The Ways of Wali in Proselytizing Islam in Java

The Ways of Wali in Proselytizing Islam in Java

                The discussion of the ways used by the nine Islamic clerics (Walisongo) in spreading Islam in Javanese community is not much understood and developed. It is not easy to find out references that talk about their ways to persuade indigenous Javanese people to be Muslims. Therefore, the understanding of the young Muslim generations of the clerics’ excellencies is very restricted. They just understand their very invaluable history of them from mouth to mouth or from people to people retelling their experiences they possess who perhaps do not absolutely understand the exact story of them. The stories are usually those that are shown in traditional Javanese drama that is the-so called Kethoprak and the nine clerics’ film screened on television. The writer guesses that the stories retold are not exactly pure and have been mixed with some ingredients making them look more interesting and extraordinary. Consequently, the original clues of the stories may be bias since they have been influenced by the story tellers’ imaginations and story tellers’ imaginations and interests. The revisiting of the clerics’ history, as a matter of fact, is very crucial in order that they catch up the exact facts to be exemplified in this modern world.

                Since the discussion of the nine Islamic clerics is inevitable, Muslim historians need to concern their own time and energy to investigate the chronology of Walis’ life and their roles in spreading Islam in the island of Java. Thus, the study of the available old texts is necessary to avoid the distortion of the facts from the original and real data. By tracing the original texts, the Muslim historians are able to review the fame and greatness of the Walis’ struggle and to exemplify the practical ways in proselytizing Islam. Muslims, therefore, will be well informed and understand the hidden messages left. Thus, the contemporary drama or film of Wali screened on television should be consulted to the real story and not vice versa. The film producers may possibly develop and mix the story with their illusions, but they must base their ideas upon the core of the stories recorded by the Muslims historians.

                To much learn, Muslims should acknowledge that the success of the nine Islamic clerics in spreading Islam in the island of Java is unimaginable and undeniable. Though they were not well educated in the modern education institution, but their ways in campaigning Islamic teachings were very amazing. In the very immediate times, they had been able to influence and change the given community beliefs into Islam. They voluntarily embraced this religion since they were interested in the cleric persuasion in introducing Islam. They congregationally attended and followed ceremonies held by those clerics accompanied by the decree and decision to believe in Islam soon after the ceremonies ended. Through two simple statements witnessing that there is no God but Allah and that the prophet Muhammad is His messenger as well as His prophet (Syahadatain) the people had been Muslims.

                It seems that the ways used by the nine clerics in spreading Islam were very wise. They had applied the ways that can be revitalized in this modern world. Through the ways they had been successful to implant Islamic values in the innermost heart of Javanese people without eliciting big tensions or serious conflict among the communities. The conflict might possibly happen but it did not entail very big dissension. For the reasons, it is very important to review and revisit the ways of spreading Islam conducted by the nine clerics in indigenous Javanese society because of several reasons: 1) they were very successful to propagate Islam in Java; 2) they were able to accommodate the indigenous interests concerning their own local cultures; 3) they were very wise to respond the indigenous local cultures; 4) they tried very hard to assimilate Islamic messages to indigenous beliefs without eliciting cultural shock, 5) the process of assimilation began form bottom up; 6) they left the hidden messages that should be finished by the following Islamic messengers.

By: Mr. Ruwandi, MA

(F)

Anxiety and Speaking Skill Mastery

                English is a foreign language: even though, it is learnt by a lot of people around the world including Indonesians. The concerning persons learning the language are aware of the importance of the language whether as an oral or a written communication; it is an international language. Comparatively, among the languages in the world such as French, German, Mandarin, Russia, Arabic and the others, English is the most widely used both in a regional of an international conference, formal meetings among scholars from different countries who have different languages, commerce, trade. Politics, economy, education, etc. It is spoken by more than two-third inhabitants scattered in heterogeneous social layers.

                In Indonesian educational circumstances, English is one of compulsory subjects which must be taught as the first foreign language from junior up till senior high schools. In university, it is learnt for about eight semesters, particularly in English department and at least for about two semesters in non-English departments. Even, since 1990, it is taught as an elective or a local content in several elementary schools, especially in big towns or cities in Indonesia.

                The primary goals of teaching learning English in Indonesia are in order that the students master the four English skills namely listening, speaking, reading and writing in accordance with their levels of educations.

                Speaking in one hand, and writing on the other hand, is the most sophisticated skill compared with listening, and reading. It is implied the language skill forcing the learners to be creative and active in producing and expressing new utterances for communication in particular situations. The learners, in this case, should be alert to pose their ideas naturally. This activity, therefore, is dependent on situational horizons, in which those utterances cannot be prepared before in longstanding times. Drills occasionally just function restrictedly, as a facility, and cannot be a determinant of handling contextual situations. The question which appears is, why speaking comprises the most difficult skill beside writing.

                Speaking belongs to the most sophisticated skill because the English speaking people must communicate directly with their opponents and do not have long opportunities to construct ideas beforehand. The speakers and their mates will interact and talk interchangeably, so they, themselves, also apply as the assessors among them. Of course, the capability of English speaking people can be assessed through the interaction. For the reason capability or unacceptability of the person is visible and can be measured immediately.

                English lecturers, as responsible persons of learners’ speaking ability, formally, have made a great deal of efforts to anticipate as well as to solve the weaknesses of learners’ speaking skill through applying up to date methods, approaches, and techniques. However, up to the present time, it is realized by all of them, lecturers, that the learners’ competences as well as their skills are still poor. This can be traced from the English particular score or generally, the students’ passing grade such as found at English department of universities which is still a pie in the sky. The celerity of mastering the skill among educators, administrators, curriculum planers is also still debatable. They have not come in the same agreements of invaluable solution yet.

