How to Use the Powerful Owl-MLA Format to Create a Brilliant Essay

How to Use the Powerful Owl-MLA Format to Create a Brilliant EssayWith the release of the Purdue Owl MLA Format Sample Essay, you can take advantage of these tips to create an awesome essay. Let's take a look at the MLA format first. An MSL or mega-Memorized Long-Term Memory is your personal and official record of everything you've ever learned in school, every game you've ever played, every friend you've ever made, etc.There are two versions of the Owl-MCLA format. One is formatted in a slightly different way than the other version. The first version is the more 'traditional' form of the Owl format. The second version is the more modernist (i.e. 'chic') form that is formatted in a way that resembles the original MSL format.Both versions of the Owl-MCLA format are great for creating a brilliant essay. The main difference between the two versions is in the format of the introduction, body, and conclusion.The first form of the Owl-MCLA format gives you the opportunity to shape your ess ay in a very clear and concise manner. The following paragraphs are designed to be wordy but really do the job with ease. The outline works well to make sure you don't go over your goal.The second version of the Owl-MCLA format will give you the ability to insert paragraphs and still get your message across. There is no need to go over the goals for the essay in this format.The introductory paragraph and body sections have been modified slightly for this version of the Owl-MCLA format. The introduction sentence has been revised and the body section has been rewritten as a more elegant text style. In addition, the introduction sentence has been reformed to make it easier to read and make it more likely to land in the introductory paragraph.The ending paragraph has been created for this version of the Owl-MCLA format. This is actually a long part, so make sure you have enough information to support the ending sentence. Finally, make sure you include the acknowledgments section. With t he Owl-MCLA format, there is more room for creativity.

LEMURS Essays - Lemurs, Ring-tailed Lemur, Ruffed Lemur, Dwarf Lemur

LEMURS Essays - Lemurs, Ring-tailed Lemur, Ruffed Lemur, Dwarf Lemur LEMURS TABLE OF CONTENTS FACTS ABOUT LEMURS3 DIFFERENT SPECIES OF LEMURS3-5 HISTORY AND THE LEMUR5 THE ENDANGERED LEMUR6 BIBLIOGRAPHY7 A lemur is a small, monkeylike animal that lives primarily in Madagascar. Their sizes range from about as big as a mouse to as large as a cat. They have a roundish head with a pointed muzzle and large eyes. Their fur is wooly and their legs are longer than their arms. They are nocturnal animals, feasting on mostly plants, small animals, insects and bark. The common enemies of lemurs are humans, the fossa and the banded gymnogene. There are 22 species of lemurs, ranging from the indri lemur, which is the largest lemur at almost 3 feet, to the mouse lemur, a 5 inch lemur that weighs about 2 ounces. The ring tailed lemur is a lemur with a 2 foot tail used to signal other groups of lemurs. They are the only lemurs that spend much time on the ground. They live in groups of up to 30. The ring tailed lemurs live in southern Madagascar. The colors of the ring tailed lemur are black and white. It's enemies are; large birds of prey and fossas. The aye-aye is an almost extinct lemur. It looks like a large cat with bat's ears, beaver's teeth, a middle finger that looks like a twig and huge eyes. It uses it's middle finger to dig for insects and comb its fur. The aye-aye lives on patches of coastland in Madagascar. They are a sleek brownish color. Its enemies are fossas. The indri is the largest lemur. There are many different species of indri. The avahi, verreaux sifaka, diademed sifaka and indris are all indris. They live all over Madagascar. They vary in color. The black lemur is in danger of extinction. One of its subspecies is already extinct. Its body is 16 inches long and its tail is 20 inches long. It can weigh up to five pounds and it lives in north and central Madagascar. It can be dark brown or black. Its enemies are the fossa and the banded gymnogene. There is another species of lemur that is called the brown lemur which is just like the black lemur except it is a little bit more of a brownish color. The mouse lemur is the smallest lemur. It is about the size of a mouse, but otherwise lemur-like. It lives all along the coast of Madagascar. It eats small fruits, blooms, leaves and insects. It's color is a light shade of brown. Owls and fossas are its enemies. There is two different kinds of mouse lemur, the lesser and the coqueral's. A smaller than average lemur, the weasel lemur, lives on the east and west parts of Madagascar. It has big eyes and a small muzzle. It eats mostly fruits and plants. It has a thick and wooly coat of fur and is a brownish maroon color. The enemies of the weasel lemur are owls and nocturnal birds of prey. The mongoose lemur is a very good climber and jumper. It is covered with silky brown fur, similar to a bear. Its enemies are the fossa and the banded gymnogene. Its tail is about twice the size of its body. It lives in northern Madagascar. The Rruffed lemur is a black and white lemur. Its fur is