Jumal Ilmiah "AL-RIBAATH" LPPM UMP Vo1.7 No.2, Juni 2010 ISSN: 1412-7156 HOW TO TEACH READING: Some Basic and Practical Considerations Ikhsanudin Read! In the name of your Lord Who has created (all that exist). He has created manfrom a clot. Read! And your Lord is the Most Generous. Who has thought by thepen. He has thought man that which he knew not. (QS. Al-'Alaq 96:1-5) 1. Prologue Teaching is not simple. No magic words, like _,uabracadabra" for teaching. It is a process of facilitating students to change themselves. It is different from preparing instant noodles or making brownies. With the same materials, ingredients, and process, brownies or instant noodles can be produced in the same quality. On the contrary. we never produce the same achievement even we have the same student, the same teaching materials. and the same procedure. When we are teaching, we work with human. Human is the most sophisticated creature. Gardner has proven that human beings have multiple intelligences. What about teaching reading? What should the teachers do in order their students can read effectively and efficiently? 2. Historical Preview Teaching human to be able to communicatehas been a long history. It is as long as human history. Traditionally language was thought formally by translation and grammatical analysis and Latin Grammar was the standard. Language teaching was done by translating reading texts, particularly literary works, and discussing the grammatical items existed in the reading texts. That way of teaching has been called Grammar Method (GTM). Tanjungpura University Pontianak Translation Modern langucme teaching was started in early zo" Century. Only after modern ling·uistics was found by de Saussure in Europe, language studies have been done to natural languages oral expressions. However, languages were only studied in structural perspective. In more practical work, Bloomfield followed de Saussure's approach to study languages in America. Bloomfield book seems to have been influenced very much by behaviorist psychological point of view. Before Bloomfield published his book, Skinner in America published his experiment on stimulus-response. At almost the same time Pavlov in Russia did experiment with the same conclusion as Skinner's finding. Those linguists and psychologists influenced many language teachers in teaching languages and materials developers in writing books and teaching materials. Teachers drilled their students by providing stimulus, waiting for response, and giving reinforcement. Books, such as English 900 and Mastering American English were very famous and used all over the world to teach English. Behaviorist era then followed by nativist era when Chomsky (1965) found Language Acquisition Device (LAD) and Lenneberg (1967) explained the innateness hypothesis. According to tt'lis view, language is acquired very 115 Jurnal llmiah "AL·RlBAA1l1" LPPM UMP Vol. 7 No.2. Juni 2(}J(i effectively by infants and children. It was suggested that language teaching should be adapted to the process of language acquisition by children. Up to 1980s this approach had been very popular, especially supported by Krashen's works. Communicative approach emerged right sociolinguistics was found. One of outstanding works influencing communicative approach is Hymes (1964). However, in philosophical investigation, Wittgenstein (1953), Austin (t 962). and Searle (1975) have been also very strongly innuenclng the immergence communicative approach. Until 1980s as well, various methods and approaches had been formulaled, such as Direct Method (DM), Audio·Ungual Method (AlM), Silent Way (5W). Suggestopecfia, Commvnlty Language Leamlng (CLL). The Total Physical Response Method (TPR), Natural Approach (NA). Language Immersion Approach (L1A), and Communicative Languago Toachlng (CL T). It was Anthony (1963) who first clearly described the concepts approach, method, and technique. A language teaching method must be based on a certain approach and a technique be based on a certain method. In the other words, an approach may have methods and a method may have techniques. Such a theory had dominated the development of approaches and methods in language teaching until Richards and Rodgers (1986) pubfished a similar concept with a slight modification and revised in 2001, According to them, a method is a whole conceplthat consists of approach, design. and procedure. By the end of 19805, as Brown described, the history of language teaching, characterized by a series of "methodological" milestones. had changed its course. Teachers and other professionals in language pedagogy have left the concept of method as it was used previously. Since then postmethod era has started. "Method' 116 ISSN.' 1412-7156 with capital OM' has referred to fixed set of classroom practiced that serve as a prescription while "method" with noncapital om' has referred to any mean of a wide variety of classroom practices (Brown 2007:40-41). More rneihods then have been unearthed by teachers and teaching professionals. The same thing has happened in Indonesia since PKG was started in support of World Bank loan in the same period. Many 5anggar PKGs (SPKGs) was developed and teachers have become more creative in designing their classes. 