                General complaints, however, can be limited time allotment, the difficult environment, the big classes, the minimum time meetings, and so forth (Sadtono, 1996). And last but not the least, why the English speaking mastery in Indonesia is still low is because, it is not applied as a second official language as in Singapore, Malaysia, Philippines and Hong Kong. Ramelan (1991) says our government is fear to establish English as an official language for she worries about that the language will supersede Indonesia by which English will be an official means of communication and replace Indonesia later on, such as Dutch in the Dutch Colonial time. But it is not a reasonable argument since Indonesians have had strong bulwark against the colonialism. The fear is sometimes, predicted as a source of coming troubles, although it is not a fair assessment.

                Indeed, if lecturers conduct a regular or an actual observation, basically the learners’ obstacles in studying English can be divided into two aspects namely linguistic and non-linguistic factors. Those factors then, can be divided and subdivided into many kinds. One of the non-linguistic factors that the writer apprehends coming from the learners is anxiety.

by: Mr. Ruwandi, MA

(F)

Language Laboratory

Language laboratory is not much discerned by academic communities in certain institutions. The use of it is still limited for lecturing listening skills nothing else. After the listening classes, the strange classroom circumstance may be far from academic touching. There are only several academic figures especially those who handle listening classes giving a little care for its functions. Most of the lectures, even though, never steal a glance at the functions. Even, some of them do not understand where is it and what does it look like. This is ironical; but this is the fact.

Lectures and students do not intensify the use of laboratory for several reasons. The first is the narrow comprehension of its function. They just understand that laboratory is used to teach listening skills so they are only listening lecturers who commit to care for and use it. The second is because they have not needed the existence yet. They are immediately to concern with its existence, however, when they are demanded to master those skills. Like or dislike, they should be familiar with the laboratory because the use of it is more helpful rather than the conventional tape recorder.

Actually, lectures and students may not only use laboratory for sharpening the listening ability. They can use it for several field of studies or disciplines for instance for training pronunciation, spelling, dictation, repetition, drills, pairing, plugging, telephoning and the other oral or aural practices as speaking, reading, and writing. If the lecturers and students are able to make use it in such activities, the existence of it will be more advantageous. In addition, the providing of it will not be superfluous because it is very expensive to set this modern teaching equipment.

Harmer (2001) identifies several advantaged of laboratory as follows:

–          Comparing

The double track allows students to discriminate the way they say things with the correct pronunciation on a source tape. In the way, they are able to check and get feedback of their own performance, although there is no intervention from their teacher.

–          Privacy

Students are able to talk each other through their microphones, record into the tape wind and rewind tapes or type on computer keyboards without bothering their colleagues. Since every student is protected by his or her headphones, their privacy is guaranteed; and they are free from intrusion that the work of others would cause in a conventional classroom setting.

–          Individual attention

If teachers want to speak to individual students in a laboratory, they are able to do so from console. This is different from the classroom situation by which the talk should stop the students from working with the rest of the class. Therefore, the attention is difficult to gain. In laboratory, all students are working away with their own business. The attention the teachers to a student will never distract the others.

–          Learner training

Language laboratory assists to train some students to listen to what they say and how they should say it. When they distinguish their pronunciation with the correct version on the tape, they begin to notice the differences. This is fortunate because this may elicit awareness helping them to hear and pronounce English better.

Not all students have the same ability to discriminate sounds. Different students have different aptitude at hearing sounds. Therefore, teachers need to guide individual students to acknowledge their weaknesses and stimulate them to be better by individual and continual practices.

–          Learner motivation

Laboratory may provide learning autonomy for certain students. This is because some students are better at learning by their own than others. The language laboratory offers a good halfway relation between teacher control and learner autonomy. Although they work at their own pace but they need more open guidance from their teacher in console.

The five advantages of laboratory mentioned above are non-linguistically reviewed. The linguistics function of it, as matter of fact, is clear because it is not only to provide listening lectures. Almost language skills and their components can be set at laboratory depending upon the comprehension of the laboratory and the need of it. For that reasons, lecturers and students need to realize the existence and function of it and make use it for better progress in language learning.

Contributor: Ruwandi, MA

(F)

TBI STAIN Salatiga meraih double juara ENGLISH SPEECH

Jumat, 13 Juni 2014 di IAIN Surakarta tempat diselenggarakannya PORSENI STAIN-IAIN Se-Jawa-Madura yang dikenal dengan nama IPPBMM V, diikuti oleh 9 STAIN-IAIN Se-Jawa dan STAIN Salatiga khususnya TBI (Tadris Bahasa Inggris) juga mengirimkan wakilnya di berbagai cabang lomba. Salah satu cabang yang cukup bergengsi adalah pidato bahasa Inggris. Total keseluruhan peserta ada 14 peserta dengan pembagian 5 peserta putra dan 9 peserta putri.

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Lomba baru dimulai ba’da jumatan karena paginya arena dipakai oleh lomba puisi. Pada lomba speech kali ini akan dinilai oleh 3 juri, 1 perempuan, 2 laki-laki: salah satunya native speaker.

