Academic English

READING MATERIALSBerikut ini adalah beberapa materi bacaan yang dapat digunakan sebagai latihan. Beberapa diantaranya dari artikel jurnal internasional, majalah dan buku teks. Jika anda terbiasa dengan cepat paham dengan akurat, maka kemampuan bahasa Inggris anda cukup memadai untuk memasuki bangku perkuliahan di perguruan tinggi. Salah satu kesulitan adalah bagaimana memahami noun cluster.

Nah, coba pahami apa yang dimaksud dengan kutipan bacaan dari Amarican Magazine yang mungkin tidak mudah diterjemahkan berikut ini , tanpa kehatian-hatian dalam memahami ‘noun cluster’ berikut ini :

If total life-cycle environmental impact of a given fuel is included,the Toyota Prius (right), a hybrid that has a gasoline internal-combustion engine supplemented by an electric motor, compares favorably with If total life-cycle environmental impact of a given fuel is included,the Toyota Prius (right), a hybrid that has a gasoline internal-combustion engine supplemented by an electric motor, compares favorably with the company’s experimental hydrogen fuel-cell SUV (left)

the company’s experimental hydrogen fuel-cell SUV (left)

Jika dampak bahan bakar tertentu dipertimbangkan , yakni dampak lingkungan yang menyangkut dampak siklus hidup keseluruhan dipertimbangkan, Toyota Prius (gambar kanan), sebuah mobil hibrid yang memiliki mesin dengan pembakaran internal dan yang dilengkapi dengan motor elektrik, berbanding setara dengan SUV (gambar kiri) berbahan bakar hidrogen eksperimen pabrik.

NOUN CLUSTER

1. An old brown leather shoes

2. An dark brown leather shoes

3. A new red front wheel drive car

4. Five transparent plastic ice cream cups

5. An average rainfall decline

Page 26 of 18

Academic English

Ciri bahasa Inggris adalah kepadatan (condensed, not wordy) tidak betele-tele, klausa benda diatas (noun cluster) menunjukkan ciri tersebut, sehingga terjemahan menuntut kehatian-kehatian, jika tidak, maka kelirulah pemahaman kita. Klausa diatas semestinya diterjemahkan sebagai berikut:

1. An old brown leather shoes

“sepatu kulit warna coklat (brown) dan sudah tua umurnya (old)”? ‘Old’ adalah kata sifat, jadi ‘old’ bisa menjelaskan sepatu (kata benda). ‘Brown’ kata sifat menerangkan kulit (kata benda).

sepatu kulit warna coklat tua, kata ‘old’ (kata sifat) menjelaskan ‘brown’, jadi ‘old brown’ (coklat tua) menjelaskan kulit. Bagaimana bila tejemahannya s eperti itu? Rasanya tidak mungkin, perlu diingat ada istilah ‘dark brown’ yang lebih berarti ‘coklat tua’.

2. An dark brown leather shoes (sepatu kulit warna coklat tua)

3. A new red front wheel drive car (mobil berpenggerak roda depan, berwarna merah dan masih baru).

4. Five transparent plastic ice cream cups (lima cangkir es krim

dari plastik transparan)

5. An average rainfall decline (penurunan curah hujan rata-rata)

6. Our city garbage collection service (Jasa layanan pengumpulan sampah

kota kita)

garbage sampah dapur, waste sampah industri, litter larahan-bungkus permen, rumble- bongkar bangunan, trust (sampah kertas), rubbish (sampah gombalan),

A glass bottle..... (botol gelas)

A car radio (radio mobil)Page 27 of 18

Academic English

A student hostel (Asrama mahasiswa)

A house corner (sudut rumah) vs a corner house (rumat sudut)

TINY BLUEBERRY-SHAPEDTHYROID GLAND NSET) foEl Capitan” (black-andwhitea

The thyroid gland is the biggest gland in the neck. It is situated in the anterior (front) neck below the skin and muscle layers. The thyroid gland takes the shape of a butterfly with the two wings being represented by the left and right thyroid lobes which wrap around the trachea. The sole function of the thyroid is to make thyroid hormone. This hormone has an effect on nearly

all tissues of the body where it increases cellular activity. The function of the thyroid, therefore, is to regulate the body's metabolism.

