Monday, November 3, 2008

Gender and Achievement: The Differences in Boys’ and Girls Academic Achievement (Review)

1. Introduction.
Differences in educational achievement in gender terms are more difficult to pin-point than those related to social class. There is, for example, little clear evidence to show that females, as a whole, underachieve intellectually at school (in terms of GCSE overall, for example, the levels of achievement between males and females are roughly equal, although in recent years there is evidence to suggest that females are achieving more than males across an increasing range of subjects).
In addition, the evidence since the 2nd World War suggests that female educational achievement at the secondary level has increased markedly in comparison to male achievement. At the primary level male and female levels of achievement are, in general, roughly equal, although males tend to score more highly on some forms of testing.
The gap between girls’ and boys’ achievement at GCSE has been roughly the same for several years. There are statistical difficulties in analyzing the o- level and CSE results of the 1980s, but they appear to show that girls were already improving their performance before GCSE introduced. The changes to GCSE affecting the 1994 results, including the reduction of the course work element, did not immediately reduce the superiority of the girls’ performance.

2. A few Figures to Illustrate the Differences in Boys’ and Girls’ Academic
Achievement
There are three indicators are used to concretely illustrate boys’ lower achievement in elementary and secondary school: academic delay, success in learning the language of instruction and graduation rates.

2.1. Academic Delay
It has been noted that in general education, both in elementary and secondary school, boys are more likely to repeat a grade than girls. This gap is particularly significant in the first year of secondary school.
Based on Education Indicator, 2003 edition, MEQ (2003), it reports that in 2001-2002 in the school system as a whole, 3.8% of boys and 2.3% of girls repeated a grade in elementary school. The gender difference is therefore 1.5 percentage points. For secondary 1 student, the difference rises to 5.6% percentage points, since the proportion of repeaters is 15.7% for boys and 10.1% for girls.
The cumulative effect of grade repetition is to delay students in their schooling. At the end of the normal six-year period of elementary school, children should be no more than 12 years old. A student aged 13 or over has therefore fallen behind. The cumulative effect of grade repetition is reflected in the student’s age.
Students who are repeaters in elementary school are at much higher risk of dropping out that other students, and this risk increases considerably with the numbers of years of academic delay.

2.2. Success in Learning the Language of Instruction
Grade repetition and academic delay, more prevalent among boys than girls; appear to be mostly related to gender differences in learning the language of instruction since no significant performance gap has been noted for the other subjects.
Based on uniform examinations results that set by MEQ, girls’ result in the language of instruction are higher than those of boys. In Canada, the 2002 School Achievement Indicators Program (SAIP) assessment also confirms that girls’ written language skills are much stronger than boys in the country as whole. Beside, at the international level, a recent study of the OECD Programme for International Student Assessment (PISA), report that girls get higher result in reading literacy than the boys.
The report on Australian national literacy testing in 1996 (DETYA 1999a,b), identified the fact that only percent of male students were able to meet the reading benchmarks set Year 3, compare with 77percent of female students. Like wise, 65 percent of all male students tested scored at or above the writing benchmark for Year 3, while 81 percent of female students score above a higher for the same benchmark. According to this report, the gap between girls and boys performance repeats it self for the Year 5 test result conducted in the same year: 65 percent of the boys tested and 76 percent of the girls tested scored at or above the reading benchmark in Yea 5; 59 percent of the boys reached or went beyond the benchmark set for writing in Year 5, whereas 74 percent of girls met or exceeded this benchmark (DETYA 1999a,b).
Similarly, the combined results of the 1999 national testing in United Kingdom for reading, writing and spelling (the Key stage test) for 7,11,and 14 years old students indicate that 77 percent of boys reached level 2 and above in reading, while 86 percent of girls tested reached the same level and above. Similarly with writing, 78 percent of boys tested and 87 percent of girls tested performed at level 2 or above. In terms of spelling performance on the national test, only 65 percent of boys tested at level 2 or above, whereas 76 percent of the girls tested at level 2 and above (DFEE 1999a)
The test scores from the National Assessment of educational progress (NAEP) in 1996 have been analyzed according to male and female performance in reading, writing, and spelling tests and indicate what many see as dangerous gaps between male and female performance in relations to sets of literacy skills. Besides, Helbers (2000) notes that there were significantly more boys than girls located within the low scoring category.
Concerns about the lower literacy levels of boys are deepened when they are read a long side reports that identify less than desirable sets of experiences for boys during the course of their education. Researchers in a range of countries an across a variety of schooling sector have presented evidence to argue that boys are:
o Over-represented in remedial educational classes and more likely to be held back a grade.
o Most likely to demonstrate behavior problems
o More likely to be suspended
o The majority of counseling referrals
o Three time as likely to receive a diagnosis of attention-deficit hyperactivity disorder
Perhaps not surprisingly, there are also gendered patterns relating to subject choice, educational progress and school completion. At school boys are more likely than girls to enroll in high-level math and science courses, and less likely to undertake studies connected to English and the humanities. This pattern continues into universities, with male students continuing to choose science, technology and engineering over humanities or education.

2.3. Graduation Rates
Based on the statistics for 1976 to 2001 show that the proportion of girls graduating from the school system with a bachelor’s degree jumped from 13% to 31%, while for boys it increased from 17% to 21%. It shows us that the graduation rates of girls are higher than boys. Most of boys are drop out before the end of semester ( MEQ : 2003)

3. Boys Failure factors
There are some various factors that make certain boys more likely to fail. They
are; the influence of socio economic background, different attitudes and
Behaviors with respect to school and learning, the effect of stereotypes and the
Influence of peer groups.

3.1. The Influence of Socio economic Background
Among the various factors that influence this process, social background is the one that has the most impact on students. In this regard, it is the bets predictor of academic outcomes. Over the past several decades, studies carried out in a number of countries show that students from disadvantaged environment are the most likely to experience difficulties in school, to repeat a grade, to be delayed in their schooling or to drop out. In general, research data shows that the performance gap between boys and girls tends to narrow when students are form advantaged environments and to widen the further down students are on the socioeconomic scale.
Social background appears to have more impact on boys’ academic achievement than on that girl, and this can be observed in a number of countries. Collins (2004) said that socio economic status makes a larger difference than gender to Year 12 performance even where girls generally do better than boys. And it seems that socio economic status appears to be the most salient factor in boys’ (and girls’) literacy performance in schools (ERO, 1999). Similar to Buckingham (1999), he mentions that the higher the socioeconomic status of parents on these measures (of household income, family structure, parental education) the higher is literacy and English performance of their children, both boys and girls, on average.

