows users to continuously stay in touch with friends, relatives and other acquaintances wherever they are in the world, as long as there is access to the Internet. It can also unite people with common interests and/or beliefs through groups and other pages, and has been known to reunite lost family members and friends. One such reunion was between John Watson and the daughter he had been seeking for 20 years. They met after Watson found her Facebook profile.  Another father-daughter reunion was between Tony Macnauton and Frances Simpson, who had not seen each other for nearly 48 years.
Correlating with education, we might find that Facebook is provided the class in every where without distance trouble. The students who is being sick or can’t join in a class because of particular reason may join in a class by accessing Facebook. This media also supports for another teacher who wants to teach voluntary in your class. Imagine, when teach about some expressions and we are the teacher who also non-English native speaker. For the better pronunciation or usage, we might invite such as our native friend or acquaintance to give us more information about those words, and it just by clicking video chat on Facebook. Therefore, it’s really helping.
As time goes on, facebook has completed by several educational applications support that provide us to teach easily in this social media networking. Copying from K. Walsh’s article “Facebook In The Classroom. Seriously”. Shows so many examples of American teacher do their job by using facebook, these are some examples of their arguments that was taken from K. Walsh article:
    Professor Gideon Burton’s work with Facebook: His experiment has a comment by his student Kristen Nicole. She commented, “In my British Literary History course last winter semester, my professor created a class facebook group which we all joined.  We’d finish our reading for class and then get online and write a paragraph about what we’d read, focusing our comments on the specific course aims that my professor had created for the class.  We would then go to class where my professor would note the ways in which we’d covered the material well and he’d teach anything we missed as well as anything else he wanted us to know.”
    University of South Florida teacher uses Facebook in class: according on article of USF graduate student Alessandro Cesarano, who teaches a Beginning Spanish class, and uses Facebook for homework assignments and class discussions in lieu of Blackboard says, “I like the Facebook page better than Blackboard because students have more access to authentic cultural material, and I don’t have to waste class time teaching them how to use a new program because many of them already use Facebook.”
    Texas Kindergarten Teacher communicating with Parents via Facebook: Kindergarten teacher Matt Gomez wrote a couple posts on his blog, mattgomez.posterous.com, about his use of Facebook as a tool to communicate with parents. In this post, he explained that he had, “been toying with the idea of the page for several months. The main reason is Facebook has 500 million+ users. This is a tool that most parents know how to use and use on a consistent basis. Why struggle to make parents visit your website or blog when you can meet them in a place they already visit online?” In this post, he provides some observations about how it worked out.
    Jason Graham comments “I’ve been using FaceBook with grade 1 …….yes grade 1. Most of the parents are on Facebook so its a convenient way to communicate with them, and they can send private messages as well. Most of the parents are busy on the go people who use their Blackberries and FaceBook, Twitter etc to communicate. Its convenient for all. Plus it provides a digital record.”
    Anne De Manser says “I use facebook with my students in several ways. I find it is a great way to provide positive role modelling in an online environment by making positive comments on their facebook walls and by providing them a window into the way my ‘public ‘ face looks online. It’s just another way of communicating and building relationships with our school community.”

In briefs, several advantages of  Facebook are:
    Facebook is intended to social communication that’s why it’s fun to operate it.
    Facebook can accommodate all learners' needs if you use it correctly.
    It has a English spell-check function. Something our black boards and overheads lacks.
    It motivates students when used in moderation.
    It motivates teachers.
    Facebook can make an easier each student to communicate.
    Facebook can make an easier for teacher to give the task for student.
    Facebook is provided translation tool to make the students easily to translate the words that they want to know without looking for this word in the dictionary, instead.

     The Usage of Facebook
Utilizing Facebook effectively in teacher education courses will help facilitate perspective teachers to model what they have learned in their own classrooms. Teacher education students will not only benefit by the classroom advantages of using Facebook, but also by learning professional Facebook etiquette.   Based on the explanation above, we may conclude that teaching vocabulary by using facebook  isn’t only for increasing the student’s vocabulary but also their knowledge about technology.
Nowadays, facebook has given a lot of attention for the club or group which wants to socialite with their member or even just a small forum. This feature for English learners has used for accommodating the English learners into a discussion about English include vocabulary discussion. Based on Lorie Vela’s article, these several steps that can we use to teach Facebook:
    Creating a teacher/educator profile
    Creating groups, i strongly recommend creating groups according to several topics:
    Coursing (add the students into the group)
    Giving them several vocabularies In a day.
    Working groups and/or activities.
    Establish the rules   
    If the students do not want to share their “personal” profiles and don’t know how to manage privacy, we may encourage them to create another profile for educational purposes.
    Create events: maybe we want to share some events with the students… meetings, concerts, seminars, or simply notify an extra activity like readings, tests… we instantly get to know who is interested in it and get some great feedback on which events are more popular among students.
    Using games feature: a virtual farm or restaurant could be very attractive for students if they have their own community.
    Make questions and use forums to engage students in conversation
    We might use Youtube to share some interesting videos not just about your subject, but some funny ones to connect with them. We may also use videos to make discussions that can relate to a topic and make questions to make them share their opinions.
    Let students know they can also send the private messages for specific topics, but can encourage them to share their questions in the wall, so that everyone else can answer. This way to exchange roles with students and being a facilitator, let the lead to students.
    Turning Facebook into that other “space” is a better way to make them feel comfortable with and be the Community Manager of your own courses.