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Di bawah ini, beberapa peserta putra English Speech:

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Setelah pengambilan nomor undi, peserta putra semua secara urut maju bergantian. Surya Agung Wijaya, wakil dari STAIN Salatiga mendapatkan nomor urut ke-empat dari 5 peserta. 10401528_753422501347469_5987116010719776702_nSebenarnya kondisi surya sedang sakit, namun dia penuh semangat tetap mengikuti perlombaan dengan datang diantar temannya jumat pagi-pagi sekali dari Salatiga. Topik pidatonya berkisah tentang kasus Gang Dolly yang menurut dia akan lebih baik jika businesss “remang-remang” tersebut dialihkan ke “creative” business. Apakah itu? peran mahasiswa yang jadi tema inti pidato di sini, dia menjelaskan mahasiswa diharapkan ikut terjun langsung membantu pemecahan solusi gang dolly tersebut. Selain mereka berpartisipasi dalam penyuluhan kesehatan, namun juga memberikan training untuk membuat bisnis yang lebih HALAL, misalnya dengan home industry. Dia memberikan contoh seorang pemilik warung Rujak Cingur di Surabaya yang bisa meraup keuntungan yang cukup besar per harinya dengan bisnis kuliner tersebut. 10334467_753422554680797_3222058920985759104_nKemudian di akhir speech, juri diberi kesempatan untuk memberikan komentar. Juri pria menanggapi bahwa speechnya sangat bagus baik dari performance maupun content-nya yang cukup well-organized. Namun, kelemahannya Surya kurang begitu mengeksplor peran mahasiswa dalam menanggapi masalah-masalah yang dia paparkan di awal dan juga judul pidatonya agak ambigu di awal namun karena itulah para audience menjadi sangat tertarik untuk mengikuti kelanjutan pidatonya. Terlepas dari segala kekurangan, sangat membanggakan penampilan Surya. “Sudah maju dengan cukup bagus dengan kondisi badan yang kurang fit sudah plong, tutur Surya. “Pasrah dan berdoa, semoga masuk 3 besar dek,” saya sebagai pendamping menyemangati dia.

Di bawah ini, beberapa peserta putri English Speech:

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Setelah beberapa peserta maju, giliran Fatikhah Fajar Sari menampilkan performa terbaiknya. Sebelumnya, Fatiha pernah memenangkan lomba speech di Festival Bahasa yang diadakan di STAIN Salatiga.

10419503_753421761347543_1563532078454585362_nSeperti biasa, dia selalu menonjol dengan fast speech style-nya. Dia agak sedikit kerepotan karena merujuk pada juklak yang dikirim oleh panitia 2 minggu sebelum pelaksanaan, panjang speech yang ditampilkan maksimal 15 menit. Sedangkan keputusan TM secara mendadak pukul 11 tadi malam memutuskan bahwa lamanya performance maksimal 7 menit. Jadi, otomatis konten speech harus dikurangi hampir setengahnya dan tentunya bagi peserta yang sudah hafal harus kembali menghafal urutan pidato yang akan mereka sampaikan. Namun, melihat performanya cukup memberikan harapan dia akan meraih the best karena melihat peserta lainnya mereka hanya memberikan solusi secara wacana saja tanpa ada data atau fakta yang mendukung. Hal-hal penting tersebut merupakan kunci unik dari STAIN Salatiga untuk meraih kemenangan. Sayangnya, juri perempuan tidak menyukai style cepat Fatiha ketika berpidato. Beliau menuturkan, Fatiha hanya menghafal saja teks pidatonya tanpa ada interaksi dengan penonton, sehingga juri tersebut merasa capek mendengarkan pidato Fatiha. Meskipun demikian, kami tetap merasa puas dengan penampilan fatiha yang sudah kembali bisa memantapkan diri dengan performa terbaiknya. “Open terhadap kritik.” Fatiha menanggapi komentar tersebut.

Alhamdulillah, beberapa saat kemudian saya diberitahu Fatiha, kalau surya juara 1 dan Fatiha juara 2. Walaupun Fatiha belum mendapatkan the best kali ini, kami tetap bangga terhadap prestasi mereka berdua. Semoga ke depan akan lebih baik lagi. Amin. :)

Di samping itu, ada beberapa mahasiswa TBI lain yang berhasil mendapatkan juara di berbagai cabang lomba, diantarannya: Taufik Hidayat (Juara 2 Bulu Tangkis Single Putra), Novi Zuliatiningsih (Juara 1 MTQ Putri) dan Nur Hikmah (Juara 3 Puisi Putri). Selain itu, secara keseluruhan STAIN Salatiga berhasil meraih peringkat ketiga sebagai juara umum dengan perolehan medali emas 5, perak 4 dan perunggu 6 sehingga totalnya ada 15 medali, hanya selisih 1 perak saja dari juara umum 2 STAIN Pekalongan. Prestasi ini sebenarnya menurun satu tingkat mengingat 2 tahun kemarin di STAIN Kudus, kami peringkat 2 juara umum dengan hanya selisih 1 medali emas dengan tuan rumah, STAIN Kudus. Semoga PORSENI selanjutnya yang Insya Allah akan dilakskan di STAIN Tulung Agung 2 tahun lagi, STAIN Salatiga bisa lebih berjaya. Amin.

Untuk informasi daftar pemenang bisa dilihat di laman: http://porseni.iain-surakarta.ac.id/?page_id=219

Contributor: Marisa Fran Lina

(F)

English Version:

http://tbi.stainsalatiga.ac.id/tbi-stain-salatiga-got-double-champion-at-english-speech/

TBI STAIN Salatiga got double champion at ENGLISH SPEECH

porseniFriday, June 13th, 2014 in IAIN Surakarta place to hold the PORSENI (Sports and Arts Competitions) STAIN-IAIN around Java-Madura or known as IPPBMM V, followed by 9 STAIN= IAIN around Java and STAIN Salatiga particularly TBI (English Education Department) also send their representatives at various branches of the competition. One of the branches is fairly prestigious English Speech. The total are 14 participants divided into 5 boys participants and 9 girls participants.

