SYARAT DAN TATA CARA PEMBERIAN PEMBEBASAN BERSYARAT MENURUT UU No. 12 TAHUN 1995 TENTANG PEMASYARAKATAN DAN PERATURAN-PERATURAN PELAKSANAANNYA

Penelitian ini dilakukan dengan tujuan untuk mengetahui bagaimana syarat-syarat untuk dapat diberikannya pembebasan bersyarat dan bagaimana tata cara pemberian pembebasan bersyarat.  Dengan menggunakan metode penelitian yuridis normative disimpulkan: 1. Syarat pembebasan bersyarat terdiri atas: a.syarat untuk dapat diberikannya pembebasan bersyarat yang meliputi:  - syarat formal, yaitu Narapidana telah menjalani 2/3 (dua pertiga) dari lamanya pidana penjara yang dijatuhkan, yang sekurang-kurangnya harus 9 (sembilan) bulan (Pasal 15 ayat 1 KUHPidana); - syarat material, yaitu pertimbangan tentang patut atau tidak patutnya pemberian pembebasan bersyarat, yaitu:  (1) berkelakuan baik selama menjalani masa pidana paling singkat 9 (sembilan) bulan terakhir dihitung sebelum tanggal 2/3 (dua per tiga) masa pidana, (2) telah mengikuti program pembinaan dengan baik, tekun, dan bersemangat, (3) masyarakat dapat menerima program kegiatan pembinaan Narapidana (Pasal 49 ayat (1) huruf b, c, dan d Peraturan Menteri Hukum dan HAM No. 21 Tahun 2013).  b. syarat yang menyertai diberikannya pembebasan bersyarat, meliputi: - syarat umum: Narapidana tidak akan melakukan tindak pidana dan perbuatan lain yang tidak baik selama menjalani masa percobaan (Pasal 15 ayat (2) jo Pasal 15a ayat (1) KUHPidana); dan dapat juga ditambah dengan: -  syarat khusus: syarat mengenai kelakuan narapidana, asal saja yang tidak mengurangi kemerdekaan beragama dan kemerdekaan berpolitik yang bersangkutan (Pasal 15a ayat (2) KUHPidana). 2. Tata cara pemberian pembebasan bersyarat sekarang tidak lagi mengikuti ketentuan dalam Ordonansi Pembebasan Bersyarat (Staatsblad 1917 No. 749) melainkan berdasarkan ketentuan dalam Undang-Undang Nomor 12 Tahun 1005 dan Peraturan Menteri Hukum dan HAM Nomor 21 Tahun 2013. Kata kunci: Syarat dan tata cara,  pembebasan bersyara

A Flexible Approach to the EGP Syllabus: Why It Is Possible

Curriculum, and its ensuing syllabus, may reflect various competing ideologies rather than merely being a vehicle to promote quality teaching and education. In practice, English teachers may have to encounter and confront an imposed curriculum, and syllabus, in thier EGP classes. Despite such imposition, this article argues that they can and should adopt a flexible approach to the document in order to cater for learners varied and changing learning needs. To achieve the aim, this article draws on theories of curriculum and discusses core issues in the teaching of English for Specific Purposes. A particular focus is then given to teaching practices in EGP classrooms where teachers interpret and implement a curriculum. A flexible model to the syllabus is offered.DOI: https://doi.org/10.24071/llt.2014.17010

Facilitating EFL learners\u27 self-regulation in reading : implementing a metacognitive approach in an Indonesian higher education context

This research investigated whether teaching English as a foreign language (EFL), particularly reading, utilising a metacognitive approach could support EFL learners’ development of self-regulation. It considered two questions: (1) What does it entail to teach EFL in an Indonesian teacher-education context, utilising a metacognitive approach? and (2) To what degree can a metacognitive approach support students to become self-regulated EFL learners, particularly in relation to reading? Participants were five English teachers and their students in the Primary School Teacher Education Study Program of Sanata Dharma University, Yogyakarta, Indonesia in the first semester of the academic year of 2010-11. Participatory action research was employed to plan, implement, evaluate and refine the metacognitive approach to teaching over a one-semester (six month) period, and a mixed method approach was used to collect both qualitative and quantitative data. Thematic analyses were conducted on student and teacher reflections. Data from pre- and post-semester surveys were analysed using SPSS, including descriptive statistics and Wilcoxon signed-rank tests. The research indicated that teaching EFL using a metacognitive approach requires regular meetings with colleagues; the utilisation of multiple methods to engage learners with the approach; a flexible approach to the teaching syllabus; providing regular feedback; and an appropriate and consistent assessment approach. It also emphasises the need for university support for innovation; group implementation; the centrality and importance of affective states and strategies; a shift from a teacher-centred approach to a learner-centred approach; staff being learners themselves; and students being exposed to the richness of metacognitive theory. The teachers’ increased capacity to implement the approach enabled students to grow in their capability to regulate both affective states (i.e., feelings, attitudes, support, motivation, volition, attribution and self-efficacy) and strategies to meet the English language learning demands. Students demonstrated increased frequency and duration of English language learning and use independent of formal classes. In addition, students became more empowered to experiment with EFL learning and demonstrated attributes likely to support their life-long learning. For this to happen, teachers need to recognise that self-regulated learning develops at different rates for students and in a culture of collaboration rather than competition. With the teachers’ support, the metacognitive approach undertaken in this study has demonstrated its potential to support EFL learners’ self-regulated learning growth