    Improving Vocabulary by using  Facebook
In building up students’ vocabulary achievement, the students must learn it well. The Facebook can be more effective if the student can interact with the Facebook; this interaction includes the activities that can expand the students’ understanding of the words and the use of them in any language skill. In addition, Facebook can add a new dimension to learning allowing teachers to explain abstract concepts, while accommodating all learning styles. Used properly, Facebook can be one of the most powerful tools for disseminating information ever known. Employed inappropriately, Facebook could potentially confuse students and make learning a difficult process.
Students will not feel that they are studying while using Facebook because they feel such as playing their hobbies. Giving them new vocabularies to make those words as popular topics in Facebook forum will make them accustomed with those words and they can be easily to memorize them without intended to memorizing purposely. Not only build up their vocabulary as a final result but also students may be helped by using vocabulary to improve their vocabulary ability moreover their skills in English such as writing and reading.




    Conceptual Framework
The focus of this research is vocabulary ability using Facebook media. The conceptual framework of this research as follows:









           



Note:

Directly related to this researcher

Indirectly related to this researcher

    Hypothesis
Based on the previous explanation, the researcher formulates the hypothesis as follows:
    The students’ vocabulary ability can be better by using Facebook.
    There are more advantages when Facebook is used to teach about English Vocabulary.

    Research Method
    Research Design
The method applied in this research is pre-experimental method because it only has both one group pre-test/post-test and treatment. The success of the treatment is determined by comparing pre-test and post-test score because there is no control variable.  And then researcher applied quantitative descriptive in order to find out what extent Facebook improves the students’ vocabulary ability at the first semester of English education program In STAIN Parepare. This design is presented as follows:
    E=O1xO2
Which:
    E: Experimental
    O1:Pre-Test
    O2: Post-Test
    X: Treatment
Furthermore the research uses planned observation to know in what way Facebook improves the students’ vocabulary at the first semester of English education program In STAIN Parepare.
In planned observation the researcher uses sheet observation that contains some types of students’ activities or behaviors that is observed.


    Research Variable
There are two variables involved in this research namely:
    Independent variable
Independent variable is a variable which is influences or causes an apparent change or simply affect for dependent variable.
Independent variable in this research is Facebook, where Facebook will influence students’ vocabulary ability.
    Dependent variable
Dependent variable is a variable which is influenced by independent variable. Dependent variable in this research is students’ vocabulary because students’ vocabulary will be influenced by implementation of Facebook activity.
Operational definition of variable:
    Facebook
Facebook is a popular free social networking website that allows registered users to create profiles, upload photos and video, send messages and keep in touch with friends, family and colleagues.
According to definition above, we may infer that Facebook is a media to communicate with the other people in this world which supports us to make acquaintance and befriend with every people in the world which is completed with several features such as application and forums that very useful for any aspect in daily life.
     Student’s vocabulary knowledge
Vocabulary knowledge is defined as the ability to go from the printed form of a word to its meaning.
Students is person who studying at college, university, secondary school, and particular subject.
According on the meaning above, it can be inferred that student’s vocabulary knowledge is the ability of students to know more about vocabulary from its form and meaning. That’s why we will know whether students lack of vocabulary or not. It can be graded excellent, good, enough or poor.

3. Population and Sample
a. Population
Population is a group of individuals or items that share one or more characteristic from which data can be gathered and analyzed. The population of this research is the first semester students at STAIN Parepare in academic year 2011/2012 which is consist of 5 classes.
b. Sample
Sample is a set of individuals or items selected from a population for analysis to yield estimates of, or to test hypotheses about, parameters of the whole population. This research determines 1 class which is consisted of 35 students as sample.

    Technique and instrument of collecting data
    Technique of collecting data
Technique of collecting data that is used in this research is:
1). Test
Test is an examination of a person’s knowledge and ability. The research uses pre-test and post-test to find out the students’ vocabulary knowledge before and after treatment. so that, this test will answer the question whether Facebook can improve students’ vocabulary or not.
2). Observation
Observation is act of watching something carefully for a period of time. Observation is done during teaching and learning process. The researcher took notes in the teacher’s journal to record the teaching and learning activities and the students’ mastery on vocabulary. While the result of the exercises and tests were recorded to know the students’ mastery on vocabulary

    Instrument of collecting data
In this research will use three instruments such as pre test/ post test to find out the students ability, observation which is used note and media to connect to the internet such as PC (notebook, netbook, laptop and gadgets) and Modem.

    Procedure to collecting data
The research will conduct test and observation in collecting data. Testing will conduct twice, pre-test and post-test. The pre-test will be given to find out their vocabulary knowledge before conducting the material. The post-test is held to find out their vocabulary knowledge after presenting the material (teaching vocabulary using Facebook media). The observation is done to write down all students’ behaviors during learning process. So that, the research will notice in what way Facebook media improves the students’ vocabulary.
The procedure is presented in chronological order as follows:
    Pre-test
Pre-test is the test before treatment. The classified of vocabulary test is individual test. The test item is answered by despondence in written test. There are 40 test items covering the 30 of matching test items, the 5 of completing test items, and the 5 of true – false test items.
    Treatment
After giving a pre-test, the research will give treatment for 10 times, and each times will take 60 minutes. The research will teach about vocabulary by using Facebook.  The vocabularies that the research will give to them are educational terms, idiomatic expressions, and advance vocabulary.
The steps in teaching pronunciation using Facebook media are:

The first meeting:
1). after introducing and greeting, the research explains about the vocabularies and Facebook media that used to build up their vocabularies. Approximately 20 minutes.
2). the research will make a group and ask them to follow that’s group.
3). Giving several vocabularies on that group’s wall and ask them to give their comments about those words meaning according to them. Approximately 10 minutes.
4). Ask one of them to write down some vocabularies and the other friends have to give their comments.
5). Posting an article or story about education and ask them to find the vocabulary that they don’t know and those vocabularies will be discussed together. Approximately 30 minutes.
6). Addressing some questions and/or status in order to make them to answer or reply (All of activities are using English). Approximately 5 minutes.
7). the research ends this class.