The competition’s already started after Jum’at pray because in the morning the arena used for the poetry contest. At the time of this speech contest will be judged by 3 judges, 1 female, 2 males: one native speaker.

After taking the participant number, boys of all participants in the order performed alternately. Surya Agung Wijaya, a representative of STAIN Salatiga get the serial number of the fourth of the 5 participants. Actually, Surya’s condition was sick, but he still vigorously joins the competition with his friend accompany him to come early morning on Friday from Salatiga. His speech topic is about the case of Gang Dolly which he said would be better if that “vague” business is transformed to the “creative” business. What is it? The role of the student which is the core theme of this speech, he explained that students are expected to jump themselves directly helped solving the Gang Dolly problem. They participate not only in health education, but also in training to make more HALAL (clear) business, for example is home industry. He gave an example of an owner of Rujak Cingur stall in Surabaya which can reap considerable profit a day with the culinary business.

Then, at the end of the speech, the jury was given an opportunity to comment. The jury responded that Surya was really good both of performance and speech, also the content is quite well-organized. However, Surya’s weaknesses are less to explore the role of students in response to the problems that he described at the beginning and also the title of his speech is rather ambiguous in the beginning but that’s why the audience became very interested to follow the continuation of his speech. Despite all the shortcomings, personally, it is very proud to his performance. “It has already performed quite well, with my less fit body conditions, finally it has been relieved,” said Surya. “Perceiving and pray, may you included in top 3. brother,” I am as his trainer encouraged him.

After some participants performed, it is Fatikhah Fajar Sari’s turn to show her best performance. Previously, Fatiha won a speech competition in the Language Festival held at STAIN Salatiga. As usual, she always stands out with her fast speech style. She’s a little bit of the hassle of referring to the guidelines sent by the committee two weeks before the execution’s day, the length of speech which performed is a maximum of 15 minutes. While the sudden decision of TM (Technical Meeting) at 11 last night decided that the performance of a maximum of 7 minutes duration. Thus, automatically the speech content must be reduced by nearly a half. Definitely for participants who have already memorized the speech, they had to re-memorize the new sequence that they will convey. However looking at her performance, it is enough to give a hope that she will achieve the best because by seeing the other participants, they only give solutions textually without any supporting data or facts. Those important things are the unique key from STAIN Salatiga to achieve the victory. Unfortunately, the female jury did not like the fast speech style of Fatiha. She said, Fatiha only just memorized the text of her speech without any interaction with audiences, so that the jury was tired of listening to Fatiha’s speech. Nevertheless, we still feel satisfied with the performace of Fatiha who has come back to stabilize herself with her best performance. “Open to criticism.” Fatiha responded to those comments.

Alhamdulillah (All praises to Allah), a few moments later I was told by Fatiha that Surya got 1st champion and Fatiha got 2nd champion. Although this time, Fatiha did not get the best, we still proud of their both achievements. Hopefully in the future it will be better. Amen. :)

Additionally, there are several other TBI students who managed to get champions in various branches of the competition, among of them are: Taufik Hidayat (2nd winner of Single Men’s Badminton), Novi Zuliatiningsih (1st winner of Girls’ MTQ-reciting Holy Quran) and Nur Hikmah (3rd winner of Girls’ Reading Poetry). Furthermore, STAIN Salatiga overall ranks third as the general winner with 5 gold, 4 silver and 6 bronze medals so in total there are 15 meadals, only the 1 silver medal increment of the 2nd general championship, STAIN Pekalongan. This achievement is actually decreased one level, reminding the last 2 years at STAIN Kudus, we ranked second for general championship with the difference of only 1 gold medal with the host, STAIN Kudus. Hopefully the next PORSENI Insya Allah will be held at STAIN Tulung Agung for 2 years later, and hope STAIN Salatiga can be more victorious. Amen.

For the list of winners can be found on the page: http://porseni.iain-surakarta.ac.id/?page_id=219

Contributor: Marisa Fran Lina

(F)

Indonesian version:

http://tbi.stainsalatiga.ac.id/tbi-stain-salatiga-meraih-double-juara-english-speech/

 

Islam: between Ideals and Realities

                Islam is a universal religion. Islamic teachings are addressed to all human beings regardless their ethnicity, race, or nationality. They are persuaded to embrace it as far as they are willing to receive the region as the way of their life. Those who refuse, however, are not forced to be Muslims. This is based upon God’s commandment in Cow (2:255):

“No compulsion is there in religion. Rectitude has become clear from error. So whosoever disbelieves in idols and believes in God, has laid hold of the most handle, unbreaking; God is All-hearing, All-knowing”.

                When people have embraced Islam, they should endeavor to be pious Muslims. To prove, they must be consistent with Islamic teachings. They should strive hard to conduct the all religious teachings without bargaining. Thus they are able to be perfect humankinds. God says in cow (2:208) that Muslims should not follow the devil’s persuasions because they will suffer them. satan is the real humans’ enemy.

                Besides having to embrace Islam or to serve Allah s.w.t holistically, Muslims also have another responsibility namely to build cooperation to others – Muslims or non-Muslims. This is because they are part of this Globe’s populations. They could not ignore the existence of the others as the members of human community. There is an absolute God’s law – the syariah, however – as previously mentioned, that should be taken into account consistently that is the Islamic teaching – the aqidah. Although they get along with people from different religious backgrounds, they must be consistent – istiqomah. They are not permitted to mix up between the rectitude and the error (Cow: 42). Thus, their second duty – as the members of the societies, is to cooperate and work together with the others and to perform good deeds and not otherwise bothering of for some extent “violating” them because Islam is not inherently violent. God says in Apartment: 13:

“O mankind, We have created you male and female, and appointed you races and tribes that may know one another. Surely the nobles among you in the sight of God is the most godfearing of you. God is All-knowing, All-aware.”