The thyroid gland is prone to several very distinct problems, some of which are extremely common. These problems can be broken down into [1] those concerning the production of hormone (too much, or too little), [2] those due to increased growth of the thyroid, causing compression of important neck structures or simply appearing as a mass in the neck, [3] the formation of nodules or lumps within the thyroid which are worrisome for the presence of thyroid cancer, and [4] those which are cancerous. Each thyroid topic is addressed separately and illustrated with actual patient x-rays and pictures to make them easier to understand. The information on this web site is arranged to give you more detailed and complex information as you read further.

Page 28 of 18

Academic English

Goiters ~ A thyroid goiter is a dramatic enlargement of the thyroid gland. Goiters are often removed because of cosmetic reasons or, more commonly, because they compress other vital structures of the neck including the trachea and the esophagus making breathing and swallowing difficult. Sometimes goiters will actually grow into the chest where they can cause trouble as well. Several nice x-rays will help explain all types of thyroid goiter problems.

Thyroid cancer is a fairly common malignancy, however, the vast majority have excellent long term survival. We now include a separate page on the characteristics of each type of thyroid cancer and its typical treatment, follow-up, and prognosis. Over 30 pages thyroid cancer.

Solitary Thyroid Nodules here are several characteristics of solitary nodules of the thyroid which make them suspicious for malignancy. Although as many as 50% of the population will have a nodule somewhere in their thyroid, the overwhelming majority of these are benign. Occasionally, thyroid nodules can take on characteristics of malignancy and require either a needle biopsy or surgical excision. Now includes risks of radiation exposure and the role of Needle Biopsy for evaluating a thyroid nodule. Also a new page on the role of ultrasound in diagnosing thyroid nodules and masses.

Hyperthyroidism means too much thyroid hormone. Current methods used for treating a hyperthyroid patient are radioactive iodine, anti-thyroid drugs, or surgery. Each method has advantages and disadvantages and is selected for individual patients. Many times the situation will suggest that all three methods are appropriate, while other circumstances will dictate a single best therapeutic option. Surgery is the least common treatment selected for hyperthyroidism. The different causes of hyperthyroidism are covered in detail.

Hypothyroidism means too little thyroid hormone and is a common problem. In fact, hypothyroidism is often present for a number of years before it is recognized and treated. There are several common causes, each of which are covered in detail. Hypothyroidism can even be associated with pregnancy. Treatment for all types of hypothyroidism is usually straightforward.

Thyroiditis is an inflammatory process ongoing within the thyroid gland. Thyroiditis can present with a number of symptoms such as fever and pain, but it can also present as subtle findings of

Page 29 of 18

Academic English

hypo or hyper-thyroidism. There are a number of causes, some more common than others. Each is covered on this site.

KIDNEYS

The human kidneys are the major organs of bodily excretion (see Figure 1 ). They are bean-shaped organs located on either side of the backbone at about the level of the stomach and liver. Blood enters the kidneys through renal arteries and leaves through renal veins. Tubes called ureters carry waste products from the kidneys to the urinary bladder for storage or for

release.

The product of the kidneys is urine, a watery solution of waste products, salts, organic compounds, and two important nitrogen compounds: uric acid and urea. Uric acid results from nucleic acid decomposition, and urea results from amino acid breakdown in the liver. Both of these nitrogen products can be poisonous to the body and must be removed in the urine. Nephron

The functional and structural unit of the kidney is the nephron. The nephron produces urine and is the primary unit of homeostasis in the body. It is essentially a long tubule with a series of associated blood vessels. The upper end of the tubule is an enlarged cuplike structure called the Bowman's capsule. Below the Bowman's capsule, the tubule coils to form the proximal tubule, and then it follows a hairpin turn called the loop of Henle. After the loop of Henle, the tubule coils once more as the distal tubule. It then enters a collecting duct, which also receives urine from other distal tubules. Within the Bowman's capsule is a coiled ball of capillaries known as a glomerulus. Blood from the renal artery enters the glomerulus. The force of the blood pressure induces plasma to pass through the walls of the glomerulus, pass through the walls of the Bowman's capsule, and flow into the proximal tubule. Red blood cells and large proteins remain in the blood.