The second ‘till tenth meeting
1). The Class will begin with several vocabularies games that are available on Facebook. Take times approximately 20 minutes.
2). Chatting time, approximately 15 minutes. In this part, research will give several idiomatic expressions.
3). Posting several advance vocabularies and ask them to translate and make into the sentence. Approximately 15 minutes.
4). Addressing some questions and/or status in order to make them to answer or reply (All of activities are using English). Approximately 5 minutes.
5). The research ends the class.

    Post-test
Post-test will be given on the tenth meeting. The activity intends to know the students progress in vocabulary knowledge after treatment by 8 times, and the steps will be same with the pre-test.
    Observation
Observation is held to observe the activity of students and teacher during the teaching and learning process. The criteria of success of this part are by using observation sheet. The result of this observation will be seen the percentage.

    Technique of analysis data
The data will be collected trough the test are score into raw score by using the following criteria:
    Scoring the result of the test:



    The data collected from of the both of test, pre-test and post-test are classified based on the following classification.
Standardized score    Standardized Value
4
3
2
1    Very Good / Excellent
Good
Fairly Good
Poor / Bad

The criteria of success in this action are decided as follow:
75 % < MS ≤ 100 %        = very good
50 % < MS ≤ 75 %        = good
25 % < MS ≤ 50 %        = Good enough
0 % < MS ≤ 25 %        = not good

    Finding out the mean score will use the formula:
X=(∑X)/n x
Where:
X = Mean
n = The amount of students
∑X= total score

    One of the most widely used statistical methods for testing the difference between means, and the one we’re going to get you up-to-speed on, is called the t-test. We will find the difference between the mean score between the pre-test and post-test by calculating the value of the t-test, the formula is,




Where:
            D: the means score of difference.
∑D: the difference score of two tests (pre-test and post-test).
∑D2: the sum of the differences score both of tests.
n  :the total sample
    Calculation standard deviation, the formula is:
SD= √SS/N, Where SS=∑X2 – ((∑X)^2)/N
SD: the standard of deviation
n  : the number of subject
SS: the square root of the sum of squares
            ∑X2: The sum of all of squares
            (∑X)2: the square of the sum of the scores.






http://www46.homepage.villanova.edu/john.immerwahr/FTP101/Facebook.pdf
hkr.diva-portal.org/smash/get/diva2:228945/FULLTEXT01
French Allen, Virginia. 2000. Teaching Technique in Teaching Vocabulary. New York. Oxford University Press
Thornburry, Scott. 2002. How to Teach Vocabulary. Oxford shire: Longman Pearson Education
Kasiani, Kasbolah. 1998. A Study the Technique Used in Introducing New Vocabulary for Beginner Level of Planet Kids English Course. Malang: Department of English Education
Haris, P, David, Phd. 1974 . Testing English as a Second Language. New Delhi : Tata Mo, Graw Hill, Publishing Co, Ltd.
Hornby, A.S. 1963. Oxford Advance Dictionary of Current English. London: Oxford University press
Richards, Jack C and Theodore S. Rodgers. 1986. Approaches and Methods in Language Teaching. New York: Cambridge University Press