                In practice, however, the vertical (the relation to Allah s.w.t) and the horizontal (the relation to human beings) relations are still far from Islamic ideals,. Some “Muslims” are not consistent with the first Islamic teaching because they do not serve Him. They disobey and disregard Allah’s commandments and pursue the idol’s teachings. Some others fail to build the horizontal relation. They argue this is unimportant. Muslims will be safe as far as they strive to merely serve god. Even, the others absolutely fail because they could not build whether the vertical and the horizontal relations. Allah reminds that whosoever will engage to humility unless he/she tries to serve Him and establish relation to humankind (Qur’an, 3:112).

                Islam is a peaceful religion, peace to God and peace to human beings. Normatively, it never teaches the adherents to disturb, attack and violate others. As far as I know, Muslims should take a response to attack if they are formerly attacked by their enemies. This must also be done if they have been forced and there is no alternative path anymore. Therefore, they are not permitted to initiate to attack against the others. According to Islamic traditions the terms of Holy War or jihad is broader than with what is practiced by a few groups of Islamic movements. Sometimes, they perform the narrower terms of jihad that is to attack others – including to the same Muslims without reasonable excuses. For there reason, there are many innocent people – Muslims or non-Muslims killed. They take revenge one another not only to the others but also to other Muslim sects.

                These narrow terms of Jihad are of course – according Fazlur Rahman, contradict Islamic teachings. He says that Islam teaches its followers to perform as good deeds as possible based on Qur’anic and Hadith perspectives and ideals. Islam also invites Muslims to work together to others to create civil society. Islam conceptualizes that Muslims should contribute creating the peaceful life the world over. In Apartment 13 God says, Muslims need to create togetherness and not otherwise breaking each other and among people around the world. The mission of Islamic teachings concerning the peaceful life creation in fact is so Holy, though the many of them are not yet ideally practiced in a daily life.

Contributor: Ruwandi, MA

Glossary:

To be addressed (passive): Ditujukam

Compulsion (noun): Paksaan

Whosoever (pronoun): siapapun

To embrace (verb): menganut

To endeavor (verb): berusaha

Bargaining (noun): tawar-menawar

Persuasion (noun): bujukan

To ignore (verb): mengabaikan

Rectitude (noun): kebenaran

Pious (adj.): sholeh

To initiate (verb): memulai

Revenge (noun): balas dendam

(F)