3. Beliefs .. To be powerful, teachers must teach based on their beliefs. Teaching cannot be done by imitating somebody else's way - just jump on the bandwagon. As gurus, teachers must be responsible to their student's success. That is why; they must give their students the best things they have, and they must really believe that the things are really the best. So, when teaching language, teachers musl know what language is and what language teaching is. There are many perspectives to view language and language teaching, One of the most outstanding ones is language as a means of cornmunicatlon and language teaching must be led to an outcome that students can communicate effectively and effiCiently. Such a perspective has become crystallized as Communicative language Teaching (CLT) and has been a widely accepted paradigm in language teaching. In Savignon's point of view, language skills (listening. speaking. reading, and writing) are integrated, They are used together in communication: to interpret, to express, and to negotiate (2001:14-15). ClT is not new at all. It is taken trom Communicative Approach's principles. In agreement with it, Brown (2007:46-47) listed seven Jumol Ilmiah "AL-RIBAATH" lJ'PM UMP Vol.7 No.2, Juni 2010 characteristics of a Cl T approach. Rrst, overall goal; it suggests a focus on aU of the components of communicative competence. Second, relationship of form and function; language teaching should be developed to engage learners in the pragmatic, authentic, and functional use of language for meaningful purposes. Third, fluency and accuracy: students' fluency in comprehension and production are as important as their accuracy in expression production to support communication. Fourth, focus on real-world contexts; students must be exposed to real life contexts of communication and are facilitated to learn to use language in those contexts. Fifth, autonomy and. strategic involvement; students are facilitated to focus on their own teaming process through increasing their awareness on their own styles of learning and through the development of appropriate strategies for communication. Sixth. teacher roles; the roles of the teachers are facilitating and guiding. but not as a figure who know everything. Seventh, student roles; students are active participants in their own learning process. Task-based language Teaching (TBl T) is the core or the heart of CLT (Ellis 2003). In TBl T, the core of the teaching is tasks. Among various description of task, Skehan (1998) as cited by Brown (2007) defined task as an activity in which: (1) meaning is primary; (2) there is some communication problem to solve; (3) there is same sort of relationship to comparable real-world activities; (4) task completion has some priority; and (5) the assessment of the task is in terms of outcome. Of course, teachers may take other perspectives of language teaching, such as Leamer-Centered Instruction (LCI), Cooperative learning (el), Interactive Learning (Il), Whale language Education (WlE). ContentBased lnstruction, and other lSSN: UIZ-7IS6 perspectives that may emerge in the near future. However, without having a strong belief in a certain perspective to use, teacher will very possibly just get confused with what they wilt be doing. There is a very important homework for English teachers in Indonesia. It is the fact that Engiish is used as a foreign language. In nanonal examination, English is also tested as a foreign language. 4. Reading and Reading Materials i Besides for national examination preparation, there are still many reasons why teachers Should get their students read ~nglish texts. In their posnion as students, student may need reading for various purposes. As Harmer (2007:99-100) said. student may need reading for their careers, for study purposes, or just for pleasure. For him, reading can also help language acquisition. If the students understand what they read, the more they read. the better they get to it. Reading also has positive effect of the students' vocabulary, knowledge. grammar, punctuation, and many others. There are two different types of reading, extensive and intensive reading. He defined extensive reading as a 'reading which students do often (but not exclusively) away from the classroom: In opposition. intensive reading was defined as "the detailed focus on the construction of reading texts which takes place usually (but not always) in classrooms." In my opinion, the focus of those reading is nat on whether it is in a classroom or not but on the materials. In extensive reading, students are free to choose the reading materials based on their preference from various sources. Of course, most of such reading materials are available out of classrooms. Such a reading activity is not for classes. Two other terms are often used to refer to this kind of reading. re'ading for