After plasma enters the proximal tubule, it passes through the coils, where usable materials and water are reclaimed. Salts, glucose, amino

Page 30 of 18

Academic English

acids, and other useful compounds flow back through tubular cells into the blood by active transport. Osmosis and the activity of hormones assist the movement. The blood fluid then flows through the loop of Henle into the distal tubule. Once more, salts, water, and other useful materials flow back into the bloodstream. Homeostasis is achieved by this process: A selected amount of hydrogen, ammonium, sodium, chloride, and other ions maintain the delicate salt balance in the body. The fluid moving from the distal tubules into the collecting duct contains materials not needed by the body. This fluid is referred to as urine. Urea, uric acid, salts, and other metabolic waste products are the main components of urine. The urine flows through the ureters toward the urinary bladder. When the bladder is full, the urine flows through the urethra to the exterior.

Control of kidney function

The activity of the nephron in the kidney is controlled by a person's choices and environment as well as hormones. For example, if a person consumes large amounts of protein, much urea will be in the blood from the digestion of the protein. Also, on a hot day, a body will retain water for sweating and cooling, so the amount of urine is reduced.

Humans produce a hormone called antidiuretic hormone (ADH), also known as vasopressin, which is secreted by the posterior lobe of the pituitary gland. It regulates the amount of urine by controlling the rate of water absorption in the nephron tubules.

HUMAN NERVE SYSTEM

A neurone has a cell body with extensions leading off it. Numerous dendrons and dendrites provide a large surface area for connecting with other neurones, and

carry nerve impulses towards the cell body. A single long axon carries the nerve impulse away from the cell body. The axon is only 10µm in diameter but can be up to 4m in length in a large animal (a piece of spaghetti the same shape would be 400 m long)! Most neurones have many companion cells called Schwann cells, which wrap their cell membrane around the axon many times in a spiral to form a thick insulating lipid layer called the myelin sheath. Nerve impulse can be passed from the axon of one neurone to the dendron of another at a

Page 31 of 18

Academic English

synapse. A nerve is a discrete bundle of several thousand neurone axons.

Most neurones have many companion cells called Schwann cells, which wrap their cell membrane around the axon many times in a spiral to form a thick insulating lipid layer called the myelin sheath. Nerve impulse can be passed from the axon of one neurone to the dendron of another at a synapse. A nerve is a discrete bundle of several thousand neurone axons.

The nervous system is essentially a biological information highway, and is responsible for controlling all the biological processes and movement in the body, and can also receive information and interpret it via electrical signals which are used in this nervous system

It consists of the Central Nervous System (CNS), essentially the processing area and the Peripheral Nervous System which detects and sends electrical impulses that are used in the nervous system The nervous system is essentially a biological information highway, and is responsible for controlling all the biological processes and movement in the body, and can also receive information and interpret it via electrical signals which are used in this nervous systemIt consists of the Central Nervous System (CNS), essentially the processing area and the Peripheral Nervous System which detects and sends electrical impulses that are used in the nervous system

The Central Nervous System (CNS)The Central Nervous System is effectively the centre of the nervous system, the part of it that processes the information received from the peripheral nervous system. The CNS consists of the brain and spinal cord. It is responsible for receiving and interpreting signals from the peripheral nervous system and also sends out signals to it, either consciously or unconsciously. This information highway called the nervous system consists of many nerve cells, also known as neurones, as seen below. Each neurone consists of a nucleus situated in the cell body, where outgrowths called processes originate from. The main one of these processes is the axon, which is responsible for carrying outgoing messages from the cell. This axon can originate from the CNS and extend all the way to the body's extremities, effectively providing a

Page 32 of 18

Academic English

highway for messages to go to and from the CNS to these body extremities.