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1. Kalau ada yang tertarik. Fellowships at Cologne Graduate School in Management, Economics and Social Sciences Deadline : 15 June 2014 Open to : PhD holders from the fields of Economics, Management and Social Sciences Fellowship : EUR 1,200 per month Description The Cologne Graduate School in Management, Economics and Social Sciences (CGS) constitutes the integrated PhD program of the Faculty of Management, Economics and Social Sciences at the University of Cologne. It is dedicated to excellency in teaching and research. All PhD students who obtain their degree at the WiSo-Faculty are part of the CGS, attend its courses and benefit from its infrastructure. The school encompasses researchers from Management, Economics, Sociology, Political Sciences, Econometrics/Statistics, Economic Psychology and Energy Economics/Politics. The Graduate School was initiated in 2008 and is funded by the State of North Rhine Westfalia and the University of Cologne. Each year CGS awards up to 10 scholarships to excellent students (among the top 10% of their year) with a Master/Dipl. degree or close to finishing their degree. These students will enter a focused, intensive three-year program leading to a PhD (Dr. rer. pol). It is the expressed purpose of this intensive program to educate excellent researchers and teachers who, after obtaining their degree, will mainly stay in academia. Eligibility Applicants from all fields of Economics, Management and Social Sciences who have finished their PhD are invited to apply. Fellowship Scholarships amount to EUR 1,200 a month for the duration of three years and are limited to a three-year period. Allowances for international travels, experiments, etc. will be also provided. Office space and administrative support will be provided by CGS. Application The application deadline is June 15, 2014. Applicants should submit a statement outlining their research project and their motivation for joining, a detailed curriculum vitae, and a list of publications in electronic form to weiler@wiso.uni-koeln.de. Two recommendations need to be sent directly to the above mentioned email. For more information please open http://www.cgs.uni-koeln.de/scholarships.html
2. Young Diplomats Forum London, UK Deadline: 30 June 2014 Open to: young leaders from across the world Venue: 1-5 September 2014, London, UK Description The Young Diplomats Forum (YDF) is set up to recognise, enhance and develop the next generation of diplomats. This community of exceptionally bright and accomplished future leaders will gain further insight, tools and opportunities to engage with key stakeholders at a crucial time in their careers and broaden their connections to influence global leaders. The YDF will play host to an exceptional elite of young diplomats from across the world in a weeklong event that develops their skills and knowledge in areas around international affairs. The forum includes exciting field trips, interactive workshops, simulations, case studies, presentations and speeches from leaders from the diplomatic world. The event will excel in facilitating exchange of ideas and fostering international relationships. The Forum will tackle pressing and topical issues related to international affairs from the perspective of young global leaders. It will stimulate and facilitate an advanced exchange of ideas, build trust and become a catalyst for change on a regional and global arena. Our Forum will present an opportunity for interaction and the development of skills for future senior diplomats and future leaders. The Young Diplomats Forum is set up to recognise, enhance and develop the next generation of diplomats and leaders. This community of exceptionally bright and accomplished leaders will gain further insight, tools and opportunities to engage with key stakeholders at a crucial time in their careers and broaden their connection to influential stakeholders. Our 2014 programme is varied from foreign policy, to sport and public diplomacy, to energy security and other topics. The participants present the main actors of the Forum as they form the majority of the presenters and panellists. They will have to carry out research on the various topics for a choice of workshops and present them beforehand. Based on their research/papers, they will be selected to actively take part in different workshops. Eligibility The selection process will ensure the equal representation of junior diplomats, civil society representatives and students. Candidates will be selected based on their personal statement (500 words Maximum) and their CV. A fair representation of different continents and regions in the world will be taken into consideration in the process Costs The fees for participation are £675 (US $1120) which covers the accommodation, food, transportation during the forum, visits and field trips. There will be scholarship for limited numbers of participants. However, scholarships do not cover flights and will be given to candidates who are from and reside in one of the least developed countries. Application Applications for the YDF 2014 London are now open. All applications to be submitted via email to ydf@gdforum.org. Applicants will receive a confirmaton of receipt from us. All applications will be reviewed by our team and then successful applicants will recieve full details on the Forum and assigned with a contact from the Global Diplomatic Forum. A personal statement ( maximum 500 words) describing previous leadership roles and future aspirations. Also please attach a current CV Contact : Ms Gemma Smith Communications Executive Global Diplomatic Forum E-mail: ydf@gdforum.org Telephone: (44) 208 0969392 Mobile: (44) 75 6587 1706 For more information please open http://www.gdforum.org/YoungDiplomats-%20London.html
3. International Summer Academy in Dakar, Senegal Deadline : 15 August 2014 Open to : participants from all parts of the globe Venue : 26 January -1 February 2015, Dakar, Senegal Description The international research center IGK Work and Human Lifecycle in Global History (Humboldt-Universita t zu Berlin) and the doctoral school «Etudes sur l’Homme et la Socie te » – ETHOS (University Cheikh Anta Diop, Dakar) will hold a Summer Academy exploring the historical and contemporary meanings and practices of work in relation to gender and generation in post-slavery societies and will take place on the campus of the University Cheikh Anta Diop in Dakar, January 26 to February 1, 2015. In many parts of the world, adaptation to the end of slavery went along with the constitution of new households, the reconfiguration of domestic household labour, new or revived forms of coerced labour, trafficking, conflicts over the control of labour and the emergence of sharecropping, debt bondage, and forced marriages as a form of labour mobilization. These developments had a differential impact on men and women, and on different generations. Moreover, especially in post-slavery societies in Africa, the Americas, South Asia, and the Indian Ocean world, the distinction between “free” and “unfree” became essential in this process. The Summer Academy will therefore focus on the ambiguities of the concept of “free labour” without simply eliminating the distinction between “free” and “unfree” or referring to its “blurred character.” The need for an intensive engagement with these issues arises from a fundamental redefinition of work that has emerged in post-abolition societies that coincided with rapid globalisation. The Summer Academy shall focus methodologically on historical perspectives that investigate global interconnections and entanglements and/or employ methodologies of comparison. The critical reflection of general comparative notions such as “generation”, “household”, “work and labour,” “freedom” and “slavery” should be part of the individual projects presented at the Summer Academy. The following aspects, among others, should be central to the projects and discussions : – Languages of free and unfree labour – Slave emancipation – Domestic work – Households and different forms of labour – Control of labour – Debt bondage / pawnship – Forced / coerced labour – Child labour / children’s work – Gender differences in labour experience – Generational differences in labour experience Moreover, the Summer Academy will also provide the venue for an in-depth discussion of methodological issues and the question of sources. The Summer Academy will be led by renowned historians and social scientists from around the world. The language of the Summer Academy will be English. Within its framework, selected participants will present their research (40 minutes) and comment on a project of a peer (20 minutes). Moreover it is obligatory that all participants hand in an essay on specific topics related to the Summer Academy’s theme as well as answers to a set of key texts prior to the event. Eligibility The Summer Academy is open for doctoral students working in the field of work/labour from historical as well as other social sciences’ perspectives. We welcome relevant applications from all parts of the globe. Candidates from Africa are particularly encouraged to apply. Costs Travel and accommodation costs of the selected participants will be covered by the organisers of the Summer Academy. Application To participate in the Summer Academy research scholars at the doctoral level need to apply with a brief outline of their current project (max. 3 pages) and a two pages essay on how their work relates to the themes of the Summer Academy as well as how they can contribute to it. These should be submitted electronically along with their CV and the names/ email addresses of two referees. Proposed projects should assume a historical perspective and will be particularly pertinent if they take account of connections beyond the nation state and attempt to reflect upon the possibilities of connecting regional and systematic approaches. This does not exclude carefully contextualized case studies. Please use the electronic form on our website: http://rework.hu-berlin.de/; we can ONLY accept electronically submitted applications! The deadline for applications is August 15, 2014. Please send your application to: Professor Andreas Eckert IGK Work and Human Lifecycle in Global History Humboldt University Berlin rework-application@asa.hu-berlin.de For more information please open https://rework.hu-berlin.de/en/news.html Sumber : https://www.facebook.com/groups/pejuangbeasiswawni/permalink/716544061725891/