3.2. Different Attitudes and Behaviors with respect to school and learning
Boys and girls have different attitudes toward school and academic success. Studies clearly show that girls are more interested in and open to school life than boys (Quebec, 1999)
1. Effort
Success in learning the language of instruction is an important indicator of boys’ academic difficulties. It has been observed that girls, generally make more of an effort to learn even if they are not interested in a subject than boys do. it appears that many boys have difficulty making an effort if their interest level is low and the benefits are not immediate.
Boys and girl do not have the same idea of what leads to success:
• boys place much more importance on intelligence than on effort.
• Boys believe that being intelligent relieves them of having to make an effort.
• While girls perceive intelligence as an indispensable ingredient of success.
• Girls perceive academic success as the gateway to a more satisfying
• personal and professional life,
• While boys rely more on beliefs concerning the opportunities they will have
• simply because they are male, an attitude which lead them to underachieve in school
• Girls also devote more time to homework and studying.
• more boys than girls experience difficulty in learning the language instructions.
• more boys than girls lack commitment to and interest in their schoolwork, which mean that boys are more likely to reaped a grade and its affect students’ self-esteem, feeling of competence and sense of belonging and forth dropping out of school

2. Better results in reading literacy
In all OECD countries ( Organization for Economic Cooperation and Development), girls are significantly a head of boys with respect to reading literacy. There is no marked difference between boys and girls with respect to their results in other academic subjects. However the ability to read, understand and use information is at the heart of cognitive development and personal fulfillment. Reading literacy is the cornerstone for learning in all academic disciplines. This is why difficulties experienced in learning the language of instruction lead to identification of learning difficulties and are one of the main reasons school authorities use to justify their decision to have a student repeat a grade.
3. Different learning strategies.
Analysis of the differences in girls’ and boys’ learning strategies shows that boys generally use different strategies than girls, particularly with respect to metacognitive strategies.
• Boys prefer to focus on comprehension and establishing links between concepts. Besides, boys use more competitive approaches.
• Girls tend to use memorization techniques and control strategies such as Planning, organization and structuring. Girls also more likely to adopt a personal learning assessment approach.

4. A different perception of abilities.
Most girls have more self-esteem when it comes to their education. And we know that young people’s perception of their skills is an important factor in their academic performance. More girls than boys mention that they have academic aptitudes or skills and talents of an intellectual nature. This observation was confirmed by means of a 1995 survey of students in Secondary Cycle Two in general Education.
The programme for International Students Assessments (PISA) has shown that there is a relationship between students’ perception of their own performance in reading literacy. In all OECD countries, the most striking differences in performance have been noted between students who are certain they can meet learning challenges, even in the face of difficulty, and those who are uncertain of being able to do so (OECD: 2003). There also seems to be a significant negative gap between some students’ actual potential and their assessment of this potential.

5. The effect of stereotypes.
Numerous studies carried out in 1993-1994 and in 1996 by the Centre de recherché et d’intervention sur la reussite scolaire (CRIRES) show that there is a strong correlation between identification with the sexual stereotypes and academic failure for both boys and girls. Conversely, dispensing with these stereotypes leads to better performance.
A larger proportion of girls than boys succeed in freeing themselves of these stereotypes, and this greeter freedom is more apparent in advantaged environments than in more modest one (Jean: 2003). Boys who wish to compensate for their academic difficulties tend to take refuge in stereotypical masculine behaviors that distance them from school life.

3. The Influence of Peer Group
The peer group is a factor that influences many boys to adopt a negative attitude toward school. Boys who show disruptive behavior and who protest against school and schoolwork are perceived as “cool”, giving them a certain power which they use to harass docile students who do well in school. Richard (2003) says that it is not “cool” to be perceived by one’s peers as someone who works hard. In many secondary schools, good marks are for “sucks”, especially if this involves studying and completing school assignments. Excerpt from a speech given by Jean (2003) explained that only the myth of getting good marks without having to study makes one popular because it is considered “brilliant” by one’s peers.
Negative peer pressure can cause many boys to maintain and develop negative attitudes and behaviors toward school and school work. While boys who have positive attitudes toward school are often the targets of such comments.
Peer pressure can be very strong and help limit possibilities for many boys by influencing the courses they choose, their behavior and their academic performance. Schools that are unsuccessful in creating a favorable atmosphere and positive social pressure among their students will have a great deal of difficulty mobilizing male students who are at risk of failure from the outset. If the school enters into competition with the peer group by promoting academic success, it is far from certain that it will win the contest (B. Lingard et al : 2002)

4. Conclusion
Based on the research result presented here, it can conclude that achievement between boys and girls are different in money aspect. Boys’ achievement were low than girls. In this case boys were majority faced problem in academic delay. Secondly, in learning language boys’ achievement were low than girls. Beside that the graduation rates majoring handled by girls than boys.
Research data also show that socioeconomic background is an important risk factor, especially for boys. Academic difficulties affect boys from disadvantaged environments in particular.
It also can conclude that some behaviors or attitudes toward school and studies might have an influence on academic performance. Behaviors and attitudes that are more conducive to students’ academic success and their staying in school appear to be more prevalent among girls than boys.
Peer pressure may also be an important factor to take into consideration. It appears that schools could use this factor to create pressure that is conducive to success. Certain students seek to impose on others their negative image of academic success by often relying on traditional social expectations of their own gender.




References
Boys’ Academic Achievement: Putting the Findings into Perspective. Summary
Report. 2004. www. Meq.gouv.gc.ca/publications/ menu- rapports.htm
Becky. F. 2000. Boys, Girls, and Achievement : Addressing the Classroom
Issues. London, New York.
Lingard . B. et all. 2002. Addressing the Educational Needs of Boys. University
of Queensland, University f Murdoch, university of Melbourne. Australia
Organization for Economic Cooperation and Development. Education at a
Glance. OECD Indicators-2003 Edition, 148.
Ofsted. 2003. Boys’ Achievement in Secondary Schools. www. Ofsted.gov. UK
Quebec. 1999. Improving Boys’ and Girls’ Academic Achievement .
Gouvernement du Quebec.