somewhat longer than other lemurs. It lives in families of 2-5 animals. It is a pretty large lemur, bigger than the black lemur. It lives in northeast Madagascar. The red-bellied lemur obviously got its name from its distinct red belly. Its enemies are the fossa and banded gymnogene. It lives in the rainforests of eastern Madagascar. Besides its belly, it is crestnut-brown. The gentle lemurs are a group of short legged, long tailed lemurs. They have long, soft fur and pug-like nostrils. Their enemies are ring tailed lemurs, banded gymnones, Madagascar Buzzards and death adders. They live on the east and west coasts of Madagascar. There are two kinds of gentle lemurs, the broad nosed and the grey. The dwarf lemur is about twice the size of the mouse lemur. Its enemies are owls and fossas. It lives all along the coast of Madagascar. One species of dwarf lemurs, the hairy eared dwarf lemur, is nearly extinct. There are five different kinds

Your First Job Out of College

​Your First Job Out of College Congratulations! You are going to enter the professional environment and start your career. Now your whole life is stretching out before you and you will face a new world of challenges. Remember how big your campus seemed when you arrived as a freshman? There were a lot of unknown people, everything was unfamiliar and challenging. Be ready to feel like a freshman again, now at work. What to Expect from Your First Job You need to be ready that your first job after college wont be your dream career. Sure, it will teach you some immeasurable skills and you will get that so much needed real world experience, but it doesnt mean that youre going to do the things you enjoy most of all. You may not even know what your dream job is. There is a lot of pressure to get a position after graduation because you have such high expectations and not enough practice. Most likely youll have to deal with the routine tasks. Before you get the cool assignments, you need to show your employer that you can handle the simple operations. If you only start searching for a job, this post on how to write a resume with no job experience will be very useful for you. The payment may not also be as you are hoping to get because most entry-level jobs offer entry-level salaries. Thats why think carefully before accepting a job offer, this will be your income for the next year or at least several months. For this reason, you should get to know effective salary negotiation tactics for college students. All in all, you have to realize that the point of your first employment is to try out different responsibilities, types of work to understand what you absolutely love. Linkedin has recently posted the list of the most popular first jobs based on resumes. How to Make the Most of a New Workplace Experience Your attitude to a new job will determine whether your experience will be a positive and fruitful one. Here are some practical tips and strategies to take the mostrld of grown-up opportunities: Approach every task with enthusiasm. You need to deal with all the tasks and duties in a confident and efficient manner. Apply the â€Å"can do† approach on a regular basis, be attentive to details and dont forget to smile. Be a team player. Treat other people positively and demonstrate how well you can communicate. Youll work much better altogether and succeed faster which is essential for every business. Keep learning new things. Always look for the opportunities to improve your knowledge. Learn new things, develop essential skills and youll be amazed at how fast you grow. Join professional groups. Attend meetings, training sessions, join national and regional groups to share your experience and develop professionally. Find a mentor. A good mentor will greatly help you after graduation by keeping you motivated and focused all the time. Find someone you admire and ask them to help you at the early stages. Offer to help others. If you have some free time and know how to help your co-workers with some tasks, suggest your assistance. Youll cast yourself in a positive light. Building relationships at your first job is very important. Check out the ways to build relationships with colleagues at your first job. Make Sure to Avoid the Common Mistakes This is going to sound almost impossible, but try to make your first job experience ideal. New graduates always make the mistakes when they are facing a tough job market, so to have a better chance of success, you need to overcome the common problems. Here are some really useful pieces of advice that will turn your first job into a really effective and memorable â€Å"adventure†: Be proactive enough – dont sit back being casual in your work. Dont rely solely on the Internet, take advantage of networking and cooperation with colleagues. Never focus on searching a dream job, instead look for your first job. Try not to set expectations too high. Dont waste time and start making useful connections. Avoid looking unprofessional – delete all â€Å"three Bs† photos (beer, bongs, bikinis) from your profile page. Youll only have one first job, so make everything possible not to turn it into a nightmare. Remember to have fun, make new friends and youll have an exciting and positive professional experience!