rework.hu-berlin.de
4. 23.05.2014 – UNESCO Office in Jakarta Call for Applications for Asia-Pacific Youth Training on Media and Civic Participation UNESCO invites you and your organization to join the Asia-Pacific Youth Training on Media and Civic Participation that aims to share experiences to promote the culture of peace, develop practical action plans and explore the opportunities that the new media provides to enhance youth participation and civic engagement. The training is part of the “Global Media Forum: The Role of Media in Realizing the Future We Want For All”, an initiative that aims to define the role of media in the development agenda that will continue the efforts of the Millennium Development Goals after the year 2015. This capacity development programme is planned in a way in which participants, after joining 5 days of training, will attend and be actively involved in the Global Media Forum conference, where academics, practitioners, government and civil society will analyse the role of media in the implementation of the Post-2015 Development Agenda. Why Youth? UNESCO considers young men and women as key actors and partners to contribute to the building of peace, the eradication of poverty, sustainable development and intercultural dialogue. With a firm belief on the potential of youth as a motor for social change, UNESCO aims to contribute to the empowerment of youth in the Asia Pacific Region through the Asia-Pacific Youth Training on Media and Civic Participation. Why Media? UNESCO believes that media has a role in promoting civic participation, democracy and development as well as facilitating intercultural dialogue and building a culture of peace. The new digital and social media is putting in the hands of young men and women a great power of change and progress, as has never before in history. Development challenges keep multiplying, but new media is providing new opportunities and ways for youth to participate and make changes in their communities. For more information, please see the Call For Applications here. If interested, please, send the following documents to Sh.jak(at)unesco.org and CC Mr Mikel Aguirre m.aguirre-idiaquez(at)unesco.org before 22 June 2014: Motivation message stating why are you interested to be part of this activity and how can you contribute to it. The message can be in any format, video, letter, audio, ppt, gif, etc. Brief summary of a successful initiative that you have been involved in and if you did engage with media in the process (max 1 page) Updated CV In the subject of the email, please write: ASPAC Youth Training on Media and Civic Participation. UNESCO will announce the selected participants on 30 June 2014.
www.unesco.org
5. Announcing Human Development Fellowships for Young Professionals 20 May 2014 The International Centre for Human Development (IC4HD) announces human development fellowships for young professionals for 2014. The fellowships offered by the Centre support innovative analytical work on major human development issues. The theme of this year’s fellowships is social security in the Global South. IC4HD is a joint initiative of the Government of India and UNDP. About the Fellowships Fellowships are open to young professionals including academics, civil servants and civil society practitioners. The selected fellows will receive INR 50,000 per month, and will be hosted by the Indian Institute of Advanced Studies in Shimla, India, for three months. The deadline for submitting applications is 15 June 2014. As the Indian Institute of Advanced Study organizes several national-level seminars every year, on themes of pressing contemporary relevance as well as of fundamental theoretical significance, the fellowship provides the opportunity to interact with several scholars. Eligibility Applications are invited from all eligible candidates (list of selected eligible countries are indicated in the brochure). Women are strongly encouraged to apply. Applicants should: Be citizen of an eligible country (list available in the brochure) Preferably have a Master degree in a relevant discipline Be between 25 and 35 years of age (at the time of the closing date of the applications) Have 3-5 years of relevant working experience Not be a UN staff member or an Indian Institute of Advanced Study staff/Fellow Application Process Applicants whose native language is not English are expected to have the ability to write and converse fluently in English. All candidates must complete a formal application in English, including: Application form Project proposal, not exceeding 1,200 words (which does not involve fieldwork with data collection) that highlights the main contours of the research to be undertaken during the tenure of the Fellowship which is residential. The questions that the research aims to address, in line with the theme of the Fellow-ship, and the reasons behind their selection should be clearly stated. Curriculum vitae Completed applications should be sent to hdfellowships.in@undp.org Incomplete applications or those received after the due date will not be processed. http://www.in.undp.org/content/india/en/home/presscenter/articles/2014/05/20/IC4HD-HD-Fellowships-2014.html

www.in.undp.org
6. NBC Internships for Graduates in California, USA Deadline : ongoing Open to : graduates in Broadcast Operations Remuneration : varies Description NBC News Digital is a collection of innovative and powerful news brands that deliver compelling, diverse and visually engaging stories on your platform of choice. NBC News Digital features world-class brands including NBCNews.com, tv.msnbc.com, TODAY.com, theGrio.com,NBCLatino.com, NBCPolitics.com, Nightly News, Meet the Press, Rock Center, Dateline, Newsvine, EveryBlock, Breaking News, and the existing apps and digital extensions of these respective properties. We provide something for every news consumer with our comprehensive offerings that deliver the best in breaking news, segments from your favorite NBC News shows, live video coverage, original journalism, lifestyle features, commentary and local updates. NBC News Digital reaches an audience of more than 58 million unique visitors who generate more than 1.2 billion page views and 140 million online video streams each month. NBCUniversal is one of the world’s leading media and entertainment companies in the development, production, and marketing of entertainment, news, and information to a global audience. NBCUniversal owns and operates a valuable portfolio of news and entertainment television networks, a premier motion picture company, significant television production operations, a leading television stations group, and world-renowned theme parks. The Telemundo 48 internship program gives students real world experience, networking opportunities and exposure to one of the world’s leading media and entertainment companies. NBCUniversal considers the internship an important recruiting tool. The program allows us to identify high potential talent for future employment. NBC looks for previous experience, involvement in school and extra-curricular activities, and interest in the entertainment industry. The internship program runs congruently as part-time for min. 2 days per week. Internships are offered for each semester: Fall (September – December), Spring (January – April) and Summer (May – August). Eligibility – In pursuit of an Associate, Bachelor or Graduate degree at an Accredited Institution – Current class standing of sophomore or above (30 credits) – Cumulative GPA of 3.0 or above – Must be 18 years of age or older – Authorized to participate in an internship in the U.S. Internship Open for International Students: Yes (Must have unrestricted work authorization to work in the United States). Application Applicants can apply via online. For more information please open http://www.nbcnews.com/id/27365695/
www.nbcnews.com
information provider by : Sukrisno TBI’10, FB: Sukrisno Nino
(F)