Manajemen Perlengkapan Sekolah


Manajemen Perlengkapan Sekolah


1.     Pengertian Manajemen Perlengkapan Pendidikan

Perlengkapan pendidikan mencakup sarana yang merupakan adalah peralatan yang secara langsung dipergunakan dan menunjang proses pendidikan, khususunya proses belajar mengajar, seperti gedung, ruang kelas, meja, kursi, serta alat-alat dan media pengajaran.
Adapun yang dimaksud dengan prasarana pendidikan adalah fasilitas yang secara tidak langsung menunjang jalannya proses pendidikan atau pengajaran, seperti halaman, kebun, taman, sekolah islam, jalan menuju sekolah islam, tetapi jika dimanfaatkan secara langsung untuk proses belajar mengajar, seperti taman sekolah islamuntuk pengajaran biologi, halaman sekolah islam, sebagai sekaligus lapangan olah raga, komponen tersebut merupakan sarana pendidikan.[1]
Ditinjau dari fungsi atau peranannya terhadap pelaksanaan proses belajar mengajar, maka sarana pendidikan (sarana material) dibedakan menjadi 3 macam  yakni:
·       Alat pelajaran
·       Alat Peraga
·       Media Pengajaran
            Sedangkan yang dimaksud prasana pendidikan adalah bangunan sekolah dan alat-alat  perabotan sekolah. Prasarana pendidikan juga berperan dalam proses belajar mengajar wataupun swcara tidak langsung.[2]     
Dari beberapa uraian diatas, manajemen Perlengkapan pendidikan dapat didefinisikan sebagai proses kerja sama pendayagunaan semua Perlengkapan pendidikan secara efektif dan efisien.[3] Definisi ini menunjukkan bahwa Perlengkapan yang ada di sekolah perlu didayagunakan dan dikelola untuk kepentingan proses pembelajaran di sekolah. Pengelolaan itu dimaksudkan agar dalam menggunakan Perlengkapan di sekolah bisa berjalan dengan efektif dan efisien. Pengelolaan Perlengkapan merupakan kegiatan yang amat penting di sekolah, karena keberadaannya akan sangat mendukung terhadap suksesnya proses pembelajaran di sekolah.
Dalam mengelola Perlengkapan di sekolah dibutuhkan suatu proses sebagaimana terdapat dalam manajemen yang ada pada umumnya, yaitu : mulai dari perencanaan, pengorganisasian, penggerakan, pemeliharaan dan pengawasan. Apa yang dibutuhkan oleh sekolah perlu direncanakan dengan cermat berkaitan dengan Perlengkapan yang mendukung semua proses pembelajaran. Sarana pendidikan ini berkaitan erat dengan semua perangkat, peralatan, bahan dan perabot yang secara langsung digunakan dalam proses belajar mengajar. Sedangkan prasarana pendidikan berkaitan dengan semua perangkat kelengkapan dasar yang secara tidak langsung menunjang pelaksanaan proses pembelajaran di sekolah seperti; ruang, perpustakaan, kantor sekolah, UKS, ruang osis, tempat parkir, ruang laboratorium, dll.

2.   Prinsip-Prinsip Manajemen Perlengkapan Pendidikan
Dalam Mengelola Perlengkapan sekolah, terdapat sejumlah prinsip yang perlu diperhatikan agar tujuan bisa tercapai dengan maksimal. Prinsip-prinsip tersebut adalah :[4]
1.      Prinsip pencapaian tujuan, yaitu Perlengkapan pendidikan di sekolah harus selalu dalam kondisi siap pakai apabila akan didayagunakan oleh personel sekolah dalam rangka pencapaian tujuan proses pembelajaran di sekolah. Pada dasarnya manajemen perlengkapan sekolah di lakukan dengan maksud agar semua fasilitas sekolah dalam keadaan kondisi siap pakai. Oleh sebab itu, manajemen perlengkapan sekolah dapat di katakan berhasil bilamana fasilitas sekolah itu selalu siap pakai setiap saat, pada setiap seorang personel sekolah akan menggunakannya.
2. Prinsip efisiensi, yaitu pengadaan Perlengkapan pendidikan di sekolah harus di lakukan melalui perencanaan yang seksama, sehingga dapat diadakan Perlengkapan pendidikan yang baik dengan harga yang murah. Demikian juga pemakaiannya harus dengan hati-hati sehingga mengurangi pemborosan. Dengan prinsip efisiensi semua kegiatan pengadaan sarana dan prasarana sekolah di lakukan dengan perencanaan yang hati-hati, sehingga bisa memperoleh fasilitas yang berkualitas baik dengan harga yang relatif murah. Dengan prinsip efisiensi berarti bahwa pemakaian semua fasilitas sekolah hendaknya dilakukan dengan sebaik-baiknya, sehingga dapat mengurangi pemborosan. Maka perlengkapan sekolah hendaknya di lengkapi dengan petunjuk teknis penggunaan dan pemeliharaannya. Petunjuk teknis tersebut di komunikasikan kepada semua personil sekolah yang di perkirakan akan menggunakannya. Selanjutnya, bilamana di pandang perlu, di lakukan pembinaan terhadap semua personel
3. Prinsip administratif, yaitu manajemen sarana dan prasana pendidikan di sekolah harus selalu memperhatikan undang-undang, peraturan, intruksi, dan petunjuk teknis yang diberlakukan oleh pihak yang berwenang. Di Indonesia terdapat sejumlah peraturan perundang-undangan yang berkenaan dengan sarana dan prasarana pendidikan, sebagai contoh adalah peraturan tentang inventarisasi dan penghapusan perlengkapan milik negara. Dengan prinsip administratif berarti semua perilaku pengelolaan perlengkapan pendidikan di sekolah itu hendaknya selalu memperhatikan undang-undang, peraturan, instruksi, dan pedoman yang telah di berlakukan oleh pemerintah. Sebagai upaya penerapannya, setiap penanggung jawab pengelolaan perlengkapan pendidikan hendaknya memahami semua peraturan perundang-undangan tersebut dan menginformasikan kepada semua personel sekolah yang di perkirakan akan berpartisipasi dalam pengelolaan perlengkapan pendidikan.
4. Prinsip kejelasan tanggung jawab, yaitu manajemen Perlengkapan pendidikan di sekolah harus di delegasikan kepda personel sekolah yang mampu bertanggung jawab, apabila melibatkan banyak personel sekolah dalam manajemennya, maka perlu adanya deskripsi tugas dan tanggung jawab yang jelas untuk setiapa personel sekolah. Di Indonesia tidak sedikit adanya kelembagaan pendidikan yang sangat besar dan maju. Oleh karena besar, sarana dan prasarananya sangat banyak sehingga manajemennya melibatkan banyak orang. Bilamana hal itu terjadi maka perlu adanya pengorganisasian kerja pengelolaan perlengkapan pendidikan. Dalam pengorganisasiannya, semua tugas dan tanggung jawab semua orang yang terlibat itu perlu di deskripsikan dengan jelas
5.  Prinsip kekohesifan, yaitu bahwa manajemen Perlengkapan pendidikan di sekolah itu harus direalisasikan dalam bentuk proses kerja sekolah yang sangat kompak. Dengan prinsip kekohesifan berarti manajemen perlengkapan pendidikan di sekolah hendaknya terealisasikan dalam bentuk proses kerja sekolah yang sangat kompak. Oleh kerena itu, walaupun semua orang yang terlibat dalam pengelolaan perlengkapan itu telah memiliki tugas dan tanggung jawab masing-masing, namun antara satu dengan yang lainnya harus selalu bekerja sama dengan baik. Dan Proses-proses manajemen sarana prasarana Sebelumnya telah di tegaskan bahwa manajemen sarana prasarana sekolah merupakan proses kerjasama pendayagunaan semua perlengkapan sekolah secara efektif dan efisien. Satu hal yang perlu di pertegas dalam definisi tersebut adalah bahwa manajemen sarana prasarana sekolah merupakan suatu proses pendayagunaan yang sasarannya adalah perlengkapan pendidikan, seperti perlengkapan sekolah, perlengkapan perpustakaan, media pengajaran, dan perlengkapan lainnya, manajeman perlengkapan sekolah itu terwujud sebagai suatu proses yang terdiri atas langkah-langkah tertentu secara sistematis.
Salah satu tugas utama utama kepala sekolah dalam pengadministrasian sarana prasarana ialah bersama-sama dengan staf menyusun daftar kebutuhan mereka akan alat-alat sarana tersebut dan mempersiapkan perkiraan tahunan untuk di usahakan penyediaannya. Kemudian menyimpan dan memelihara serta mendistribusikan kepada guru-guru yang bersangkutan, dan menginventarisasi alat-alat atau sarana tersebut pada akhir tahun pelajaran.
1) Mempersiapkan perkiraan tahunan
Biasanya kepala sekolah membuat daftar alat-alat yang diperlukan di sekolahnya sesuai dengan kebutuhannya dengan daftar alat yang standardisasi. Sedangkan untuk alat-alat yang belum di standardisasi, kepala sekolah bersama-sama menyusun daftar kebutuhan sekolah masing-masing.
2) Menyimpan dan mendistribusikan
Ada beberapa prinsip administrasi penyimpanan peralatan dan perlengkapan pengajaran sekolah, yaitu:
a)      Semua alat-alat dan perlengkapan harus di simpan di tempat-tempat yang bebas dari factor-faktor perusak seperti: panas, lembab,lapuk,dan serangga.
b)     Harus mudah dikerjakan baik untuk menyimpan maupun yang keluar alat.
c)      Mudah di dapat bila sewaktu-waktu di perlukan
d)     Semua penyimpanan harus di administrasikan menurut ketentuan bahwa persediaan lama harus lebih dulu di pergunakan
e)      Harus diadakan inventarisasi secara berkala
f)      Tanggungjawab untuk pelaksanaan yang tepat dari tiap-tiap penyimpanan harus di rumuskan secara terperinci dan di fahami dengan jelas oleh semua pihak yang berkepentingan.