DESTINASI PELANCONGAN SENTOSA ISLAND DI SINGAPURA

Sentosa adalah sebuah pulau yang terletak di sebelah selatan Singapura dan sangat popular di antara orang-orang Singapura dan juga para pelawat dari seluruh dunia. Sentosa tidak hanya sebuah pusat hiburan, ia juga merupakan sebahagian dari sejarah singapura. Tempat itu dikenal sebagai Fort Siloso. Tempat itu digunakan oleh orang-orang Inggeris untuk mempertahankan Singapura yang terkenal sebagai benteng pertahanan.
Sentosa sebuah taman wisata, pelancongan tropika, hutan simpan, dan pusat bagi semua budaya bergabung menjadi satu. Jaraknya hanya beberapa minit dari kota melalui kereta kabel, feri atau jalan darat. Pulau pelancongan Singapura ini merupakan permata rekreasi seluas 390 hektar dengan kaleidoskop pertunjukan dan aktiviti. Dahulu ia merupakan desa nelayan yang diubah menjadi markas tentara Inggeris, Sentosa kini telah bertukar menjadi resor pulau yang ideal di tahun 1972.
Apabila menjejakkan kaki di pulau ini, kita akan dapat menikmati pelbagai bentuk hiburan dan pertunjukkan menarik di sini - dengan acara budaya yang meriah siang dan malam, kerimbunan hijau siap untuk dijelajahi, kebun-kebun cantik, pancaran air menari serta dua lapangan golf ”18-hole” berkelas internasional dengan pemandangan laut yang indah.


Para pecinta pantai pasti suka dengan aneka permainan dan sukan air yang tersedia di sepanjang pantai 3,2 km ini, terbentang dari Siloso, Palawan hingga ke Tanjong. Antara aktiviti-aktiviti ini adalah bersepeda, kano, berkuda atau in-line skating, atau sekedar bersantai di pub tepi pantai. Saat akhir pekan, pub-pub di tepi pantai ini akan semakin meriah dengan para peminat voli pantai. Mereka beramai-ramai datang ke Siloso Beach untuk permainan kegemaran mereka.
Dalam beberapa tahun belakangan, Sentosa juga semakin terkenal di dunia internasional kerana berhasil mengadakan acara-acara yang berkesan di Singapura, seperti Sentosa Sandsation iaitu acara ukir pasir internasional, pesta busa, Black Moon Foam Parties, Zouk Out Dance Festival dan Pesta Akhir Tahun khas Sentosa
Keindahan alam ada di mana-mana di Sentosa. Ada Banyak tempat yang mesti kita kunjungi. Disana kita akan dapat melihat burung-burung merak, kera dan tupai yang ramah, atau hanya sekedar berjalan-jalan di Nature Walk/Dragon Trail melalui hutan tropika sekunder lalu berhenti di lokasi foto di puncak Mount Imbiah untuk menikmati pemandangan pulau-pulau sekitar.
Untuk berjumpa langsung dengan ciptaan alam, ada beberapa tempat menarik dan indah yang mesti kita lawati, iaitu Underwater World dan Dolphin Lagoon. Di tempat ini kita dapat menemui si lumba-lumba merah muda yang lucu dan berbagai satwa laut menarik lainnya.

Butterfly Park dan Insect kingdom juga merupakan tempat yang banyak dikunjungi peminat. Selain itu ada juga satu tempat bersejarah yang mesti di lawati iaitu Fort Siloso. Dan tidak ketinggalan Merlion Park.

1. Underwater World Singapore
Underwater World Singapore yang terletak di Sentosa Island, Singapura, merupakan sebuah akuarium laut yang unik dan terkenal. Dengan lebih 2,500 hidupan laut daripada 250 spesies kawasan serantau, ia sangat popular di kalangan pelawat sebagai tempat santai yang memberikan pengalaman menghiburkan serta bermanfaat. Sejak dibuka pada tahun1991, lebih 20 juta pelawat telah terpesona dengan pameran yang diadakan.
Dengan matlamat untuk memberikan pengalaman unik yang menyeronokkan kepada setiap pelawat, Underwater World Singapore sentiasa aktif dalam memperbaharui produknya serta inovasi program.
Di Underwater World Singapore, ‘pengembaraan ke dasar laut’ bermula di gigi air cetek dengan kolam penyu dan ikan pari yang cetek. Seterusnya kita akan menemui terumbu karang pelbagai warna serta penghuni laut yang eksotik termasuk ikan malung, naga laut dan ubur-ubur, sebelum kita memulakan ‘pengembaraan’ dasar laut yang menakjubkan melalui travelator sepanjang 83 meter dengan terowong yang menempatkan ikan pari yang menakjubkan, jerung yang menggerunkan, serta lain-lain kumpulan ikan dan hidupan yang menghuni


dasar laut. Di penghujung terowong bawah air, jangan ketinggalan peluang keemasan untuk bertentang mata dengan dugong, Gracie.
Di underwater World Singapore kita juga dapat menyaksikan pameran bertema terkini di dewan pameran di aras satu. Tema masa kini adalah "Living Fossils" yang mempamerkan pelbagai hidupan marin dan air tawar yang unik dan menakjubkan, yang mana nenek moyang mereka muncul lebih beratus juta tahun dahulu. Underwater World Singapore komited dalam memelihara dan membiakkan kehidupan marin melalui penglibatan aktif dalam beberapa projek alam sekitar.
Lawatan sambil belajar dari sekolah-sekolah amat digalakkan dengan program-program pembelajaran seperti Semalaman di Lautan “Living in the Ocean Sleepover”, Bengkel Pengetahuan yang Menyeronokkan “Handson Educational Fun Workshops” dan Duta Laut “Ocean Ambassador” yang menggalakkan pembelajaran sambil berseronok dan memahami kehidupan dasar laut serta kerapuhannya. Selain itu, dampingi hidupan laut dengan menyertai program menyelam, atau manjakan diri kita melalui program Berenang Bersama Dolfin “Swim with the Dolphins” yang popular.
Sekiranya kita tercari-cari tempat eksklusif untuk mengadakan acara, Underwater World Singapore menawarkan ide makan minum yang menarik seperti “Makan Malam Bersama Jerung” (menjamu selera secara eksklusif di travelator), dan acara-acara bertemakan laut yang lain. Selain acara bertema, Underwater World Singapore juga dapat membantu menyediakan hidangan lazat dan menyelerakan.
Kawasan terbuka juga ada untuk acara luar di Dolphin Lagoon. Tidak kiralah sama ada ianya acara korporat, jamuan insentif, pelancaran produk, hari keluarga syarikat atau pun majlis perkahwinan, pilihan acara di Underwater World Singapore dan Dolphin Lagoon adalah pelbagai dan tidak terhad.