Dendrites are smaller secondary processes that grow from the cell body and axon. On the end of these dendrites lie the axon terminals, which 'plug' into a cell where the electrical signal from a nerve cell to the target cell can be made. This 'plug' (the axon terminal) connects into a receptor on the target cell and can transmit information between cells The nervous system is an organ system containing a network of specialized cells called neurons that coordinate the actions of an animal and transmit signals between different parts of its body. In most animals the nervous system consists of two parts, central and peripheral. The central nervous system of vertebrates (such as humans) contains the brain, spinal cord, and retina. The peripheral nervous system consists of sensory neurons, clusters of neurons called ganglia, and nerves connecting them to each other and to the central nervous system. These regions are all interconnected by means of complex neural pathways. The enteric nervous system, a subsystem of the peripheral nervous system, has the capacity, even when severed from the rest of the nervous system through its primary connection by the vagus nerve, to function independently in controlling the gastrointestinal system.

Neurons send signals to other cells as electrochemical waves travelling along thin fibers called axons, which cause chemicals called neurotransmitters to be released at junctions called synapses. A cell that receives a synaptic signal may be excited, inhibited, or otherwise modulated. Sensory neurons are activated by physical stimuli impinging on them, and send signals that inform the central nervous system of the state of the body and the external environment. Motor neurons, situated either in the central nervous system or in peripheral ganglia, connect the nervous system to muscles or other effector organs. Central neurons, which in vertebrates greatly outnumber the other types, make all of their input and output connections with other neurons. The interactions of all these types of neurons form neural circuits that generate an organism's perception of the world and determine its behavior. Along with neurons, the nervous system contains other specialized cells called glial cells (or simply glia), which provide structural and metabolic support.

Page 33 of 18

Academic English

PaperLEARNING FROM PROBLEM BASED LEARNING

Alison M Mackenziea, Alex H Johnstoneb and R Iain F Brownca Department of Adult and Continuing Education, University of Glasgow, Glasgow G3 6LP.b Centre for Science Education, University of Glasgowc Department of Psychology, University of Glasgowe-mail: a.m.mackenzie@educ.gla.ac.ukThere

There is increased interest in Problem Based Learning (PBL) as a teaching and learning method in the sciences. This paper describes the form of PBL currently in use in a medical school where PBL is the main method for learning the content of the course and for generating self-driven, independent learning and for fostering the skills of organisation and communication. The course has been independently evaluated to discover if the claims for PBL can be substantiated. The PBL technique and the evaluation results are presented here and suggestions are made about how this might be applied to the teaching and learning of the sciences.

The term Problem Based Learning (PBL) hasrecently been appearing in Science Educationcircles, in conferences and in the literature.1, 2 Evenin casual conversation the title PBL is being appliedto what used to be called tutorials, problem solvingworkshops and group exercises and indeed they allinvolve some measure of PBL They are problembased, but do they necessarily facilitate learning?

Exercises in chemistry designed to promotediscussion and group problem-solving have beenaround for along time 3, 4, 5, 6, 7 and efforts toevaluate them have generally shown positive gainsin skills and improvement in attitudes towards themethods themselves and towards chemistry ingeneral.8, 9

However, the idea of PBL as the main medium forlearning in a discipline, or cluster of cognatedisciplines, has been addressed by some of ourmedical colleagues. This paper will be devoted tothe description and evaluation of one form of PBL

Page 34 of 18

Academic English

in the medical school in the University of Glasgow.Implications of this for the teaching of chemistryand other sciences will be explored. We believe thatthis could stimulate thinking in the sciences aboutPBL and lead to a wider perspective on the teachingand learning of the sciences. The basic sciences ofchemistry, physics, biology and biochemistry arebeing learned through PBL in medical schools,suggesting the possibility of the transference ofPBL into the traditional science structures.