3.   Tujuan Manajemen Perlengkapan Pendidikan
Tujuan daripada pengelolaan Perlengkapan sekolah ini adalah untuk memberikan layanan secara profesional berkaitan dengan Perlengkapan pendidikan agar proses pembelajaran bisa berlangsung secara efektif dan efisien.[5] Berkaitan dengan hal ini. Menjelaskan secara rinci tentang tujuan manajemen Perlengkapan pendidikan sebagai berikut :
1.      Untuk mengupayakan pengadaan saraan dan prasarana sekolah melalui sistem perencanaan dan pengadaan yang hati-hati dan seksama, sehingga sekolah memiliki sarana dan prasana yang baik, sesuai dengan kebutuhan sekolah, dan dengan dana yang efisien.
2.   Untuk mengupayakan pemakaian Perlengkapan sekolah secara tepat dan efisien.
3.   Untuk mengupayakan pemeliharaan sarana dan prasana pendidikan, sehingga keberadaannya selalu dalam kondisi siap pakai dalam setiap dperlukan oleh semua pihak sekolah yang bersih, rapi, indah, sehingga menciptakan kondisi yang menyenangkan baik bagi guru maupun untuk berada di sekolah islam. Di samping itu juga diharapkan tersedianya alat-alat fasilitas belajar yang memadai secara kuantitatif, kualitatif, dan relevan dengan kebutuhan serta dapat dimanfaatkan secara optimal untuk kepentingan proses pendidikan dan pengajaran, baik oleh guru sebagai pengajar maupun murid-murid sebagai pelajar.