pleasure and 117 JUl1Iol {Jm/ail "AL·RIBAAl1l" Ll'PM UMP Vo1.7No.2. JU>li]()J(I reading for joy. Intensive reading. on the other hand, focuses on materials that are prepared for reading classes (but not necessarily in classrooms) with activities accompanying them. So, the studenls' activities are focused on directions and questions prepared with the reading materials, In this kind of reading students are much less freer than in the extensive one. Intensive reading materials are usually in different level of dirficully from those of extensive reading. Since they are used for specific group and situation for learning, intensive reading materials are usually of pedagogical materials and unnatural. They are design or simplified' in such away that they meet the readers' background by avoiding or omitting vocabularies and grammatical items that could handicap the readers understand the materials. Conversely. in extensive reading, readers are exposed to various natural reading materials - not simplified and wrillen for natural written communication. Natural reading materials are written to communicate as precise as possible representing the writer's ideas and feelings. Some examples of natural reading materials are novels, short stories, announcement, food wrap, direction, acts, and maqazines. tn real life. reading Is always important. Moreover, in this globalization and informaUon era, people who do not read will get nothing. Reading nowadays is not understood merely as articulating strings of letters, as novice readers do. In psycholinguistic point of view (Field 2004:236-241), novice readers proceed in four phases: sight vocabulary, discrimination net. phonological coding, and orthographic. The higher-level reading skills comprise syntax recognition, inference application, relevance sensitivity, text structure awareness, and comprehension monitOring. By the same token, higherlevel processes of reading entails: (1) constructing abstract meaning from 118 lSSN: 14/2·7156 6nguistic material that has been decoded; (2) drawing inferences; (3) employing external knowledge to support and enrich understanding: (4) integrating incoming information into the mental representation of the text so far; and (5) monitoring comprehension. According to Bill Gates, illiterate people in Ihis era are those who cannot process and take benefit from data and information. When a person receives a letter, he/she will need more than knowing the meaning of every single word. He/she will need to know what are stated, what are implied, and what to follow up. Reading nowadays has become interpreting. People will get motivated to read when the reading materials are closely related to their concern. In some cases, people read by purpose and with purpose. There are also reasons why they read and why they take certain materials to read. They select reading materials that would benefit them. Other people now read because they just like reading or because they noed reading or because they are addicted to reading. 5. Teaching Task-Based Reading through Language Teaching It is impossible to teach reading solely - without doing omer activities. Teaching reading or teaching other language skills needs to be done in a context of communication, In addilion, no single perspective and methodology is sufficient to teach every aspect and skills in language and communication. What teacher supposed to do is building knowledge as comprehensive as possible and being creative in their teaching. One of the most prominent issues in language teaching nowadays is TBlT. Teachers can use TBlT in teaching reading. Brown (2007:52) listed five characteristics of TBl T as follOWS.First, task ultimately points learners beyond Jumaillmiah "AL-RlBAATH" [.PPM UMJ> Yo/.7 No.2, Jun! 20lQ the forms of language alone to realworld context. Second, task specifically contributes to communicative goals. Third, their elements are carefully designed and not simply haphazardly or idiosyncratically thrown together. Fourth, their objeclives are well specified so that leachers can at some later point accurately determine the success of one task over another. Fifth, tasksengage learners, at some level, in genuine problem-solving activity. Additionally, Nunan (2004:40-75) described the components of TBl T as containing: goals, input, procedures, task types, teacher and learner roles, and selting. Since the most central activit1 in TBl T is meaning, teaching reading must be focused on getting the meanings in and behind the reading materials.The meanings contained in a reading passage can be obtained if the readers have enough knowledge about the lexicon (or at least the vocabulary), the syntax (sentence structure), and the context, In this case, students need prior knowledge and it is the teachers' responsibility to help them in prereadingactivities. In a broader concept, meaning,like in: 'It means a lot to me', reading texts must contain something meaningful to the students' life In their future or near future. Teac~ers must help students understand that the topics they are going to read are worth for their life. The significance of the reading materials must be really understood by the students before the whilsl-reading steps started. Student may come to understanding from listeningto the teachers' explanation. It wUIbe much impressive. however, If the understanding comes from their discussion. It is strongly suggested that the sludenls are strongly construct the meaningthemselves. Communication between students and reading materials and among students will engage the students to meaningful aclivities. To create such a situation. leachers should IS..'