2. Dolphin Lagoon
Dolphin Lagoon di Underwater World Singapore, memberikan peluang keemasan untuk berjumpa ikan dolfin Indo-PacificHumpback comel yang lebih dikenali sebagai dolfin merah jambu. Dolphin Lagoon dibina dengan teliti untuk menyediakan persekitaran semula jadi yang sama dengan habitat semula jadi dolfin.
Comel dan cantik, dolfin merah jambu ini suka bertemu kawan baru. Pelawat boleh melihatnya dengan dekat dan pasti terpegun dengan persembahan hariannya yang menarik dalam sesi “Bertemu Dolfin (Meet-the-Dolphins)”. Sesi bertemu Dolfin dari Isnin hingga Jumat pada pukul 11am, sesi latihan dengan komentar dalam bahasa Inggeris, 1.30pm, 3.30pm, 5.30pm dan begitu juga dengan hari Sabtu, Ahad dan Cuti Umum. Sesi bertemu Dolfin dapat berubah bila-bila masa bergantung kepada cuaca. Sementara itu, masa memberi makan Underwater world Singapore ialah setiap hari.
Underwater World Singapore bermatlamat untuk meningkatkan kesedaran dan kefahaman tentang dolfin dalam mempromosikan perlindungan dan pemeliharaan haiwan marin yang bijak dan semakin pupus ini.

3. Waktu Beroperasi dan Caj Masuk
Waktu Beroperasi Underwater World Singapore 9 pagi hingga 9 malam setiap hari. Kemasukan akhir pada 8.30 malam. Dolphin Lagoon 10.30 pagi hingga 6 petang setiap hari. Kemasukan akhir pada 5.30 petang. Kadar bagi kemasukan di Underwater World Singapore dan DolphinLagoon. Dewasa: S$19.50 Kanak-kanak: 3 – 12 tahun: S$12.50 Kanak-kanak bawah 3 tahun: Percuma

4. Pakej Nilai
Pakej Submarine memberikan nilai untuk wang para pelawat bagi mereka yang tidak puas dengan sekali lawatan ke Underwater World Singapore. Setiap pakej membolehkan 2 kali masuk ke Underwater World dan Dolphin Lagoon (tempoh sah dalam jangka masa satu tahun), serta pelbagai faedah dan keistimewaan seperti F&B dan diskaun program. Under Waterworld Singapore mempunyai 3 jenis Pakej Nilai Submarine bagi orang dewasa, kanak-kanak atau keluarga. Pakejnya ialah Pakej Solo Submarine - S$29 kad sah untuk 2 kali masuk bagi orang dewasa. Pakej Mini Submarine - S$19 kad sah untuk 2 kali masuk bagi kanak-kanak. Pakej Jumbo Submarine - S$75 kad sah untuk 2 kali masuk bagi 2 orang dewasa dan seorang kanak-kanak.
Adapun faedah kad Submarine ialah kemasukan 2 kali ke Underwater World dan Dolphin Lagoon dalam jangka masa satu tahun dari tarikh pembelian. Diskaun 10% tempat makan di Underwater World Singapore dan Dolphin Lagoon dan kedai cenderamata dengan pembelian minima $10 dalam satu resit. Premium Underwater World Khas. Bagi undangan pelawat yang turut serta: 5 baucar diskaun bagi potongan 15% untuk kadar kemasukan. Tawaran istimewa Program Renang dan Selam

5. Panduan Perjalanan
Dari Singapura untuk sampai ke Pulau Sentosa, kita boleh menggunakan beberapa jenis pengangkutan antara lain melalui Kereta Kabel, kita boleh menaiki kereta kabel dari Mount Faber atau Cable Car Towers di Harbour Front Centre mulai 8.30am-9pm setiap hari. Melalui bas-bas Sentosa kita turun di stesen MRT Harbour Front dan naik bas Sentosa dari Terminal Bas Pusat Harbour Front.
Tiket masuk Sentosa dan tambang bas pulau yang dibayar berasingan boleh dibeli di Visitor Arrival Centre (VAC). Melalui Teksi, ianya boleh membawa kita terus ke Sentosa – Underwater World Singapore. Sila beritahu pemandu teksi untuk memandu ke arah Shangri-La Rasa Sentosa Resort. Underwater World Singapore terletak bersebelahan. Tiket masuk ke pulau yang dibayar berasingan terpakai untuk setiap penumpang teksi.
Di bahagian atas tiket masuk ke pulau terpakai untuk semua penumpang. Sentosa juga mengenakan caj masuk kenderaan yang biasa. Tempat letak kereta terdapat di kawasan letak kereta yang ditetapkan di pulau.
Di Kawasan Sentosa untuk ke Underwater World Singapore (UWS) perkhidmatan bas laluan Biru dari Visitor Arrival Centre yang mana anggaran frekuensi 10 minit. Perkhidmatan bas laluan Merah dari Dolphin Lagoon. Untuk ke Dolphin Lagoon (DL) perkhidmatan bas laluan Kuning dari Visitor Arrival Centre (anggaran frekuensi 10-15 minit). Perkhidmatan bas laluan Merah dari Underwater World Singapore. Semua pengangkutan di kawasan pulau disediakan percuma.