LASA 2 - The Case For or Against New Orleans Study

LASA 2 - The For or Against New Orleans - Case Study Example Objectives This research and case study aims to establish the facts about the damages caused by Hurricane Katrina, considering both the short-term losses as well as the long-term potential losses in the event that nothing or little is done to reconstruct and prevent a similar calamity. On the basis of facts, it also aims to discover advantages and disadvantages, risks and opportunities of substantial investments which will be required to allow New Orleans to prevent another level-5 disaster. Finally, a Cost-Benefit Analysis will be formulated to arrive at a recommended decision about the budget that should be allocated for the reconstruction. Alternative Courses of Action A. Proceed with funding the ongoing development of New Orleans until Level 5 standards are achieved. B. Cut down the funding and stagger developments in New Orleans. C. Stop funding the NOLA development. Areas of Consideration and Analysis Risks Involved By reconstructing the levee with a standard capable of withsta nding a Level 5 hurricane similar to Katrina, the substantial productivity of New Orleans will not be stopped as it did when 400,000 people evacuated the place and 124,000 lost their jobs. ... Costs and Benefits What are the costs and benefits of the New Orleans Flood Protection System, according to Hallegatte, Stephanie (2005)? As to the effects of climate change, it includes the increase of intensity in the power of hurricanes (p.5). This implies a greater need for stronger and higher levees to protect New Orleans against another major flood. The estimated cost from the viewpoint of local officials was $ 32 billion. Another estimate which considered loss of human lives and the views of insurance companies amounted to $ 30 billion. Hallegatte admitted that the basis for calculating the justifiable budget was not solidly grounded (p.4). This was apparently due to a failure to consider the productivity of people in the area which would cease to be delivered if the workers of New Orleans decide not to be established in New Orleans. In a study of workers’ productivity, the report cited that Americans are most productive on the average per worker. Each one can produce à ¢â‚¬Å"$63,885 of wealth per year, more than their counterparts in all other countries, the International Labor Organization said in its report. Ireland comes in second at $55,986, followed by Luxwmbourg at $55,641, Belgium at $ 55,235 and France at $ 54,609.† according to Klapper, Bradley S. (2007) of Associated Press. This opportunity loss should be the major basis for deciding to what extent New Orleans should be rebuilt, for the simple reason that $63,885 x 124,000 people who lost their jobs = $ 7.9 billion per year. In 130 years, which is the number of years it might take before another major flood tries to destroy a reconstructed New Orleans, the workers of New Orleans will have produced $ 1.027 Trillion worth of wealth for the USA. In another report about

Case study 1 Assignment Example | Topics and Well Written Essays - 750 words

Case study 1 - Assignment Example odd was not expecting such swift response from the client, therefore asked them that she’ll review the organizational history first; in this way she kept herself from embarrassment and also saved firm’s reputation. Todd discussed this matter with the President but got a message indirectly that whether do this task or leave the firm. Todd had to now implement CQI and other essential organizational development changes in client’s firm. Kindred Todd is basically facing three kinds of dilemmas. The first dilemma lies within herself; Todd is taking circumstances very seriously and is in a conflict within .The second dilemma is that she is not confident enough. She has recently graduated from the university and her first assigned client for organizational development needs proficient systems invasion. Todd feels that she is not the right person for the job. The third dilemma is that Todd feels that she lacks competency. She had no previous experience in continuous quality improvement so she believes that she needs guidance, assistance and proficiency in CQI first. I would have accepted this task gladly as this could be the first career jump. Continuous quality improvement cannot be implemented without examining firm’s organizational behaviour and previous practices. I would have undergone the organization’s current systems and previous track record. In depth study of total quality management and CQI is necessary in this regard, so I would have deeply studied the concepts first. I would use my contacts in the industry; senior college fellows and teacher’s assistance. Assistance of CQI experts would give a competitive edge and by understanding the concepts and its practical implementation; I would have implemented CQI in the firm. I would have never left the consulting firm as they have given me the opportunity to make my first major career move. I would regard President’s decision for assigning this task to me and make sure to bring success and triumph

Definition Of Test Types Of Test Education Essay

Definition Of Test Types Of Test Education Essay This chapter provides an overview of the theories related to the study concerning with items test analysis. To be more specific, the review of related literature discusses about: definition of test, types of test, achievement test, summative test, English test of Tes Kendali Mutu, aspects in developing a test, validity in language testing, content validity, the school based curriculum, items test analysis, difficulty level, discrimination power, distractor function, and theoretical framework. Definition of Test A test supposed to be able to measure learning outcome which distinguish the every single students ability between students already mastered and not yet the learning material. Therefore, testing is one of the powerful tools to measure students abilities as well as enhance their attitudes towards learning. This notion is supported by Hughes (2003) stated that a test is a tool to measure language proficiency of students. Brown (2004:3) stated that a test is a method of measuring a persons ability knowledge, or performance in a given domain. In the same line, Anthony J Nitko (1983:6) defined test is systematic procedure for observing and describing one or more characteristics of person with the aid of either a numerical of category system. Based on Cronbach in Azwar (2005) defined a test is a systematic procedure for observing a persons behavior and describing it with the aid of a numerical scale or category system. In short, a test as an instrument of evaluation is a systematic procedure of description, collection and interpretation in order to measure the test takers achievement ability, knowledge, and performance what they have been learned in learning process and to get a value judgment. The purpose of a test is able to