<;N: 1412-7156 not neglect three factors that must exist in communicative Situation, namely: information gap, choices, and feedback. When there is an infonmation gap between the students and the reading materials, the students then are challenged to solve the gap by finding out information to fulfill the gap. To do so, the students need 10 be provided with choices. The problem-solving process takes place when the students should make a decision or a choice. Feedback is given to the students based on the decision they have just taken. From doing problem solving on several cases, the students will have an opportunity to construct new knowledge or concept. Communication can take place in every task provided those three communicatlve factors. In addition, tasks completions should not always be confirmed to the teacher. Student-student discussion in pairs or in groups should also be encouraged in order to build varialions in communicative classroom reading activities. Tasks should be desiqned in such a way lhat the whole activilies are well tailored, in terms of meeting the students' need, meaningful, challenging, and interwoven one another. It should also be made sure that the each reading task contains goals, input, procedures, task types, teacher and learner roles, and setting. 6. Conducting Tea~hingReading What is the Indonesian English teachers' ultimate goal in teaching? Without beating around the bush, they are confused! They are just like standing between a rock and hard place. On one hand, they are considering theories and experts' advice that Ihe goal of teaching language is making students able communicate. On the other hand, they are pressed by their principals to train (and drill) their students to pass the National Examination. Most of them, if I 119 Jumal flmiah "AL-RlBA.4TU" LPPM UMP Vol. 7 No.2, may say, put one leg on theory and put another on the principals' pressure. Unfortunately, nobody can get success without focus and only one focus. Most teachers fail because they have more than one focuses. English is used as a foreign language in Indonesia. It is used differently from it is used in Singapore. They use English in public services, trade activities, and educational process. It is also used obviously in different way as is in Switzerland, where English, German, and France are written together in the same official document. In this archipelago anybody who cannot speak English will not. get lost in any lown. Ideally, no English teacher should worry even their student cannot speak English as an American does. The teaching of English in public schools in this country should not have to be forced to facilitate students to use English as fluently as to use it as a second language. In the era of schoolbased management and school-based curriculum, English teachers have got more flexibility in developing their syllabi, instructional models, and teaching materials. The first thing to do is that the students pass the National Examination. The others come afterwards. Teaching English reading skill for Junior High and Senior High Schools should be emphasized on the students' ability to grasp both linguistic and non-linguistic information. They, of course, include stated, entailed, and implied information. To be able to do so, students must be given opportunity to do reading comprehension and critical reading through intensive and extensive reading. Skimming for maIn idea and scanning for particular bil of information are the most basic element skills they should do repeatedly. Many procedures can be practiced to struggle for the students' success in reading. Hanmer (2007: 101-102) listed slx prfnciples of reading. I will elaborate 120 Juni 2010 lSS]\': U12-7J56 them here one by one. To start with, teachers should motivate the students to read. They should be encouraged to read as otten and as much as possibte. tt is not enough that the students have instrumental reading motivation. Reading must be a kind of nutrition or culture they live with. II is, another important function of gurus (not onty as teachers) to be motivators (or their students. The second, students need to be involved with the materials they are reading. II is very importanl to note that students must do both extensive and intensive reading. When they do the extensive one, they need to be involved not only intellectually but also emotionally. Reading must be joyful for them. It is good that they are "addicted" to