6. Kedai Cenderamata & Cafe
Ingatan manis daripada kedai cenderamata istimewa Underwater World Singapore mengabadikan pengalaman kita yang sukar dilupakan di Underwater World Singapore dan Dolphin Lagoon. Terdapat dua kedai cenderamata, satu terletak di Underwater World Singapore dan satu lagi di Dolphin Lagoon.
Di Kedai Cenderamata Underwater World Singapore, kita dapat membeli hadiah- hadiah menarik untuk memenuhi cita rasa semua peringkat umur seperti beg galas bermotifkan binatang, cawan, baju T-shirt dengan rekaan eksklusif, anak patung hinggalah buku panduan hidupan laut yang penuh pengetahuan.
Di Dolphin Cove, para penggemar dolfin berpeluang mendapatkan pelbagai cenderamata dolfin merah jambu eksklusif seperti rantai kunci, anak patung dan juga coklat dolfin merah jambu kami yang eksklusif
Dolphin Café terletak di sebelah pintu masuk Dolphin Lagoon, Dolphin Café sangat ideal untuk mereka yang inginkan hidangan segera bila-bila masa. Menu popular termasuk Ikan dan Kentang, Berger Ayam, minuman ringan, Hotdog, Naget Ayam, Chicken Chop, Kepak Ayam, minuman smoothie dan jus buah-buahan.
Untuk para pengunjung yang ingin menikmati hidangan lengkap selepas mengunjungi Underwater World, Palm’s Café menawarkan hidangan ala alfresco dengan pemandangan yang indah. Pengunjung juga dapat menikmati hembusan angin laut sambil menjamu selera dengan pelbagai hidangan tempatan dan antarabangsa di café ini. Palm’s Café terletak selepas pintu keluar Underwater World Singapore.
Cool Stop menawarkan pengunjung Underwater World pelbagai jenis makanan ringan serta desert tempatan yang lazat seperti Ais Kacang iaitu desert tempatan dengan ais hancur diliputi sirap pelbagai warna dan bahan lain termasuk kacang merah dan jeli, yang pasti membawa kesegaran semasa kunjungan kita ke Sentosa.
Kiosk Roti Mama terletak di belakang perhentian bas di hadapan Underwater World Singapore. Ban kopi (ban café latte/cappuccino) yang disediakan merupakan snek yang sesuai untuk penggemar kopi dan menawarkan cara unik untuk menikmati kopi. walaupun masih belum lapar namun pengunjung pasti ingin mencuba jika terhidu baunya yang lazat.

7. Butterfly Park dan Insect Kingdom
Di Butterfly Park dan Insect Kingdom para pelawat boleh melihat satu dari koleksi serangga terbesar di dunia dan menyaksikan lebih dari 2,500 kupu-kupu dari 50 spesies lebih, serta serangga aneh lainnya seperti serangga berwajah manusia, serangga batang, lipan raksasa, kalajengking, dan kumbang badak

8. Fort Siloso
Dibangun di tahun 1880-an, Fort Siloso berfungsi sebagai benteng terakhir pasukan Inggeris di saat penaklukan Jepun ke atas Singapura. Selain itu ada lokasi bersejarah lainnya di Mt. Imbiah, dengan sisa-sisa peninggalan meriam yang ada. Pelawat boleh mengenali zaman perang di Singapura, dengan budaya yang penuh warna dan warisan sejarahnya yang marak di Images of Singapore. Di bangunan tiga bahagian ini, kisah-kisah itu diceritakan ulang melalui patung-patung, animatronik serta efek-efek khusus .

9. Merlion Park
Tegak berdiri setinggi 37 meter adalah The Merlion, ikon pariwisata Singapura berupa setengah singa dan setengah ikan, yang menampilkan pemandangan dari seantero Sentosa, gedung-gedung pencakar langit kota Singapura, serta pulau-pulau sekitar.
Pengunjung boleh menikmati pemandangan memukau ini dari dua lokasi iaitu satu di paras 9 di mulut sang Singa dan satu lagi di puncaknya yaitu di paras 12, dari mahkota Merlion dengan pemandangan 360 derajat yang menakjubkan.
Jika kita suka naik secara vertikal, kita boleh coba Carlsberg Sky Tower yang dapat menampung sampai 72 orang dalam kabin nyaman berpendingin, untuk pengalaman menarik selama tujuh minit.

Ada banyak lagi tempat-tempat yang menarik untuk dikunjungi di Sentosa Island, seperti, Cinemania, sebuah teater simulasi interaktif. Bagi seluruh keluarga, Sijori WonderGolf adalah taman golf miniatur luar ruang yang berorientasikan keluarga, dilengkapi dengan halangan rintang, lereng, terowong serta jebakan yang inovatif dan seru.
Sentosa menyediakan tempat yang menarik dan cocok bagi semua minat dan anggaran. Aneka pilihan fasilitas makanan dan minuman tersedia lengkap di pulau ini, dengan bas dan kereta api yang memberi akses mudah ke seluruh pulau. Datang dan kunjungilah Sentosa Island dan dapatkan pengalaman yang menarik dan berkesan.

PERBEZAAN MAKNA FRASA TANGKAP BASAH BAHASA MELAYU DENGAN BAHASA INDONSEIA

Pengenalan
Ramai orang berpendapat bahawa bahasa Melayu Malaysia terdapat banyak kesamaan dengan bahasa Indonesia. Hal ini disebabkan kerana kedua-dua bahasa ini berasal daripada bahasa Melayu. Namun pada kenyataannya kedua-dua bahasa ini tidaklah sama. Ada beberapa perbezaan dalam struktur, makna dan penulisannya. Misalnya saja, benda yang sama tetapi memiliki nama yang berbeza, ada juga kata yang sama tapi memiliki makna yang berbeza, dan kata yang mempunyai sedikit perbezaan ejaan atau bunyi.

Banyak kekeliruan dan kesalahfahaman yang muncul disebabkan oleh perbezaan makna kata.Tidak jarang pula kesalahan dalam berkomunikasi tercipta sehingga terkadang sering membuat pesan yang disampaikan oleh si penutur tidak sampai tujuan dan maksudnya. Tidak hanya itu sahaja, bahkan hal ini terkadang membuat si penutur akan berasa malu dan menjadi takut serta berusaha menghindari berbicara dengan mengunakan bahasa Melayu. Hal ini terjadi pada penulis pada saat pertama kalinya berkunjung ke Malaysia untuk bercuti. Dalam tulisan ini penulis akan berbagi pengalaman peribadi yang amat berkesan bagi penulis hingga kini ketika berkunjung ke Universiti Kebangsaan Malaysia di Bangi iaitu di pustaka dan makmal Fakulti Undang-Undang untuk pertama kali dan mungkin juga untuk yang terakhir kali, kerana hingga kini penulis tidak ingin dan tidak ada niat untuk berkunjung kesana lagi.