4.  Proses Manajemen Perlengkapan Pendidikan
Manajemen Perlengkapan pendidikan di sekolah berkaitan erat dengan aktivitas-aktivitas pengadaan, pendistribusian, penggunaan dan pemeliharaan, inventarisasi, serta penghapusan Perlengkapan pendidikan islam. Hal ini menunjukkan bahwa perlu adanya suatu proses dan keahlian di dalam mengelolanya. Dan tindakan prefentif yang tepat akan sangat berguna bagi instansi terkait.
Proses manajemen Perlengkapan pendidikan yang akan dibahas disini berkaitan erat dengan :
a. Perencanaan Perlengkapan pendidikan.
b. Pengadaan Perlengkapan pendidikan.
c. Inventarisasi dan distribusi Perlengkapan pendidikan.
d. Pengawasan dan pemeliharaan Perlengkapan pendidikan.
f. Pengahapusan Perlengkapan sekolah.[6]
a. Perencanaan Perlengkapan Pendidikan
Perencanaan Perlengkapan pendidikan islam merupakan suatu proses analisis dan penetapan kebutuhan yang diperlukan dalam proses pembelajaran sehingga muncullah istilah kebutuhan yang diperlukan (primer) dan kebutuhan yang menunjang. Dalam proses perencanaan ini harus dilakukan dengan cermat dan teliti baik berkaitan dengan karakteristik Perlengkapan yang dibutuhkan, jumlahnya, jenisnya dan kendalanya (manfaat yang didapatkan), beserta harganya. Berkaiatan dengan ini Jones (1969) menjelaskan bahwa perencanaan pengadaan perlengkapan pendidikan di sekolah harus diawali dengan analisis jenis pengalaman pendidikan yang diprogaramkan di sekolah menurut Sukarna (1987) adalah sebagai berikut :
1.     Menampung semua usulan pengadaan perlengkapan sekolah yang diajukan oleh setiap unit kerja dan atau mengiventarisasi kekurangan perlengkapan sekolah.
2.     Menyusun rencana kebutuhan perlengkapan sekolah untuk periode tertentu, misalnya untuk satu triwulan atau satau ajaran.
3.     Memadukan rencana kebutuhan yang telah disusun dengan perlengkapan yang tersedia sebelumya.
4.     Memadukan rencana kebutuhan dengan dana atau anggaran sekolah yang tersedia. Dalam hal ini, jika dana yang tersedia tidak mencukupi untuk pengadaan semua kebutuhan yang diperlukan, maka perlu diadakan seleksi terhadap semua kebutuhan perlengkapan yang telah direncanakan denagn melihat urgensi setiap perlengkapan yang diperlukan. Semua perlengkapan yang urgen didaftar dan didahulukan pengadaannya.
5.     Memadukan rencana (daftar) kebutuhan perlengkapan yang urgen dengan dana atau anggaran yang tersedia, maka perlu diadakan seleksi lagi dengan melihat skala prioritas.
6.     Beberapa hal yang dilakukan adalah:
a.      Penetapan rencana pengadaan akhir.
b.     Pengadaan Perlengkapan Pendidikan Di Sekolah.