give the valid information on the students abilities and knowledge. Hence, the successfulness of the teaching and learning can be seen in the tests results. Types of Test A test can be classified based on the types of information they provide. Based on Wilmar Tinambunan in his book with the entitled Evaluation of Students Achievement (1998: 7-9), the four types of test are placement test, formative test, diagnostic test, and summative test. The language tests have different kinds of purposes. Baily (1998) hold that there are eight kinds of language assessment. They are aptitude test, language dominance test, proficiency test, admission test, placement test, diagnostic test, progress test, and achievement test. Based on different classification of several types of tests described from any experts of language testing depending on variable purposes in testing if related to this study that the types of tests that will be reviewed and used is achievement test and summative test. Achievement Test Achievement test are directly related to language courses, their purposes being to establish how successful individual students, groups of students, or the courses themselves have been achieving objectives. In the book of Dictionary of Language Teaching and Applied Linguistics that written by Jack C. Richard (1992:3), he said that an achievement test is a test which measures how much of a language someone has learned with reference to particular course of study or program of instruction. In the same line, Brown (2004) defined an achievement test is to see how far students achieve materials addressed in a curriculum within a particular time frame. It means that an achievement test is to measuring students achievement learning outcome which is administered at the end of course of study. The scope of test content must that represents the course they are concerned. Summative Test Summative test is an achievement test administrated at the end of a course or unit of instruction. Brown (2004) mentioned that final exam in a course is example of summative test. Summative test is intended to show the standard that the students have now reached in relation to other students at the same stage. Thus summative test is conducted to find out overall learning outcome after set of learning units program already done. Summative test is commonly designed based on subject matter that had been already taught for one semester. Consequences of a test that emphasize the overall learning outcomes is its substance of scope involve all of material have been delivered. The result of summative test is to determine successful in learning and teaching, whether or not the students are able to follow the higher level of next instruction program, and students progress. In the final, the level of success rate is stated with a score or value which written in the form of report card. English test of Tes Kendali Mutu Tes Kendali Mutu is a name of appliance evaluates administered at SMKN 26 Jakarta after teaching and learning process for measuring how far purpose of students learning and teachers teaching achievement reached. As in final semester examination, according to Regulation Minister of National Education No. 20/2007, it is carried out to measure students competency achievement at the end of the semester. It can be said that Tes Kendali Mutu is administrated at each final in learning and teaching process in the period one semester and its scope includes all the indicators that represent all the basic competence at that semester. All groups of subject are tested in order to evaluate learning outcome including an English subject. The format of English test of Tes Kendali Mutu of first grade school year 2011/2012 at SMKN 26 Jakarta is written test with objective multiple choice items. Total number English items test of Tes Kendali Mutu is 50 items test which including listening and reading sk ill. Listening skill consists of 15 items test number and reading skill consists of 35 items test number. In reading skill, there are three reading section which consists of first section was 15 incomplete short dialogue items; second section was 5 items error recognition; and third section was 15 questions of reading comprehension which divided into different 5 of reading texts. Aspects in Developing a Test In order to know criteria of a good test for measuring students ability has been reached in learning process, a test as an instrument of evaluation has to meet requirements the validity, reliability, and practicality. As stated by Brown (2004), there are three important aspects should reflect in a test, namely validity, reliability, and practicality. Gronlund (1998) pointed out that validity is the extent to which inferences made from assessment results are appropriate, meaningful and useful in terms of the purpose of the assessment. Validity has to do with the information that the uses in class, it has to be appropriate for the students level, the purpose of the class, and if the meaning of the materials used in class are for the students. In term of achievement test, it can be valid if it is accurate, authentic or valid has been able to measure students learning outcomes achieved, after they achieved the learning process in a certain period. Reliability is consistent and dependable . A test is called reliable if the same test is given to the same students on two different occasions and its tests should yield similar results. Practicality means an effective test. A test should be efficient and easy to be implemented. Since the focus of analysis was merely on one aspect of language test, it did not require to be observed as in the other aspects as reliability and practicality Validity in Language Testing Validity is the most important characteristic of a test or assessment technique because it measures what it purports to measure. Without good validity, all else is lost. In the J.B. Heatons book, Writing English Language Test (1998:153), Heaton said that the validity of a test is the extent to which it measures what it is supposed to measure and nothing else. For example, if the teacher wants to measure the speaking skills, the test that is developed must be able to measure the ability to speak, not writing skills. Further, as insisted by Gronlund in Brown (2004: 22) the extent to which inferences made from assessment result are appropriate, meaningful, and useful in terms of the purpose of the assessment. There is no final absolute to measure the validity of a test established but several different kinds of evidence may be invoked in support. Arikunto (2006:65) mentioned two types of validity. They are empirical validity and logical validity. Empirical validity is as same as quantit ative analysis. It consists of concurrent validity and predictive validity whereas the logical validity consists of content validity and construct validity. However, the writer only focused its investigating on content validation because this study dealt with logical