Why did medical schools make such a change intheir curriculum? They were responding to pressurefrom the General Medical Council10 to devisecourses to equip students to be effective, selfdirectedlearners throughout their professional lifeand also to be good listeners and communicators..Traditional. undergraduate courses, although notidentical in format, have tended to share certainfeatures, for example, teaching methods which relyheavily on large-group lectures and structuredlaboratory classes; a heavy assessment load, with areliance on multiple choice tests, and disciplinebased,self-standing courses in the basic sciences(e.g., physics, chemistry, biology) during the initial,pre-clinical years.11 Recommendations for changehave highlighted the need to reduce the factual.load. in undergraduate courses while developingstudents. critical thinking skills, such asindependent enquiry, awareness of differentcontexts in which decisions are made, and theevaluation of information on the basis of evidence.The need for course designers to address concernsabout integrating knowledge of the basic scienceswith their practical application in the clinical settinghas also been stressed.10, 12In contrast to this picture, PBL has its owncharacteristic features.Students are required to assume far greaterresponsibility for what and how they learn. Thestudent.s role, for instance, includes definingissues, identifying learning needs, drawing on selfdirected

Page 35 of 18

Academic English

learning in relation to scenarios providedby clinical and research cases, and organising and integrating learning material from various sources.The PBL process is thought to be facilitated bysmall-group work and independent study, withother more traditional activities, such as lecturesand labs, playing a much reduced role.11, 12

USING QUESTIONS TO PROMOTE ACTIVE LEARNING IN LECTURES_______________________________________________________William ByersFaculty of Science, University of Ulster, BT37 0QB.E-mail: W.Byers@ulst.ac.uk

The first key to wisdom is constant questioning...By doubting we are led to enquiry, and by enquiry we discern the truth.Peter Abelard (1079-1142)

An attempt has been made to remedy some of the deficiencies of the traditional didactic lecture by enhancing student involvement and learning through the use of focussed questioning within the lecture format. The potential benefits of questioning are considered and the effectiveness of the approach is evaluated through classroom observations, peer observation, an end of module questionnaire and student discussions. Some limitations of the approach are identified and suggestions for future improvements are made. The paper concludes with a brief consideration of the importance of thinking time to the promotion of meaningful learning.

Introduction30 years ago when I started teaching I believed that I hadknowledge to impart and that the better I taught the moremy students would learn. When I, like many others,1 cameto realise that what my students were learning was notalways what I was trying to teach them, I tried to teachbetter. What I then found, however, was that the better Itaught the better my teaching was rated by students but not,alas, the better they learned. It was only when Iencountered constructivism2, 3, 4 and Alex Johnstone’sInformation Processing Model of Learning (Figure 1)5, 6that I started to think about the learner and realised that I

Page 36 of 18

Academic English

needed to teach not just better but differently. Knowledge,alas, can’t simply be transferred from the teacher to thelearner, much though we might wish that it were otherwise,but meaning must be constructed in the mind of thelearner.2 I see an analogy with digestion where even for acannibal, ingested proteins are not incorporated directlyinto body structures but rather are broken down beforebeing reassembled into useful biomolecules. Learninginvolves the linking and interpretation of incominginformation with what is already known by an individual.

CONTOH PENULISAN JOURNAL OLEH MAHASISWA S1 DENGAN KELEBIHAN DAN KEKURANGANNYA

Dwi Apriyani 4401412035 Biology Education FMIPA Unnes.