reading. Besides, during lessons it must also be ensured that they are involved actively: intellectually and emotionally. Students' engagement in the two readings can be stimulated by creating school environment, providing reading materials, and promoting model readers (students andlor teachers). The third, students are encouraged to respond to the content of a text (and explore their feeling about it), not merely to concentrate on its construction. It is important to study the construction, vocabulary, reference, sequence of events, and so forth. When the classes are doing monotonous activities, however, the students will get bored. Accordingly, they should be engaged to respond to the content as a topic of social life not just as a classroom ronmal reading task. Students may have different opinions that can lead to an interesting discussion. Teachers may also provoke personal emotional involvement with, for example, the figure mentioned in the reading material. This kind of engagement is not only possible in intensive reading classes but also in extensive reading activities. Prcblemsolving and meaning construction will grow in such engagement. In this issue, ISSN: 1412-7156 Juma/ lImillil "AL-RI8AA11f" LPPM UMP Yol.7 No.2, Iuni 2Q/O teachers should provide or select more humanistic reading materials or coursebooks - not too technical and mechanistic (see Tomlinson 2003:162- teachers or friends). Not only are they in intensive reading. reflection and feedback are very useful in both extensive and intensive reading. 173). The fourth, prediction is a key factorin reading. Usually students have got much knowledge on the topic they are going to read. By looking at glance at pictures and reading the title. such students can predict what will be found in the body of the text. The students' schemata on tha topic will also be activated. As a result. the students will get into the reading text mach more efficiently. Sentences at the beginning. in the middle, and at the end of a reading text can also be used as hints to predict the main idea of the text that, in turn, will ease the students to understand the technical terms containedin the reading text. The fifth, the tasks in intensive reading texts should be matched to the topic. Once a student has taken a reading text to read. he or she will follow lhe tasks in it. A reading text is chosen usually because of the topic and certain topics are usually suitable only for certain target readers. When providing or designing reading tasks, teachers or writers must think of those facts. that is, the tasks must match the topics. Tasks that are too complicated will make the studenls get frustrated. On contrary. it they are too simple. the students will get bored easily. Tasks should be challenging - not too easy and not too difficult to the readers. The sixth, teachers should exploit the reading texts to the full. Every reading text is full of sentences, words. descriptions, etc. Having only reading aloud or silent reading and then finish means nothing. Teachers should facilitate lhe students to dig the contents and retate them to their life other school subject or anything elsa that are Significant to the students' concerns. Students need to express their reflection and get feedback (from 7. Instructional Technology and Classroom Research In line with the development of information technology and industry, the demands of utilizing technology have increased significantty. Lots of classrooms are now equipped high technology products. such as LCD projector and portable computer. That was good news. However, that is not the best referenl to the using of educational technology. • Nowadays, the concept of educational technology has been the study and ethical practice of facilitating learning and improving performance by creating, using, and managing appropriate technological process and resources (Janoszwski and Molenda 2008:1). The concept is very wide. It stretches from very concrete equipmont up to very abstract methodology. Syllabus development and instructional design are included in it. It is very important for teachers to notice that one of the key concepts in the definition is "usinq". It refers to the acceptance and use of technological process and fulfills its mandate when learners actually benefit from it (Mondela 2008:141). The using of high tech products or the most recent teaching method in a classroom should be dedicated to fulfill its mandate not merely to show off the school's new property. If teachers want to increase their students' achievement. they should know how 10 do so. One thing that is very important to do is conducting classroom research. Nunan (2009:15-17) used the term classroom research to cover two concepts. those are classroom-based or classroomcentered research and classroomoriented research. It is not a research that is aini'ad at only 10 know 121 Jurnol Ilmial« "AL·RlBAATH" LPPM liMP Vol. 7 No.2, Jun! 2010 something. It is a research to act something. It is an action that is done through scientific procedures. When a certain group