validity that is a way of reviewing in rational by using descriptive analysis method and thus got involved with qualitative inquiries. Beside, because of the limitation in time and the other aspects in validity need the expert judges. Content Validity A test has content validity that relates the evidence to the content of the test. The content is related to the goal of what has been taught. Fulcher Davidson (2007) defined content validity as any attempt to show that the content of the test is a representative sample from the domain that is to be tested. In the same line, Hughes (2003) said that a test is said to have content validity if its content constitutes a representative sample of language skills and structures, etc. with which meant to be concerned. For example, a grammar tests, it must be made up of items relating to the knowledge or control of grammar. In relation to tests content validity in this study, tests content should be tested in accordance with the target competencies which reflected on Standar Kompetensi-Kompetensi Dasar in view of the school based curriculum to be achieved. These Standar Kompetensi-Kompetensi Dasar broken down into skills or behaviors that can be measured called indicator. In short, content validity is arranged based on the content in subject that evaluated. Because those subjects are taught written in curriculum, it can be often called curricular validity. According to John A. Upshur (1996:63), content-related evidence of validity is assessed logically by carefully and systematically examining whether the method and content of the assessment procedure are representative of the kinds of language skill. It means that evidence of content-related validity requires the panel discussion as primary method to determine whether a test has content validity or not. In the panel discussion, the expert judges who considered having knowledgeable to do with the subjects tested. They asked to make judgments about the appropriateness of each item and overall coverage of the domain. The School Based Curriculum As cited in the National Education Standards (SNP) section 1 (15), School Based Curriculum is operational curriculum that developed and implemented by each educational unit. The developing of curriculum conducted by each educational unit has to follow based on the standard competence and the basic competence which is designed by Badan Standar Nasional Pendidikan (BSNP). It means that each educational unit is given the authorities in developing their curriculum. Its curriculum is designed as a reference in using the materials, teaching and learning techniques. Based on Regulation Minister of National Education no. 41/2007, The standard competence means minimum competency qualification for student which show mastery of knowledge, behavior, and skill of student which expected to be achieved in each level and/or each semester of certain subject whereas the basic competence means as a number of abilities that should be mastered by students in certain subject as a reference in developing i ndicator of competency. Based on the school based curriculum, the standard competences and the basic competences of English in Vocational High School is divided into three different level which are level novice, level elementary, and level intermediate. In relation to this study, there is one Standard Competence and eight Basic Competences of English in Vocational High School for Level Novice. The Standard Competence is Berkomunikasi dengan Bahasa Inggris setara Level Novice. Then, the eight Basic Competences of English in Vocational High School for Level Novice are 1.1 Memahami ungkapan-ungkapan dasar pada interaksi sosial untuk kepentingan kehidupan; 1.2 Menyebutkan benda-benda, orang, ciri-ciri, waktu, hari, bulan, dan tahun; 1.3 Mendeskripsikan benda-benda, orang, ciri-ciri, waktu, hari, bulan, dan tahun; 1.4 Menghasilkan tuturan sederhana yang cukup untuk fungsi-fungsi dasar; 1.5 Menjelaskan secara sederhana kegiatan yang sedang terjadi; 1.6 Memahami memo dan menu sederhana, jadwal perjalanan kendaraan umum, dan rambu-rambu lalu lintas; 1.7 Memahami kata-kata dan istilah asing serta kalimat sederhana berdasarkan rumus; and 1.8 Menuliskan undangan sederhana. The English subject itself put in the adaptive group that provides students the ability in the English communication in the context of material related to the majors need either spoken or written. Also, English subject also directs students to be able in speaking in daily communication based on global requirement and developing communication at higher level. As stated in the curriculum that English subject aim for the learners to master basic knowledge and skills to support the achievement of English language competency skills program and apply skills and mastery of English language skills to communicate both verbally and written at the intermediate level. Items Test Analysis The activity aims at increasing quality of a test called item test analysis. Nitko (1996:308) stated that item analysis refers to the process of collecting, summarizing, and using information about individual test items especially information about pupils response to items. Item test analysis is used to identify quality of the test whether it is good, low or not good. As stated by Anastasi and Urbina (1997:184), the main aim of item analysis of the teacher made test is to identify its deficiencies. In conducting item test analysis, two methods are able to be used, namely qualitative and quantitative analysis. As stated by Suyata (2009:16), items test can be analyzed by quantitative or empirical and qualitative or theoretical. Item test analysis in terms of qualitative covers the content of a test while difficulty level, discrimination power and distractors function involved quantitative analysis. In the same line, Purwanto (1992) said that by making analysis, it can be known the impo rtant things of every single item obtained, the extent to which difficulty level, whether item has discrimination power, and whether all alternative answer (options) attract the answer. The more explanation about difficulty level, discrimination power, and distractors function are as below: Difficulty Level Aiken (1994: 66) said that Difficulty Level is the opportunity correct answer a question at a certain skill level. It is usually expressed in the form of an index which has proportion range 0,00 1,00. If the item test has 0,00 of Difficulty Level Index, it means that no students who answer correctly. While if the item test has 1,00 of Difficulty Level Index, it means that student can answer correctly. In short, the higher of Difficulty Level Index, the easier of item test is understood and vice versa. Based on Crocker Algina (1986) in calculating the item difficulty, divide the number of people answering the item correctly by the total number of people answering item. The proportion for the item is usually denoted as P and is called item difficulty. Arikunto (2006:207) explained that a good test is about not too easy or too difficult. The easy test is not able to stimulate students learning. Contrary, the difficult test is able to make students desperate because of out of their rea ch. As cited by Departemen Pendidikan Nasional, Direktorat Jendral Manajemen Pendidikan Dasar dan Menengah, Direktorat Pembinaan Sekolah Menengah Atas (2008) in Panduan Analisis Butir Soal, The prediction information about the easy item test is as follow: The distractor function doesnt work well, Most students answer those item tests correctly; it means most students have understood the content in question. The prediction information about the difficult item test is as follow: Item tests maybe have mistake a key answer, Item tests have two or more the correct answers, The content in question hasnt been taught yet or hasnt finished in its learning so that the minimum competency student have doesnt achieved yet, Unsuitable measured content using format given in the item test, Statement or item sentence is too complex and long. Discrimination Power Discrimination Power refers to measurement of the extent of the ability of items of achievement test to distinguish between students high answers and students low answers based on criteria. This notion is supported by Arikunto (2006:211), Discrimination Power is items ability to distinguish between students who are good and low capable. The proportion range of Discrimination Power Index is from -1,00 to +1,00. The higher of Discrimination Power Index, the more capable the item test distinguish between students who had already understood and hadnt already understood the content. An item test has negative Discrimination Power Index ( As cited by Departemen Pendidikan Nasional, Direktorat Jendral Manajemen Pendidikan Dasar dan Menengah, Direktorat Pembinaan Sekolah Menengah Atas (2008) in Panduan Analisis Butir Soal, The prediction information about disability item test to distinguish lower and upper student group is as follow: Inappropriate key answer of item Item tests have two or more the correct answers Unclear of measured competency The distractor function doesnt work well, The content in question is too difficult, so many students are guessing. Distractors Function Distractor function is meant to know work or not the answer of item. Arikunto (2006:220) stated a distractor function works well if it at least selected 5% by test taker. This analysis is only used to analyze multiple choice item tests. Theoretical Framework In order to answer the research questions of this study, English items test analysis of Tes Kendali Mutu of first grade school year 2011/2012 at SMKN 26 Jakarta is reviewed in terms of: (1) the relevance of English items tests content to the school based curriculum for level novice of Vocational High School; (2) validity; (3) difficulty level; (4) discrimination power; and (5) the distractor function. In relation to tests content validity in this study, qualitative analysis is used by analyzing items test in reference to the aspects of test validity. Measuring the validity of a test, the English items test of Tes Kendali Mutu must contain proper sample of relevant material in learning. The relevant material in learning can be found in the syllabus and curriculum for level novice of Vocational High School which is School-based Curriculum (KTSP). In order to answer whether English test of Tes Kendali Mutu has content validity, the writer needs Standar Kompetensi and Kompetensi Dasar in the school based curriculum to compare and match its items with the relevant syllabus and curriculum. Furthermore, in order to support in answering the research question of this study, quantitative was conducted by using classical items test analysis through multiple choice test involving Difficulty Level, Discrimination Power, Distractor Function, and Validity. They are also considered to fulfill requirement criteria of quality a good test.

Helon Habila’s Waiting For An Angel

Helon Habila developed his talent for writing when he took up Literature in the University of Jos. Being a gifted prose fiction writer and poet; he was given the MUSON poetry prize award in the year 2000. Before going to Lagos to work for Hint Magazine, Helon lectured first at the Federal Polytechnic in Bauchi in a span of three years and was also the Vanguard Newspaper’s arts editor. He is now currently spending his time in the University of East Anglia as a writing fellow. The beginnings of his first famous work started as a compilation of short stories entitled Prison Stories that was published in Nigeria in 2000.Two years after, the full version of the book was released in the UK having the title of Waiting for an Angel. This work of his was then acknowledged as the best first book in the African region and made him won the 2001 Caine Prize for African Writing and the Commonwealth Writers Prize Award in 2003. His latest work was published in 2007 under the title of Measuri ng Time which is a story about twin brothers living in a village in Nigeria. II. Type of Work Helon Habila’s Waiting for an Angel is a fiction that mainly centers on the real events that happened in Nigeria during General Sachi Abacha’s reign.Though the story and the characters were plain fictional, the fact that the people suffered under the military government back then was true. Habila used history as the backbone of his work, weaving stories that tells the real accounts and incidents that the people of Nigeria experienced back in the 1990’s. III. Type of Plot The type of plot used in the novel is mainly geographical. The story took place in the country of Nigeria in the city of Lagos. Most of the events, however concentrated on the slums of Poverty Street where the main character Lombo was working as a journalist.By reading about the lives of the people living in Poverty Street, the readers will be able to have an understanding of the condition in the whole of Nigeria. IV. Setting/ Time of Plot The setting of the story was in Lagos, Nigeria in the time of the 1990’s. Nigeria was in a terrifying state back then and Lagos was known to be the most dangerous city in the world during that time. Nigeria was excluded from the Commonwealth of Nations and almost every country had authorized against it. The country’s human rights abuses were horrifyingly brutal and cases of atrocious violence reigns on the hearts and minds of the people of Nigeria.Military rulers were aimed in plundering the national treasury and the country’s most intelligent thinkers and writers who question the democratic thinking of the military were exterminated by the government under the rule of Sani Abacha. Lagos was in a depressing state and the citizens were trying to preserve a bit of hope in their seemingly hopeless world. The novel shows a time when living an everyday life is a struggle and opportunities are almost illusory. Yet despite the drag ging effects of the dictatorial government to the citizens, the young people still kept their hopes and dreams in the corners of their shadowed existence.