MY ENGLISH DAY

On Thursday,November 29th, 2012, Since 1 pm, I and friends had sat in our class D1-105, after we had physics experiments. Before that we had to take a ritual ablution and midday prayer. Several minutes later, Pak Andreas came into my class. In that time, he took the attendance list to check our name. It was finished and No one was absent in that class. Pak Andre asked us if we had already to study English that after noon. Yeahhh... we were ready to join him. He ever said that our English skills would be being repaired by him. After that, he asked us again if three students had stood in front of us to read their journal, last week. Then Vivi, Agus and Tiny had risen their hand.

After they read their journal, we tried to correct it one by one. Agus journal’s was the most expressive than others. Though the journals still had many mistakes but Pak Andreas always give us motivation. He can make our spirit full again.

In the last lesson, Pak Andreas gave us video on which there were many motivation words. We were not allowed to leave the class before we could find and said three motivation words. There were Dian, Deviani and Dita who tried tosay one of motivation word. In the last time, Syukron became a hero, He chose one motivation word from that video,”Never laugh another dreams”. Syukron tried to tell us what the sentense means, he explained us with Indonesian language. Because Syukron answered, Pak Andreas was allowed us to leave the class.

Page 37 of 18

Academic English

GROUP INVESTIGATION: THEORY AND PRACTICE

Daniel Zingaro, Ontario Institute for Studies in Education, Toronto, Ontario, July 18, 2008

1 IntroductionCooperative learning (CL) is more than having students work in groups: itis a fundamental shift from teacher as information provider and sole sourceof truth, to teacher as facilitator [2]. It involves the use of tasks whosecompletion requires the combined e_orts and skills of the individual groupmembers. Group investigation (GI) is one form of CL, and the focus ofthis paper. The following sections consider the technique in general, originsof the model, key decisions teachers must make, e_ects on learners, andimplementation concerns and gaps in the research base.

2 What is Group Investigation?In GI, students form interest groups within which to plan and implementan investigation, and synthesize the _ndings into a group presentation forthe class [2]. The teacher's general role is to make the students aware ofresources that may be helpful while carrying out the investigation. GI in-cludes four important components (\the four I's"): investigation, interaction,interpretation and intrinsic motivation. Investigation refers to the fact thatgroups focus on the process of inquiring about a chosen topic. Interactionis a hallmark of all cooperative learning methods, required for students to explore ideas and help one another learn. Interpretation occurs when the group synthesizes and elaborates on the _ndings of each member in order toenhance understanding and clarity of ideas. Finally, intrinsic motivation is kindled in students by granting them autonomy in the investigative process.Implementation of GI proceeds in six steps [2, 8, 5]. First, the teacherpresents a multi-faceted problem to the class, and students choose an interestgroup. The problem posed here is particularly important, as a variety of re-actions from students is necessary for appropriate group formation. Teachers1should avoid giving their own ideas or rejecting ideas from students. Second,groups plan their investigation | the procedures, tasks and goals consis-tent with the chosen subtopic. Third, groups carry out the investigationas planned in the above step. The teacher's role at this step is to follow

Page 38 of 18

Academic English

the investigative process, o_ering help when required: suggesting resources,ensuring a variety of skills is being used, etc. Fourth, groups plan their pre-sentation. They evaluate what they have learned, and synthesize it into aform that can be understood by the class. Fifth, groups conduct the pre-sentation. Finally, the teacher and students evaluate the investigation andresulting presentations. Throughout the process, group representatives oftenmake reports to the class, helping group members appreciate that they arepart of a larger social unit.As is generally found with CL techniques, research consistently _ndshigher levels of achievement from GI activities as compared with whole-classinstruction, particularly on matters of higher-level cognition. It has also beenfound that GI improves positive inter-ethnic relations and enhances intrinsicmotivation. Compared to other CL methods, GI has strong roots in givingstudents control over their learning [8].

USING A LEARNING LOG TO SUPPORT STUDENTS’ LEARNING

IN BIOLOGY LESSONS

Learning logs or reflective journals are frequently used in further and higher education to encourage students’ reflection on their learning. Such approaches are rare in school. This study employed a learning log over a five-week period, with a class of 14-15 year old students learning about digestion, respiration and breathing at a Suffolk upper school in the UK. The study aimed to establish (1) how the learning log can prompt reflection on the learning benefits of classroom activities and increase cognitive control of learning strategies, and (2) how greater understanding of learning strategies may affects students’ motivation to learn.