Adapun tujuan dari penulisan pengalaman peribadi ini adalah untuk menjelaskan perbezaan makna frasa tangkap basah bahasa Melayu dengan bahasa Indonesia. Tulisan ini dimaksudkan agar apa-apa yang telah penulis alami dalam hal kekeliruan memilih dan menggunakan kata ataupun salah dalam memaknai sesuatu yang akhirnya menimbulkan perasaan malu tidak akan terjadi dan terulang lagi oleh pembaca pada masa hadapan. Kaedah dalam tulisan ini dibuat berdasarkan pengalaman berbahasa peribadi penulis sendiri.

Pembahasan
Pengalaman berbahasa yang akan saya ceritakan dalam tulisan ini terjadi tepatnya pada Julai 2002. Pada saat itu adalah cuti semester perkuliahan di Indonesia. Saya merasa amat bahagia ketika itu kerana saya dibolehkan pergi untuk bercuti ke Malaysia sendiri sahaja oleh ibu bapa saya. Alasan mengapa saya meminta cuti ke Malaysia kepada ibu bapa saya pada saat itu, selain niat bersilaturahmi dengan saudara-mara di Malaysia, saya juga mengunjungi kakak saya yang sedang belajar di Universiti Kebangsaan Malaysia, Fakulti Undang-Undang.

Pada hari pertama berada di Malaysia, saya menginap di rumah saudara saya yang di Seremban. Selama dua hari berada di Seremban saya belum menjumpai kendala dalam berbicara dan berbahasa. Hal ini disebabkan kerana saudara saya menggunakan bahasa Indonesia campur Malaysia dan Minang ketika bercakap-cakap dengan saya.

Setelah puas berkeliling di Seremban selama dua hari, saya melanjutkan perjalanan ke Bangi untuk mengunjungi kakak yang sedang belajar di Fakulti Undang-Undang Universiti Kebangsaan Malaysia. Saya merasakan suasana yang berbeza dari sebelumnya. Berada di kawasan kampus saya merasakan suasana Melayu yang teramat sangat dan tidak jarang pula saya mendengar dialek melayu yang bermacam-macam dari masing-masing daerah di Malaysia. Banyak hal serta istilah yang baru yang saya lihat. Salah satunya ialah pada paparan awam (papan tanda, papan kenyataan, dan iklan di sepanjang jalan, bangunan fakulti dan tempat-tempat umum lainnya. Sebagai contoh iaitu ;”tandas untuk kaki tangan sahaja”, ”jalan sehala”, ”sila beratur”, dan lain-lain.

Setelah beberapa hari berada di persekitaran UKM saya mulai membiasakan diri untuk berkomunikasi dengan orang di persekitaran kampus hingga akhirnya terjadilah peristiwa yang sedikit memalukan. Peristiwa memalukan ini terjadi pada satu hari yang cerah di Fakulti Undang-Undang. Pada hari itu saya ikut kakak pergi ke Fakulti Undang-Undang, sementara ia belajar,saya menunggu di dalam pustaka. Selang beberapa jam duduk menunggu sambil membaca beberapa buku, saya mulai berasa bosan dan memaksa untuk berpindah tempat dan mencari suasana yang lain. Akhirnya pada saat itu saya memutuskan untuk menggunakan komputer dan melayari internet. Setelah beberapa jam saya melayari internet, tiba-tiba jaringan dari internet menjadi lambat. Pada awalnya saya mencoba untuk bersabar, namun kenyatannya setelah menunggu dua puluh lima minit saya tidak boleh menggunakan internet disebabkan jaringan internet sedang tidak bagus. Ketika saya hendak pergi keluar, seorang petugas penjaga pustaka , memanggil saya untuk datang kepadanya,dan saya pun langsung memenuhi permintaanya. Menjelang saya sampai ke hadapan petugas itu, saya langsung terfikir bahawa ia mesti tahu saya bukan pelajar FUU. Kenyatannya benar, dan saya ditodong dengan beberapa pertanyaan, dan akhirnya saya diminta untuk keluar dari pustaka.

Keesokan harinya, saya bertemu dengan saudara yang tinggal di Kuala Lumpur. Kerana baru pertama kalinya bertemu setelah kita besar, kami saling bercerita panjang lebar dengan berbagai macam topik sampai akhirnya saya menceritakan pengalaman yang baru saja saya alami kelmarin di pustaka FUU. Saya bercerita bahawa saya tertangkap basah oleh petugas pustaka di FUU. Alangkah terkejutnya saudara saya itu ketika mendengar cerita saya dan sebaliknya saya pun terkejut juga melihat reaksi mereka dan berulang kali meminta saya untuk menceritakan kejadian yang saya alami lebih jelas dan lengkap. Saya bertambah heiran lagi kerana akhirnya mereka tertawa. Setelah saya desak mereka untuk menjelaskan kenapa mereka terkejut dan tertawa, akhirnya mereka mahu menjelaskannya. Alangkah tambah terkejutnya saya mendengar penjelasan mereka apa itu makna tertangkap basah dan saya menjadi malu.

Pada asasnya tangkap basah merupakan frasa yang berasal dari pada dua kata iaitu tangkap dan basah. Erti frasa tangkap basah bila kita merujuk kepada kamus dewan ialah ditangkap ketika seseorang sedang melakukan kesalahan, khasnya dalam kes khalwat. Sementara itu frasa tangkap basah bila di Indonesia bermakna luas tidak hanya berkaitan dalam kes khalwat sahaja tapi juga perbuatan salah lainnya yang sederhana, misalnya seseorang budak kecil yang pada awalnya mengaku berpuasa tetapi belum lagi masuk masa berbuka ia didapati mengambil makanan dan minuman dari dalam peti sejuk. Hal ini boleh di katakan tertangkap basah. Contoh lainnya adalah seseorang penyeluk saku yang diketahui perbuatannya secara langsung oleh orang lain, maka ini dapat disebut penyeluk saku tadi tertangkap basah sedang melakukan aksi perbuatan jahatnya oleh orang lain.