(â€Å"Mostly Fiction: Waiting for an Angel†) V. Setting/ Locale The locale of the novel was set in Lagos, a city in Nigeria. Back in the 50s and 60s, the idea of a city was a new thing in Africa since most of the rural citizens were living in villages. This was the cause why Lagos was seen as an alien, a new creation. The city was considered by many as a place where people go and become someone else, forgetting their identity, and the old ways and customs they had when they were still staying in their villages.People have the impression of Lagos as a violent place wherein you have to be able to lose your innocence just to survive in the midst of chaos. The citizens of the place should be wise, strong, independent, and cunning in able to live in such a place that was labeled as the Devil’s City. Yet beneath the cityâ €™s image of chaos and sufferings, there is a representation that Lagos was the kind of vicinity that makes you able to stand in your own feet, giving you a kind of maturity that you will never achieve in a world that was far from pain and hardships. (â€Å"Bbc News: Lagos†)The story features accounts on the lives of Lomba, the primary character, and ordinary citizens living in Poverty Street. The story’s events mostly took place in the slums of Poverty Street which is described as only one of the many feeble, disease-infested residences in the city of Lagos. This is where the climax of the story took place in the event of the demonstration of the people which primarily caused Lomba’s imprisonment for two years. This was also the setting where most of the characters in the story found their respective crossroads. (â€Å"Bbc News: Lagos†) VI.Social and/ or Political Context The context of the story revolves on the political concept of dictatorship of S ani Abacha and the sufferings of the people under his rule. The military governance was more concerned in looting money from the nation’s treasury above anything else and this was the time wherein any hint of disloyalty was mercilessly punished. Nigeria was under the scrutinizing eyes of the military and you can found restlessness in the actions of the people as intimidating Peugots of secret police and patrolling army jeeps inhabit the streets of the city of Lagos.The very air that the citizens breathe in the country was noticeably charged with threat and danger as seen in the perspectives of Lomba, his first love Alice, and in the stories and experiences of the ordinary citizens in the story. Poverty Street was constantly enveloped in fumes and smoke, a nagging sign that solidifies the fact that Nigeria was under the power of a cruel and ruthless ruler. General Abacha’s reign of terror from 1993 to 1998 made his people live with constant fear and shaking hopes. (â₠¬Å"Village Crunch†)Life was made difficult during that time as the people of Nigeria struggled to survive amidst the danger that always seemed to overcome them. People were thrown to prison without trial, as like what happened to the main character Lomba, and some were executed just because of the plain reason that they had the strength to question the military government. The civilians were chained to unjustness and everyone was drowned in their delusion of hope and fairness. The context of the novel centers on the struggle of the people under the heavy weight of unjustness hurled at them by the government.Waiting for an Angel shows a world where comfort was just an illusion and justice non-existent. (â€Å"Village Crunch†) VII. Characterization/ Character Analysis The main character of the story is Lomba, a journalist in the city of Lagos who was imprisoned for two years as a political prisoner because of his unintended participation in a demonstration in Poverty Stre et. He waited vainly for a fictitious trial while in jail but the time came when he finally realized and accepted the fact that his hopes wouldn’t be answered as long as the government was run by the military and General Sachi Abacha.In the novel, Lomba has gone beyond different phases of emotions and perspectives. From beyond anger to the state of tranquility that made him swallow acceptance to his fate. In the middle of his second year in prison, he was able to obtain pencil and paper which were forbidden materials for prisoners and started writing a diary. He wrote in secret about his thoughts and feelings during his detention and hid his pile of papers under his mattress after. The diary became his refuge. It served as his only sanctuary and listener to his private thoughts that were never allowed to be spoken of behind bars.His first entry was dated on the Friday of July 1997 yet he headed most his entries with only the days of the week. Some of his writings which he ent ered using exact dates were mostly incorrect. Two months after he started writing, he unfortunately got caught and his diary, which was actually only piles of papers were confiscated from him. (â€Å"Bookmunch†) Lomba may have accepted his terrible fate as a prisoner but he never lost his hope in regaining back his freedom. An incident came when his jailer, seeing his gift for words, asked him to do love poems for the well-educated woman he is courting.Lomba used this chance to send cryptic messages to the woman named Janice to communicate his need for help and succeeded in the end. (â€Å"Bookmunch†) Lomba was only one of the many people whose lives were severely affected by the coup of the general Sachi Abacha. He lived dark days in prison, losing his identity, belief, and faith. Yet somehow he regained his conviction and fought till the end using his ingenuity. Lomba may have suffered the tortures brought upon by the government but he never lost his ground, molding him into someone with unyielding determination, conviction, and strength.The other characters of the story were Alice, Lomba’s first love who was forced to marry an old and wealthy soldier and his teacher Joshua who served as the main force in engaging Lomba in the demonstration in Poverty Street which caused his imprisonment. Muftau and Janice were also significant characters in the novel. Muftau was the jailer who asked Lomba to write love poems for Janice who in return brought Lomba’s freedom in the end. Also, General Sachi Abacha’s identity has a huge impact in the novel since it is during his time of rule that the complications and climax of the story happened.