of students got difficulty in reading, it is suggested that the teacher should do an action through research action research. It is very possible for the teacher 10 solve the students' problem or difficulty using new technology or invention. a.Epiiogue Language teaching has been done since long ago. It has changed very vasUy since modern linguistics and psychology revolutionized. Lots of perspectives have been used to see language and language teaching. Gbod teacher must have enough knowledge and slrong believe before conducling teaching and learning activities. One of the most prominent perspectives of 122 ISSN: 141]-71$6 language teaching is Communicative language Teaching (ClT). In CLT language teaching is seen as a process of helping student be able to communicate and it is done through communicative process. The core of Cl T is Task-Based language Teaching (TBlT). In TBlT meaning is the most central issue. Teaching reading is aimed at helping the students to understand. interpret, and be involved in the meaning contained in reading lexts. Students must be engaged in meaningful activities and the meanings in Ihe reading materials must be dug and related to their real life. When students get difficulty in reading. the teachers can help solve the difficulty by doing classroom research. One possible way of solving the difficulty is applying educational technology. lumal Ilmial« "AI •..JUBAA171" '-PPM UMP Vol. 7 No.2, Junt 2010 ISSN: 1411-7156 REFERENCES Brown, H. Douglas. 2007. Teaching by Principles: An Interactive Approach. White Plains, NY. Ceele-Murcia, Marianne (ed.). 2001. Teaching English as 8 Second of Foreign Language. Boston: Heinle & Heinle (Thomson Learning Inc.). Ellis, Rod. 2003. Task-based Language Teaching and Learning. Oxford: Oxford University Press. Field,John. 2004. Psycholinguistics: The Key Concepts. London: Routledge. Harmer,Jeremy. 2007. How /0 Teach English. Essex: Pearson education Limited. Harmer, Jeremy. 2007a. The Practice of English Language Teaching. Essex: Pearson Education Limited. Januszewski. Alan and Michael Molenda. 2008. Educational Technology: A Definition with Comomery. New York: Lawrence Erlbaum Associates. Mondela.Michael. 2008. -Using." In Janusz,ewskiand Mondela 2008. pp. 141-172. Nunan. David and Kathleen M. Bailey. 2009. Exploring Second Language ClasSroom Research: A Comprehensive Guide. Boston: Hainle. Nunan, David. 2004. Task-Based language Teaching. Camridge: Cambridge University Press. Richards. Jack C. and T. Rodgers. 2001. ApproDclles and Methods in Language Teaching (2,-ded.) Cambridge: Cambridge University Press. Savignon, Sandra J. 2001. 'Communicative Language Teaching for the Twentieth Century: In Cecle-Murcia (ed.) 2001. pp. 13·28. Tomlsison, Brian (ed.). 2003. "Humanizing the coursebooks." In Tomlinson (ed.) 2003. pp. 162-173. Tomlinson, Brian. 2003. Developing Materials for Language Teaching. london: Continuum. 123 VOL. ., flO. 2.1Un12D1O STUD. KELAYAKAN DAN ANAUSIS KESESOAIAN LAHA.... BERDASARKAN ASPEK TlKNIS PERTAMBAKAN 01 DESA SUKABARU KECAMATAN BENUA KAYONG KABPATEN KETAPANG Hendry tun/n dan Hastiadi Hasan HOW TO TEACH READING: SOME BASIC AND PRACTICAL CONSIDt:RATIONS Ikh..unudin PEMBESARAN IKAN MAS STRAN MAJALAYA DAN S(NYONYA DENGAN MENGGUNAKAN PAKAN TAMBAlIAN PADA SISTIM MINAPADI EJco De....an/oro STUDY KOMPARATIF PERSEPSI KONSUMEN TERHADAP KOPI CAP "DUA PIALA" DAN CAP "OBOR" DI KOTA PONTIANAK Ariji" EFEKTIVITAS PENGGUNAAN MODEL PEMBELAJARAN KOOPERATlF TIPE NUMBERED HEADS TOGETHER (NUT) DENGAN MEDIA VISUAL TERHADAP HASIL BELAJAR SlSWA PADA MATERJ SlSTEM PENCERNAAN MANUSIA KELAS VllJ SMP NEGERI 2 PONTIANAK S)'uhiJah, Titin, Ruqiah Gonda Plllri Panjaitan EFEKTIVITAS MODEL PEMBELAJARAN PROBLEM-BASED LEARNING (PBL) PADA SUB MATERI KELAINAN DAN PENYAKIT PADA SISTEM PEREDARAN DARAH MANUSIA DI KELAS XI IPA SMA NEGERI 6 PONTIANAK llairani. Reni Marlina, Ruqiah Gonda Putri Panjaitan ANALISIS JARlNGAN KOMUNIKASI PETAl'') DALAM PEMASARAN LIDAM BUAYA (Xu .. dl Kawau Sentn Aariblsnu Pontiana.LKalimantan Bant) £/1)10 PENGARUH MODELADVANCE ORGANIZER TIPE COMPARAm~TERHADAP HASIL BELAJAR DAN RETENSI BELAJAR SISWA SMA!'l 1 SUNGAl AMBAWANG PADA MATERl LARlITA!'l PENYANGGA Roudhuwl FadhiTah ANALISIS TINGKAT PENGEMBALIAN ~ESTASI DAN R1SIKO PADA SAHAM PERBANKAN DAN LEMBAGA PEMBlAYAAN PADA PT. BURSA EFEK JAKARTA Dedi Hari)'Ullto JurnaJ IImiah "AL-RJ8Ml'H" U'PM UMP YQ/.7"'''.1. Jllni 1111f) JSSN' 14/1-7/56 ~~~~~~--------~~~~ ptm6fna Rektor UllivcrsitllSMubammadiyab POlltianak penan##U1f#J_6 Lembaga Penelitian dan Peugabdian Keplltla Masyarakat Pfmp/111111 JtdIobf Eka Indah Raharjo lIItdU pfmpfnan 1le/Jtd.1 Rlldi Alfian 6dnt1ll'fl lldJabf Joni Rahmadi Ptn(!lmlif18 Rachtml, Mardjan. Mawardi, Wabdah, Eko Sarweno, Devi Vasmin pmtl'Ml LemlMlgll Penclitian dan Pengabdian Kepada Masyarakat (LPPM) Universitas Mllbanunadiyah Pontianak 1I/JzrrurJ lltllabl Jalan A. Vani No.IlI Telp(0S61)73mS Fn.(OS6t) 764571 Pontianak-KaUmantan Barat t'lJIAtN: loPlM_ U tNl~t! Vl'\tIvIl. (QtJ1.V\ 1 emit p~ AtdI Janu. ri 2004 J'l'tlllntlf ~rMt 2 (dus) bli setahun •