Top 25 International Scholarships for Development-Related Studies

Link to Scholarships for Development

Top 25 International Scholarships for Development-Related Studies

Posted: 09 Jun 2014 06:24 AM PDT

Top 25 International Scholarships for Development-Related Studies

There are a significant number of scholarships offered by Universities, Foreign Governments, and International Organizations that support development-related studies such as international development, agriculture, education, global health, environment, public policy, peace, water and sanitation etc. There are also those scholarships that support other fields of study that help in the development of one’s home country. Read more »

3 Upcoming New Zealand International Scholarships

Link to Scholarships for Development

UC International First Year Undergraduate Scholarships

Posted: 05 Jun 2014 05:16 AM PDT

2015 UC International First Year Scholarships are open to international students around the world. The scholarships are towards the first year of an undergraduate degree programme offered at University of Canterbury, New Zealand. Deadline is 15 August 2014. Read more »

University of Otago International Research Master’s Scholarship

Posted: 05 Jun 2014 03:04 AM PDT

2015 Otago International Masters Scholarships are open to excellent international students from any country. The scholarships are towards a thesis-based Masters Degree in selected courses offered at University of Otago in New Zealand. Deadline varies depending on the faculty. Read more »

New Zealand International Doctoral Research Scholarships

Posted: 05 Jun 2014 03:03 AM PDT

2014 New Zealand International Doctoral Research Scholarships are open to international students from any country except Australia and Fiji. The scholarships are towards a PhD degree in any discipline offered by participating New Zealand Universities. Deadline is 15 July 2014. Read more »

The Preparations of TBI ‘s Comparative Study (KKL); Road to IALF Bali

Yesterday, Monday, June 9th, 2014, PPP (P3) STAIN Salatiga in collaboration with the Department of Tarbiyah (Education) TBI (English Education) held a preparation for Comparative Study of the VI semester students at STAIN Salatiga Hall in  Campus 2 at 9 am. The event was opened by the MC from P3 staff; Ahmad Samingan, S.Pd.I,  then followed a welcoming speech and opening remarks officially by the Vice Head for Academic Affairs; Dr. Agus Waluyo, M. Ag..

Then the next agenda is a technical description of the trip by a travel agent of RIO DIVA. According to him, we will use the ROYAL bus which included high class bus. Departing from Salatiga on Monday, June 16th, 2014 around 7 am with a total of 7 bus, and TBI students will occupy 3 bus. The destination of the first transit, around 12 or 1 pm for the break (lunch) at Ngawi East Java. Afterthat, getting off the bus for dinner in Probolinggo area, and it is expected to arrive at Ketapang Port in the early morning around 1 or 2 am and get ready to cross (Bali strait).

On arrival in Bali is estimated at dawn and continued traveling for several hours to Tabanan, Bali for a shower, breakfast, etc at the restaurant on the very beautiful waterfront. The next destination is Tanah Lot; the exotics Bali temple near the coast surrounded by unique and beautiful waves that swash from southern coast. After that the next destination is Bedugul; Bali temple on the plateau, then we visited Joger in Kintamani area and will visit places which serve the diversity of dance performance, one of them is Barong Dance of Bali. After ward, the participants will be brought to rest at the Grand Bali Hotel, with each room occupied by four people, and they are free to determine his own choice of partner.

The next morning, after breakfast at the hotel, participants will be headed to IALF (Indonesia Australia Language Foundation) Bali which is the core objective of this Comparative Study. Travel time is estimated to take 3 hours. Comparative Study will expire approximately at noon. Then continued to Tanjung Benoa for the break while enjoying some rides are offered there such as Banana Boat, paragliding / parasailing, etc.. About a half past 2 entourage will leave for the beach of Pandawa that beauty is not inferior to other famous beaches in Bali. For dinner, they will visit Local Resto there and usually shop for Balinese snack or knickknacks. Furthermore, back to the hotel to take a rest.

The last day (Thursday) in Bali, the participants will take a walk to the beach and then continued to Sanur Beach and Sukowati Art Market. Only after that the group will prepare to return to the Island of Java. Eventually, the technical explanation by the Travel Agencies.

The next briefing was taken over by the Chairman of the P3, Mr. Ahmad Maimun explain to all matters relating to physical health. That the participants do not have to be “down” on the trip with a fairly tight schedule. In addition, security is also a very important thing. Thus, he suggested to be cautious, alert and better not to bring items such as jewelry or precious things on the way. Therefore, he always find at least one case of goods or money lost when conducting the Comparative Study. Thus, it is expected that participants can keep their stuff well.

For the next agenda, Mrs. Mashlihatul Umami, MA as the Chief of Progdi TBI provides guidance in the form of making a comparative study reports on IALF Bali themed “Classroom Management”. Since it can not be denied that as soon as this Comparative Study conducted by VI  semester students of TBI will join the PPL (teaching practicum) program in Junior/Senior High Schools level around Salatiga. Thus, the material is very useful for the participants who in the future will be directed to become a lecturer / teacher. In addition, Ms. Umami also describes an overview of IALF oriented to the provision of training or preparation for the IELTS test for study abroad, especially in Australia. Then, presentation ended with a question and answer by the student, and Mrs. Umami advised to open in www.ialf.edu.au (IALF site) for further information. In addition, do not forget to remind students to always pray at every step and places visited for only by the protection of God we can be safe from every danger. This is because Bali is a lot of sacred places that we’d better fortify ourselves.

Hopefully this Comparative Study trip runs smoothly and brings fortune … Amien.

Contributor: Marisa Fran Lina

(F)

Indonesian version:

http://tbi.stainsalatiga.ac.id/pembekalan-kkl-studi-banding-tbi-ke-ialf-bali/