The learning logs themselves formed one source of data. Student reflections on the learning benefits of classroom activities were also assessed through classroom dialogue and semi-structured interviews. Motivation was assessed at the start and at the end of the teaching sequence, using a questionnaire. The learning log did stimulate student reflection, but did not prompt the level of learning strategy awareness

Page 39 of 18

Academic English

that emerged in the semi-structured interviews. Suggestions are made (1) formodifications to the learning log, and (2) for how the learning log can provide a mechanism for continuous student feedback on teaching and learning activities.

Key words: Digestion; Respiration; Breathing; Learning log; Reflective journal; Metacognition.

Terjemahan mahasiswa:MENGGUNAKAN LEARNING LOG (LL) UNTUK MENDUKUNG

BELAJAR SISWA TENTANG BIOLOGI

LL atau jurnal reflektif sering kali digunakan di perguruan tinggi untuk memacu refleksi mahasiswa tentang belajarnya. Pendekatan seperti ini jarang terjadi di sekolah. Penelitian ini menggunakan LL selama 5 minggu, dengan kelas siswa berumur 14-15 tahun yang sedang mempelajari pencernaan, respirasi dan pernafasan di sekolah Suffolk atas di Inggris. Riset ini bertujuan untuk menjelaskan (1) bagaimana LL dapat mendorong strategi refleksi tentang keuntungan belajar dan meningkatkan kontrol kognitif atas strategi belajar, dan (2) bagaimana pemahaman yang lebih baik tentang strategi belajar dapat mempengaruhi motivasi siswa belajar. LL sendiri membangun satu sumber data. Refleksi siswa tentang keuntungan belajar juga diukur melalui wawancara kelas dan wawancara semi struktur. Motivasi diukur saat awal dan akhir dari suatu sintaks pembelajaran. LL mendukung refleksi siswa, tetapi tidak mempengaruhi tingkatan kesadaran belajar yang muncul dalam wawancara semi struktur. Saran-saran ditulis untuk (1) memodifikasi LL, dan (2) bagaimana LL dcapat memberi mekanisme umpan balik secara berkesinambungan dan belajar.

Kata kunci: Pencernaan, Respirasi, Bernafas, LL, Jurnal Reflectik, metakognisi.

LATIHAN TERJEMAHAN

1. For quick relief of upset stomach or acid indigestion caused from too much to eat or drink, drop two tablets in an eight-ounce glass of water. Make sure that the tablets have dissolved completely before drinking the preparation. Repeat in six hours for maximum relief. Do not take more than four tablets in a twenty-four-hour period.Each tablet contains aspirin, sodium bicarbonate, and citric acid. If you are on a sodium-restricted diet, do not take this medication except under the advice and supervision of your doctor.

Page 40 of 18

Academic English

Not recommended for children under twelve years old or adult over sixty-five.

Cara cepat meringankan asam lambung atau gangguan pencernaan yang disebabkan dari terlalu banyak makan atau minum, ambilah 2 tablet dengan 8 ons air dalam gelas. Pastikan bahwa tablet telah dilarutkan sepenuhnya sebelum siap diminum.Ulangi dalam 6 jam untuk bantuan maksimal. Jangan mengambil lebih dari 4 tablet dalam periode 24 jam.Setiap tablet mengandung aspirin, natrium bikarbonat, dan asam sitrat. Jika anda sedang diet sedikit garam /mengurangi garam, jangan mengambil obat ini kecuali dibawah saran dan pengawasan dokter anda.Tidak direkomendasikan untuk anak-anak dibawah umur 12 tahun atau orang dewasa diatas 65 tahun