Sudah amat jelas penekanan yang diterangkan dalam kamus dewan bahawa frasa tangkap basah ialah keadaan yang menunjukkan apabila seseorang ditangkap ketika sedang melakukan perbuatan khalwat. Ada dua makna daripada kata khalwat. Makna yang pertama ialah perihal atau perbuatan mengasingkan atau memencilkan diri kerana menenangkan fikiran, bertafakur dan lain-lain. Sementara itu makna kedua adalah pengasingan diri berdua-duaan ditempat yang terpencil atau tersembunyi oleh lelaki dan perempuan yang bukan muhrim dan bukan pula suami istri sehingga dapat dianggap sebagai suatu perbuatan yang sumbang.

Makna daripada kata khalwat ini tidak berbeza jauh dengan bahasa indonesia, bahkan boleh dikatakan sama yang mana berkhalwat adalah berada berdua-duaan dengan yang bukan muhrimnya dalam suasana dan situasi yang sepi dan tersembunyi. Perbuatan ini lebih sering disebut berzina atau bahasa pergaulannya adalah ”mojok”. Istilah ”mojok” berasal daripada kata ”pojok” yang ertinya ialah sudut, dengan kata lain makna pojok untuk hal ini adalah satu tempat yang sunyi, terpencil dan menyudut dan biasanya di jadikan untuk tempat berdua-duaan oleh lelaki dan perempuan yang bukan muhrim melakukan perbuatan yang sumbang dan di larang oleh agama. Hubungan istilah mojok dengan kata asas pojok adalah perbuatan atau kegiatan yang dilakukan oleh yang bukan muhrim ditempat yang menyudut, sepi dan terpencil. Sementara itu, apabila mereka yang sedang ”mojok” ini diketahui oleh orang lain maka mereka dapat dikatakan tertangkap basah ataupun ditangkap basah.

Kesimpulan

Berdasarkan pada cerita pengalaman peribadi penulis dalam berbahasa dapat diambil beberapa kesimpulan iaitu benar adanya perbezaan antara bahasa Melayu Malaysia dengan bahasa Indonesia walaupun kedua-dua bahasa ini berasal daripada rumpun bahasa Melayu. Contoh yang jelas adalah dalam perbezaan makna kata , kerap kali perbezaan makna kata ini sering menimbulkan kekeliruan dalam berkomunikasi. Selain itu, penulis berharap selepas membaca tulisan ini, pembaca dapat mengambil pelajaran daripada kesalahan dan kekeliruan penulis dalam menggunakan dan memaknai sesuatu yang boleh mendatangkan keburukan atau menimbulkan perasaan malu tidak terjadi lagi pada pembaca pada masa yang akan datang.

American History X (Reactionnaire)

American History X is a film released in October 30, 1998. It is directed by Tony Kaye and written by David McKenna. The main star is Edward Norton and co-star is Edward Furlong. This film tells the story of Derek Vinyard (Norton), one of the leader of neo-Nazi gang.
When reformed neo-Nazi Derek Vinyard is released from prison after three years for the killing of two young black men, he finds that his brother Danny who is also the narrator of the story has embraced Derek's ways in his absence and has become an active white supremacist in the same group Derek led before his arrest. The film centers on Derek's struggle to sever ties with his racist past but keep his family together, intercut with scenes from Derek's life, showing how he got to the point he is currently at now.
The title of American History X is derived from an essay that Danny must write and report to his Principle, Dr Sweeney. The Principle forces him to write about the life of his brother, Derek Vinyard. Derek, an extremely bright and charismatic student, joins into the neo-Nazi gang after his father was killed by a black drug dealer. Since that moment his hatred appears and concludes that blacks are poverty stricken for a reason, and that they are holding back the white race and killing each other off due to what he came to believe was an innate unintelligence and lack of forethought. He becomes a second leader of the Venice Beach neo-Nazi gang and has many members.


My reactions to “American History X” are very mixed. After finished to watch this film I speak to my self I will never see this any more. But in another side I like the plot of the story. it has great messages about an attitude ,behavior, perception and the way of think of someone can change after he or she got value lesson in his/her life. For example, what was happened to Derek in prison gave him valuable experience.
One night, after Derek shot and killed two young black men, he is sentenced to three years in prison, charged with voluntary manslaughter. In prison, which Derek finds to his expectation predominantly black and Latino, he decides to join a group for protection. One day during the exercise period in the prison courtyard, he removes his shirt, revealing a massive, black swastika on his left pectoral. He shows off his impressive bench press to a group of men who are members of one of the prison's Aryan Brotherhood gang, and the next day at lunch they invite him over to discuss possible membership.
He flourishes in the gang for a while, but his strong belief system soon alienates some of the others; he witnesses one of the lead members perform a drug trade with a Mexican gang member, and he later openly criticizes him for doing so. After witnessing this act being performed again, he stops talking to the gang and sits alone in the cafeteria. When they see him leaving the gang, they jump him in the shower and brutally rape him. That gruff experience makes him disappointed and decided to not believe them any more.
Meanwhile, Derek makes the acquaintance of a black inmate named Lamont, with whom he works in the prison laundry room. At first, Derek is reluctant to put his beliefs aside and work with him, but when he sees the hypocrisy of the prison whites, he opens up. After the rape, he sees that Lamont is his only friend and abandons the gang.
What was happened to Derek during in prison realized him that he has wrong perception toward color peoples. What he thinks formerly about black prisoners is not true, in fact his life has been saved by a black man and forth he becomes his trusted friend. On the contrary, Derek gets brutal treatment from the white prisoners. This event changes Derek’s perspective about black people. When he came out from the prison he had and brough new attitude about harmony between races.
One scene that touches me deeply is when Derek starts to be open , put his belief and work together with a black man, Lamont, his partner in the prison laundry room. it seems very sweet and wonderful for me. A kindness and an openness of Lamont make Derek fell comfort and consider him a good friend. And make a friend each other . It means that there is a learning process during in prison.
Issues that appears in this film is it touches on such controversial topics as racism, affirmative action, illegal immigration, the continued existence of Neo-Nazi hate groups, and the reasons these groups are formed, within American society, the exploitation of vulnerable youth of all races by gangs, intra- and inter-racial violence and other topics that still split American society.
Personally, I tend to say that this film is much talk about racism. It shows us the reality of racism that is happened in USA. Racism refers to various belief systems maintaining that essential value of an individual person can be determined according to a perceived or ascribed racial category and that social discrimination by race is therefore justifiable (Wikipedia, free encyclopedia).