Ada beberapa karakteristik esensial perencanaan pengadaan perlengkapan sekolah, yaitu sebagai berikut :
a) Merupakan proses menetapkan dan memikirkan.
b) Objek pikir dalam perencanaan perlengkapan sekolah adalah upaya memenuhi sarana prasarana pendidikan yang di butuhkan sekolah.
c) Tujuan perencanaan perlengkapan sekolah adalah efektifitas dan efisiensi dalam pengadaan perlengkapan sekolah.
d) Perencanaan perlengkapan sekolah seharusnya memenuhi prinsip-prinsip sebagai berikut:
·        Harus betul-betul merupakan proses intelektual;
·        Di dasarkan pada analisis kebutuhan melalui studi komprehensif menganai masyarakat sekolah dan kemungkinan pertumbuhannya, serta prediksi populasi sekolah;
·        Harus realistis, sesuai dengan kenyataan anggaran;
·        Visualisasi hasil perencanaan perlengkapan sekolah harus jelas dan rinci, baik jumlah, jenis, merek, dan harganya.
Pengadaan Perlengkapan pendidikan di sekolah pada hakekatnya adalah kelanjutan dari program perencanaan yang telah disusun oleh sekolah sebelumnya. Sistem pengadaan Perlengkapan sekolah dapat dilakukan dengan berbagai cara, antara lain adalah :
      1.      Dropping dari pemerintah, hal ini merupakan bantuan yang diberikan pemerintah kepada sekolah. Bantuan ini sifatnya terbatas sehingga pengelola Perlengkapan pendidikan di sekolah tetap harus mengusahakan denagn cara lain.
      2.      Pengadaan Perlengkapan sekola dengan cara membeli baik secara langsung maupun melalui pemesanan terlebih dahulu.
      3.      Meminta sumbangan dari wali murid atau mengjukan proposal bantuan pengadaan Perlengkapan sekolah ke lembaga-lembaga sosial yang tidak mengikat.
                  4.      Pengadaan perlengkapan dengan cara menyewa atau meminjam ke tempat lain.
5. Pengadaan perlengkapan sekolah denag cara tukar menukar barang yang dimiliki dengan barang lainyang dibutuhkan sekolah.
Memilih sarana dan prasana pendidikan islam bukanlah berupa resep yang lengkapa dengan petunjuk-petunjuknya, lalu pendidik menerima resep itu begitu saja. Sarana pembelajaran hendakanya direncanakan, dipilih dan diadakan dengan teliti sesuai dengan kebutuhan sehingga penggunaannya berjalan dengan wajar. Untuk itu pendidik hendaknya menyesuaikan dengan sarana pembelajaran dengan faktor-faktor yang dihadapi, yaitu tujuan apakah yang hendak dicapai, media apa yang tersedia, pendidik mana yang akan mempergunakannya, dan yang peserta didik mana yang di hadapi. Faktor lain yag hendaknya dipertimbangkan dalam pemilihan sarana pembelajaran adalah kesesuaian dengan ruang dan waktu.
Setelah pengadaan biasanya dilakukan pendistribuisan, Penditribusian atau penyaluran perlengkapan merupakan kegiatan pemindahan barang dan tanggung jawab penyimpanan kepada unit-unit atau orang-orang yang membutuhkan barang itu. Dalam prosesnya ada 3 hal yang harus di perhatikan yaitu ketepatan barang yang di sampaikan, baik jumlah maupun jenisnya; ketepatan sasaran penyampaiannya, ketepatan kondisi barang yang di salurkan. Dalam rangka itu paling tidak 3 langkah yang sebaiknya di tempuh oleh bagian penanggung jawab penyimpanan atau penyaluran, yaitu:
a) Penyusunan alokasi barang;
b) Pengiriman barang;
c) Penyerahan barang.
Barang yang telah di terima di investarisasikan oleh panitia pengadaan, setelah kebenaranmya di periksa berdasarkan daftar yang ada perlu surat pengantar, tidak berarti semua personil sekolah bisa menggunakan secara bebas. Barang-barang tersebut perlu di atur lebih lanjut untuk memudahkan pengawasan dan pertanggung jawaban. Apabila pendistribusiannya tidak di atur dengan sebaik-baiknya, pengelolaan perlengkapan sekolah akan mengalami kesulitan dalam membuat laporan pertanggung jawabannya.
Dalam kaitan dengan perihal di atas, perlu adanya penyusunan alokasi pendistribusian. Dengan terlebih dahulu di lakukan penyusunan alokasi pendistribusian barang-barang yang telah di terima oleh sekolah yang dapat di salurkan sesuai dengan kebutuhan barang pada bagian-bagian sekolah, dengan melihat kondisi, kualitas, dan kuantitas barang yang ada.
Semakin jelas alokasinya, semakin jelas pula pelimpahan tanggung jawab pada penerima. Dengan demikian pendistribusian akan lebih mudah di laksanakan dan di kontrol setiap saat. Tujuan akhir penyusunan alokasi tersebut pada akhirnya adalah untuk menghindari pemborosan yang seharusnya tidak terjadi.
 Berdasarkan keseluruhan uraian tentang distribusi di atas dapat di tegaskan bahwa pada dasarnya ada 2 sistem pendistribusian barang yang dapat di tempuh oleh pengelola perlengkapan sekolah, yaitu sistem langsung dan sistem tidak langsung. Dengan menggunakan sistem pendistribusian langsung, berarti barang-barang yang sudah di terima dan di inventarisasikan langsung di salurkan pada bagian-bagian yang membutuhkan tanpa melalui proses penyimpanan terlebih dahulu. Sedangkan dengan menggunakan sistem pendistribusian tidak langsung berarti barang-barang yang sudah di terima dan sudah di inventarisasikan tidak secara langsung di salurkan, melainkan harus di simpan terlebih dahulu di gudang penyimpanan dengam teratur. Hal ini biasanya di gunakan apabila barang-barang yang lalu ternyata masih tersisa.
Untuk dapat di katakan berjalan secara efektif, dalam pendistribusian harus memenuhi beberapa asas pendistribusian. Ada beberapa asas pendistribusian yang perlu di perhatikan,yaitu :
1) Asas ketepatan
2) Asas kecepatan
3) Asas keamanan
4) Asas ekonomi
Namun jika di gunakan sistem pendistribusian tidak langsung maka barang-barang yang perlu di simpan di gudang perlu mendapatkan pengawasan yang efektif. Dalam rangka mempermudah pengawasannya perlu di buat kartu stok barang yang di tempelkan pada barang tersebut untuk mempermudah dalam pengenalan dan pengawasan.