2. Dear student,Applying for universities can feel like a game of hurry up and wait.The waiting is the hardest part. Not knowing, waiting for the phone to ring and checking your e-mail constantly can drive you up the wall.Well, I’m hoping to provide you with a reminder to calm you in these moments : It’s all about timing

Dear mahasiswa,Melamar ke universitas terasa seperti permainan ‘bergegas dan menunggu’. Menunggu itulah bagian tersulit. Karena ketidak tahuan, menunggu telepon berdering dan memeriksa e-mail terus-menerus dapat menyebabkan anda frustasi bagaikan membenturkan diri anda ke dinding.Nah, saya berharap untuk menyediakan anda dengan sebuah surat peringatan untuk menenangkan anda dalam momen ini : ini semua tentang waktu

If you don’t here back, it’s because the recruiter doesn’t have a scholarship for you at that time. It does not mean that you’re not capable or inept.I like to think of the step after preparation as hailing a cab.It’s usually too competitive. Recruiters receive hundreds of resumes submitted in response to job ads and job postings. You must stand out, in a positive way, to be noticed, and that takes a combination of hard work, skill, and luck.

Jika anda tidak diterima disini, itu disebabkan karena perekrut tidak memiliki beasiswa untuk anda pada waktu itu. Ini bukan berarti anda tidak mampu atau tidak layak.Saya suka berfikir tentang langkah persiapan sebagaimana memanggil taksi.

Page 41 of 18

Academic English

Ini biasanya terlalu kompetitif. Perekrut menerima ratusan lamaran yang diajukan sebagai tanggapan atas iklan pekerjaan dan lowongan pekerjaan. Anda harus tegar, berpikir positif, dan diperhatikan, hal ini membutuhkan kombinasi dari kerja keras, keterampilan, dan keberuntungan.

Patience is a virtue. And you’ll need it as you search for jobs and scholarship providers. Be accepting of the disarray that comes with any scholarship search, and embrace that you’ll find the right recruiters who will find you the right job, at the right time.So get going and search for your next position today!Do a proactive scholarship search!Use Collage University Search Engine at http://college-university-links.com

Kesabaran adalah suatu nilai kebaikkan. Dan anda akan membutuhkannya saat mencari pekerjaan dan penyedia beasiswa. Dengan bersedia mengalami kekacauan yang mungkin menyertai pencarian beasiswa apa pun, dan menghadapinya, anda yang akan menemukan perekrut yang tepat yang akan memberikan anda pekerjaan yang tepat, pada waktu yang tepat.Jadi tetap pergi dan cari posisi Anda berikutnya hari ini!Lakukan pencarian beasiswa secara proaktif!Gunakan Collage Search Engine University at http://college-university-links.com

3. Research and Development (R&D)In industry, two closely related processes by which new products and new forms of old products are created through technological innovation. The work generally focuses on two types of research, basic and applied. Basic research is directed toward a generalized goal (e.g.,genetic research in a pharmaceutical laboratory). Applied research directs the results of basic research toward the needs of a specific industry and results in the development of new or modified products or processes. In addition to carrying out basic and applied research and developing models, R&D staff may evaluate the efficiency and cost of the product.

Penelitian dan Perkembangan (R & D)Dalam dunia industri, dua proses saling terkait erat, dan melalui proses tersebut suatu produk baru atau bentuk baru dari suatu produk lama diciptakan melalui inovasi teknologis. Pekerjaan tersebut umumnya berfokus pada dua jenis penelitian, yaitu penelitian dasar dan penelitian terapan. Penelitian dasar diarahkan menuju tujuan generalisasi (misalnya, penelitian genetik di laboratorium farmasi). Penelitian terapan mengarahkan hasil penelitian dasar untuk kebutuhan industri tertentu dan

Page 42 of 18

Academic English

menghasilkan pengembangan produk atau proses baru. Disamping melakukan penelitian dasar dan penelitian terapan staf RnD, juga mengevaluasi efisiensi dan biaya suatu produk.

Page 43 of 18