Besides,this film also touches a topic about affirmative action. In the United States Affirmative action is being hotly debated and contested. Affirmative action is a mechanism designed to represent the interest of candidates who fall with in the following categories: people of color, women, persons with disabilities, Vietnam Era Veterans, and disable veterans (B.D. Gist, personal communication (letter), July 17, 1995, University of South Carolina, Columbia, SC 29208).These groups are protected classes for which employers are allowed to take affirmative action to employ and advance in employment.
Another definition of Affirmative action (as cited in Joint Center for Political and Economic Studies, 1995) concluded that affirmative action is designed to increase the number of women, people color, and other protected groups in the work place, and to improve their status become of historical patterns of employment discrimination againts these group. Many whites strongly disagree with affirmative action because they do not want to be required to hire people of color.
These issues are showed in this film clearly. Derek and the members of his gang give brutal treatment to blacks and illegal immigrations in some scene. One night, they violently attack workers in a convenience store that Derek claims are border jumpers (illegal immigrants) who have taken the jobs of white Americans, who rightly deserve those positions in society. Whether this is true or not is not explained but there is no indication that these illegal immigrants have attacked white people and therefore this is an unprovoked attack. His hatred to black people becomes more after his father died and he also become more and more obsessed with white supremacy.

another issues that appears in this film are about the exploitation of vulnerable youth of all races by gangs and intra and inter racial violence. A tragic event was happened at school. The black gang leader at school shot Danny twice (Derek’s younger brother). Gang membership is not uncommon in high schools. Gangs exist not only in urban areas, but in rural and suburban areas as well. Further more, gang members can be found in all races, socioeconomic statuses, and genders. No groups are exempt (Huang and Oei ,1996 in Boutte, 1999). They also said that teens and preetens join gangs for a number of reasons. Adams (1995) as cited in Boutte (1999) notes that some teens join groups for a sense of identity and recognition. Others are intimidated into joining a gang. Still others join for protection, fellowship, brother hood, or money.
Regardless of the reasons for joining, gangs are generally unproductive in terms of societal norms. Gang members are likely to engange in criminal acts and drop out of school ( Boutte, 1999). She also adds that school must take preventative measures and work with families during the early childhood and elementary years in effort to help children find more positives ways of belonging than gang membership. Elementary and high schools should coordinate their efforts on this endeavor. Schools and families need to focus on teaching children independence and decision making skills.
The incidence of violence is increasing among the youth culture. Based on his research Adams (1995) reports that one of five students carry a weapon at sometime. Fifty-five percents of students have carried knives and razors, twenty-four percent, clubs, and twenty-one percent, guns. Educators and society must realize that efforts to prevent violence should begin early in life. Such effort benefit not only the children and families involved, but all of society. Violence affects everyone, hence educators all must work toward solving it. Schools must have consistent disciplinary practices in order to control violence.
From these story, we can conclude that the issues about race, ethnicity and gender is still become hot issues in America. It is important to have an open discussion of race, class and gender because people become more aware of what they and other think and feel. Teachers in multicultural classroom should know how to conduct the class. They should know how to connect with students, especially students from different cultural or racial background. How teachers connect with their students directly influence learning and classroom management. A teacher’s stage of racial identity is significant. Teachers who have little knowledge about how their own cultural, racial, class and gender lenses affect interpersonal relationships, will have greater difficulty connecting with students who backgrounds are dissimilar from theirs.
In the other hand, it is rare to find two people who hold the same view about impact of race, class and gender in the classroom. In addition to become more familiar and more comfortable with these issues, teachers feel less defensive and more proactive in their own and their students’live.



Refferences:
Banks. James A (2006). Cultural diversity and Education : Foundations,
Curriculum, and Teaching. Fifth Edition. Pearson Education, Inc.
Boutte, Gloria.(1999). Multicultural Education : Raising Consciousness,
Wadsworth Publising Company
Rassol, Joan A and A Cheryl Curtis (2000). Multicultural Education in Middle
and Secondary Classrooms: Meeting the Challenge of Diversity and
Change.Wadsworth.
http://en.wikipedia.org/wiki/American_History_X

Sinopsis Laskar Pelangi (the movie)

Hari pertama pembukaan kelas baru di sekolah SD Muhammadyah menjadi sangat menegangkan bagi dua guru luar biasa, Muslimah (Cut Mini Theo) dan Pak Harfan (Ikranegara), serta 9 orang murid yang menunggu di sekolah yang terletak di desa Gantong, Belitong. Sebab kalau tidak mencapai 10 murid yang mendaftar, sekolah akan ditutup.

Hari itu, Harun, seorang murid istimewa menyelamatkan mereka. Ke-10 murid yang kemudian diberi nama Laskar Pelangi oleh Bu Muslimah, menjalin kisah yang tak terlupakan.

Lima tahun bersama, Bu Mus, Pak Harfan dan ke-10 murid dengan keunikan dan keistimewaannya masing masing, berjuang untuk terus bisa sekolah. Di antara berbagai tantangan berat dan tekanan untuk menyerah, Ikal (Zulfanny), Lintang (Ferdian) dan Mahar (Verrys Yamarno) dengan bakat dan kecerdasannya muncul sebagai pendorong semangat sekolah mereka.

Di tengah upaya untuk tetap mempertahankan sekolah, mereka kehilangan sosok yang mereka cintai. Sanggupkah mereka bertahan menghadapi cobaan demi cobaan?

Film ini dipenuhi kisah tentang tantangan kalangan pinggiran, dan kisah penuh haru tentang perjuangan hidup menggapai mimpi, serta keindahan persahabatan yang menyelamatkan hidup manusia, dengan latar belakang sebuah pulau indah yang pernah menjadi salah satu pulau terkaya di Indonesia.