(â€Å"Bookmunch†) VIII. The Story in the Main The novel is mainly about the sufferings of the people under the rule of General Sachi Abacha for five years. Nigeria was infused with terror and the people lived in fear as the military government took hold on the whole country. The setting of the story took place in the city of Lagos but most of the events were centered on the slums of Poverty Street. Lomba, the main character was a journalist in the city who was put into jail as a political prisoner because of his participation in a demonstration that was supposed to oppose the doings of the government.He was detained for two years in prison without trial until he came to the point where he finally accepted his grim fate. On the middle of his second year in jail, Lomba was able to gain access on some pencil and paper and started writing a diary. His first entry was on the Friday of July 1997 though he simply used the days of the week as heading to his succeeding entries. After two months of writing in secret, someone informed the head of the prison about the diary which caused its confiscation. Lomba’s only refuge in his dark days in prison was snatched away from him and he yet again entered a time of depression and loneliness.(â€Å"Village Crunch†) Another event, however, gave Lomba another chance to hope when Muftau asked a favor from hi. Muftau was his jailer and seeing Lomba’s work on his confiscated diary, he asked him to write some love poems to woo the woman she likes. Lomba, on the other hand never missed the chance he was given and started using his poems as tools to ask for help. He intentionally plagiarized some lines form famous poets which have secret meanings behind them to communicate what he wants to say. Lomba was able to pass his message without making the poorly educated Muftau to suspect by using his ingenuity in writing.Janice on the other hand was fortunately well-educated and so was able to decode the meaning behind the poems that was given to her. In the end, she was the one who served as the tool in giving Lomba his freedom. There are also other events in the novel that made it look non-fictional by using characters in real life. Some of these events were the hanging of Ken Saro Wiwa, the killing of the editor of the NEwswatch magazine Dele Giwa, and the shooting of the wife of Abiola who was actually the nemesis of General Abacha.There was also a part in the novel where Lomba met Helon Habila himself which made the story even more realistic. (â€Å"Village Crunch†) Waiting for an Angel communicates the hardships of the people under the unjust government of Abacha during that time in such a way that the reader will even wonder what kind of life they will have if they lived on the same timeframe. The debut novel of Helon Habila centers on fear, exposing the atrocities of the years under Abacha’s reign. One of the main highlights of the story however was the people’s conviction in having hope despite of the sufferings they are experiencing.The characters of the novel possesses a kind of touching, inspirational kind of humanity that tells the fact that hope can still exist in times when comfort can only be achieved in dreams. IX. the Analysis of the Work Habila di d an exquisite work on this debut novel of his. He was able to turn the story into something that was still interesting despite of the heavy themes it possesses. Because of the artistic sequence of the story and the interesting non-fiction quality of it, Waiting for an Angel can be considered as one of the best fictional works about real events. X. Thematic Structure/ Development of Various ThemesThe main theme of the story is about sufferings of the people under the regime of Sachi Abachan. Fear, the longing for justice, and fighting for hope are also just some of the themes that the story have. The citizens of Nigeria’s silent struggle for a new life despite of their unending struggles are just one of the most important highlights of the story. Waiting for an Angel revolves around the concepts of wretchedness, fate, and death but in such a way that it not so overly depressing compared to other books because of the unsentimental approach that focuses on the details of the li fe of the characters.XI. Language, Structure, and Style Helon Habila presented his work in a language that was easily understood even by the not so deep reader. He structured his novel in such a way that the first chapter was actually the first in chronological order. It begins with the event in which Lomba was already imprisoned and was writing the beginnings of his forbidden diary. The succeeding chapters then narrate the life of Lomba before he was put in jail as well as the lives of the people he knew that intersected his.Through this presentation of structure, the readers were able to know what will become of Lomba’s fate in the end. The readers were put in the place of a dreamer who hopes with every passing page that Lomba will somehow find a resolution the can change his fate. The novel’s structure strengthened the book’s effect and made it clarifying instead of turning it into a confusing one. In presenting the book in this order, the readers were able t o recognize the characters, places, or situations and something of its past or future.Through this, simple actions or phrases that tend to have little significance were given more importance. XII. Literary Techniques and Devices Like what was mentioned above, the most noticeable technique that Habila used was not presenting the events in chronological order. He also made his work look realistic by inserting himself in one of the parts of the story as well as other events and people that were fictional. Waiting for an Angel was as factual as life can be because of its genuine expression of the hardships and sufferings of the people in Nigeria.XIII. Critical Evaluation/ General Assessment Waiting for an Angel possesses the kind of prolonged existence that exceeds most of the current contemporary fictions released today. The novel was able to converse clearly the message that Habila wants to communicate about. The story was also not so overly depressing despite the fact that most of it s themes were about death, unjustness, and sufferings. Habila was able to write about these emotional themes in such a way that the novel was not so boring and dragging.Yet at the same time, the readers were able to feel the emotions in the story in such a way that they could almost see themselves in place of the citizens in Nigeria. Helon Habila did a great job in this novel of his, giving life to a world that was still waiting for the arrival of their angel. There could be another Habila and another Lomba in this part of the world and their struggle would not be heard. And yet there will be another injustice. It is a never-ending cycle of struggle and fight for freedom. There is only one thing sure. That at the end of the story the victim always loses.Lucky for Lomba he was only fictionalized in a way that he could give hope to those who are in his struggle today. Let the world know that fighting for your right to live in a free world is not a sin but a privilege. And the world kn ow that you are doing it not for yourself but for the next generation who are bound to be helpless and alone. And for the final words, let those who come upon this novel that there is hope after all the storm. REFERENCES: â€Å"Bbc News: Lagos. † (2007). â€Å"Bookmunch. † (2007). â€Å"Mostly Fiction: Waiting for an Angel. † (2007). â€Å"Village Crunch. † (2007).