c.      Inventarisasi Perlengkapan Pendidikan
Inventarisasi dapat diartikan sebagai pencatatan dan penyusunan barang-barang melik negara secara sistematis, tertib, dan teratur berdasarkan ketentuan-ketentuan taau pedoman-pedoman yang berlaku. Hal ini sesuai dengan keputusan menteri keuangan RI Nomor Kep. 225/MK/V/4/1971 bahwa barang milik negara beruapa semua barang yang berasal atau dibeli dengan dana yang bersumber baik secara keseluruhan atau bagian sebagainya dari Anggaran Pendapatan dan Belanja Negara (APBN) ataupun dana lainnya yang barang-barang dibawah penguasaan kantor departemen dan kebudayaan, baik yang berada di dalam maupun luar negeri.
Kegiatan inventarisasi Perlengkapan pendidikan di sekolah menurut Bafadal (2003) meliputi :
1.     Pencatatan Perlengkapan sekolah dapat dilakukan didalam buku penerimaan barang, buku bukan inventaris, buku (kartu) stok barang.
2.     Pembuatan kode khusus untuk perlengkapan yang tergolong barang inventaris. Caranya dengan membuat kode barang dan menempelkannya atau menuliskannya pada badan barang perlengkapan yang tergolong sebagai barang inventaris. Tujuannya adalah untuk memudahkan semua pihak dalam mengenal kembali semua perlengkapan pendidikan di sekolah baik ditinjau dari kepemilikan, penanggung jawab, maupun jenis golongannya. Biasanya kode barang itu berbentuk angka atau numerik yang menunjukkan departemen, lokasi, sekolah, dan barang.
3.     Semua perlengkapan pendidikan di sekolah yang tergolong barang inventaris harus dilaporkan. Laporan tersebut sering disebut dengan istilah laporan mutasi barang. Pelaporan dilakukan daalm periode tertentu, sekali dalam satu triwulan. Dalam satu tahun ajaran misalnya, pelaporan dapat dilakukan pada bulan juli, oktober, januari, dan april tahun berikutnya.
Pengawasan Dan Pemeliharaan Perlengkapan Pendidikan Di Sekolah Pengawasan merupakan salah satu fungsi manajemen yang harus dilaksanakan oleh pimpinan organisasi.
Berkaitan denagn Perlengkapan pendidikan di sekolah, perlu adanya kontrol baik dalam pemeliharaan atau pemberdayaan. Pengawasan (control) terhadap Perlengkapan pendidikan di sekolah merupakan usaha yang ditempuh oleh pimpinan dalam membantu personel sekolah untuk menjaga atau memelihara, dan memanfaatkan Perlengkapan sekolah dengan sebaik mungkin demi keberhasilan proses pembelakarandi sekolah.
Pemeliharaan terhadap Perlengkapan pendidikan di sekolah merupakan aktivitas yang harus dijalankan untuk menjaga agar perlengkapan yang dibutuhkan oleh persnel sekolah dalam kondisi siap pakai. Kondisi sia pakai ini akan sangat membantu terhadap kelancaran proses pembelajaran yang dilaksanakan di sekolah. Oleh karena itu, semua perlengkapan yang ada di sekolah membutuhkan perawatan, pemeliharaan, dan pengawasan agar dapat diperdayakan dengan sebaik mungkin.
Dalam pemeliharaan Perlengkapan pendidikan di sekolah jika ditinjau dari sifat maupun waktunya terdapat beberapa macam, yaitu :
1.               ditinjau dari sifatnya, yaitu : pemeliharaan yang bersifat pengecekan, pencegahan, perbaikan ringan dan perbaikan berat,
2.               ditinjau dari waktu pemeliharaannya, yaitu : pemeliharaan sehari-hari (membersihkan ruang dan perlengkapannya), dan pemeliharaan berkala seperti pengecetan dinding, pemeriksaan bangku, genteng, dan perabotan lainnya.

d.     Pengahapusan Perlengkapan Pendidikan Di Sekolah
Pengahapusan Perlengkapan pendidikan adalah kegiatan meniadakan barang-barang milik lembaga ( bisa juga milik negara) dari daftar inventaris denagn cara berdasarkan perundang-undangan yang berlaku. Sebagai salah satu aktivitas dalam manajemen Perlengkapan pendidikan, penghapusan bertujuan untuk : 1. mencegah dan membatasi kerugian yang lebih besar sebagai akibat pengeluaran dana untuk perbaikan yang perlengkapan yang rusak. 2. mencegah terjadinya pemborosan biaya pengamanan yang tidak berguna lagi. 3. membebaskan lembaga dari tanggung jawab pemeliharaan dan pengamanan. 4. meringankan beban inventaris.
Kepala sekolah memiliki kewenangan untuk melakukan penghapusan terhadap perlengkapan sekolah. Namun perlengkapan yang akan dihapus harus memenuhi persyaratan-persyaratan penghapusan. Demikian pula prosedurnya harus mengikuti peraturan perundang-undangan yang berlaku. Barang-barang yang memenuhi syarat untuk dihapus adalah:
1.                 Barang-barang dalam keadaan rusak berat sehingga tidak dapat dimanfaatkan lagi.
2.                 Barang-barang yang tidak sesuai dengan kebutuhan.
3.                 Barang-barang kuno yang penggunaannya sudah tidak efisien lagi.
4.                 Barang-barang yang terkena larangan.
5.                 Barang-barang yang mengalami penyusustan di luar kekuasaaan pengurus barang.
6.                 Barang-barang yang pemeliharaannya tidak seimbang dengan kegunaannya.
7.                 Barang-barang yang berlebihan dan tidak digunakan lagi.
8.                 Barang-barang yang dicuri.
9.                 Barang-barang yang diselewengkan.
10.              Barang-barang yang terbakar dan musnah akibat bencana alam.


















 
DAFTAR PUSTAKA


·       E. Mulasa.,Manajemen Berbasis Sekolah, (PT Remaja Rosdakarya : Bandung), 2003.
·       Subroto B, Suryo. Menejemen Pendidkan di Sekolah. (PT. Renika Cipta : Jakarta), 2004.
·       Forward-by-riduone,manajemen-sarana-dan-prasaranapendidikan-islam,online http://smk.web.id //17/10/10
·       Sulistiyorini. Manajemen Pendidikan Islam. Surabaya: Elkaf, 2006








       [1] Mulasa. E,Manajemen Berbasis Sekolah, (PT Remaja Rosdakarya : Bandung), 2003. hal 49
       [2] Suryo Subroto B, Manajemen Pendidikan di Sekolah (PT. Rineka Cipta : Jakarta), 2004. 114.
        3 forward-by-riduone,manajemen-sarana-dan-prasaranapendidikan-islam, online http://smk.web.id //17/10/10



      [4][4] Nanang, Fattah. Landasan Manajemen Pendidikan. Bandung: Remaja Rosda Karya,2003 hal 57

      [5]  Abuddin nata. Manajemen Pendidikan. Jakarta: Prenada Media, 2003, hal : 67
        [6]  ibid,72