Indonesian EFL Learners’ Critical Thinking in Reading: Bridging the Gap between Declarative, Procedural and Conditional Knowledge

Critical thinking is explicitly mentioned in many school and university curricula around the world including in the Indonesian education curriculum but it is rarely promoted inside the classrooms. Lack of agreement on its definition and clarity of instruction in the curriculum, the unfavourable culture and the teacher-centered teaching arguably prevent critical thinking to grow. Therefore, more research needs to be undertaken on students’ understanding of and engagement in critical thinking in reading. To fll the gap, this study was conducted, which aimed to investigate Indonesian learners’ critical thinking in reading. One research question was postulated, i.e., How critical are Indonesian EFL learners’ thinking in reading? To answer the question, a mixed method approach was undertaken. The participants of this study were 55 semesters four students enrolled in two classes of Critical Reading and Writing II (CRW2) of the English Education Study Program, Sanata Dharma University, Yogyakarta in the even semester of 2014. The instruments employed were a Likert-scale questionnaire and students’ reflections. Results from both quantitative and qualitative data analyses suggest that most of the students had sufficient declarative knowledge of critical thinking in reading. However, their procedural and conditional knowledge about critical thinking in reading were insufficient. Overall, students indicated some level of critical thinking in reading, but to become critical, they need to be in a learning environment where their critical thinking in reading could be regularly and intensively nurtured. The findings of the research are expected to inform English teachers, lecturers and researchers in Indonesia and other parts of the world about the importance of designing and carrying out the teaching-learning processes that can enhance learners’ declarative, procedural and conditional knowledge about critical thinking in reading

Indonesian EFL Learners’ Critical Thinking in Reading: Bridging the Gap between Declarative, Procedural and Conditional Knowledge

Critical thinking is explicitly mentioned in many school and university curricula around the world including in the Indonesian education curriculum but it is rarely promoted inside the classrooms. Lack of agreement on its definition and clarity of instruction in the curriculum, the unfavourable culture and the teacher-centered teaching arguably prevent critical thinking to grow. Therefore, more research needs to be undertaken on students’ understanding of and engagement in critical thinking in reading. To fll the gap, this study was conducted, which aimed to investigate Indonesian learners’ critical thinking in reading. One research question was postulated, i.e., How critical are Indonesian EFL learners’ thinking in reading? To answer the question, a mixed method approach was undertaken. The participants of this study were 55 semesters four students enrolled in two classes of Critical Reading and Writing II (CRW2) of the English Education Study Program, Sanata Dharma University, Yogyakarta in the even semester of 2014. The instruments employed were a Likert-scale questionnaire and students’ reflections. Results from both quantitative and qualitative data analyses suggest that most of the students had sufficient declarative knowledge of critical thinking in reading. However, their procedural and conditional knowledge about critical thinking in reading were insufficient. Overall, students indicated some level of critical thinking in reading, but to become critical, they need to be in a learning environment where their critical thinking in reading could be regularly and intensively nurtured. The findings of the research are expected to inform English teachers, lecturers and researchers in Indonesia and other parts of the world about the importance of designing and carrying out the teaching-learning processes that can enhance learners’ declarative, procedural and conditional knowledge about critical thinking in reading

Confronting Cultural Barriers in Public Speaking through Multiple Learning Strategies: A Case of Indonesian EFL Learners

Cultural barriers, anxiety and lack of English competence may lead to EFL students’ failures in public peaking. Conducive learning environments, right coaching and learning strategies are likely to increase the possibility of students’ success. This research aimed to investigate whether the implementation of multiple learning strategies empowered Indonesian EFL students’ public speaking skills. 56 students enrolled in three public speaking classes of Sanata Dharma University, Yogyakarta in the academic year 2017-2018 participated in the research. One overriding research question was postulated, i.e., to what extent does the implementation of multiple learning strategies empower students’ public speaking skills? To answer the question, classroom mixed-methods research was employed where students filled out four different questionnaires and submitted focus group discussion (FGD) results at the end of the semester. Quantitative and qualitative data analyses indicated that students had very high perceptions about the use of and the combinations of reflections, peer-, teacher-, and self-assessments, independent learning plans and activities. They believed that multiple learning strategies implemented in the Public Speaking Class enabled them to be independent, responsible, and better learners. They also acknowledged becoming more confident and better public speakers. This study contributes to the body of knowledge in public speaking in two important ways. First, learning to speak in public for non-native speakers of English should begin with raising their awareness about cultural barriers that might inhibit the development of the necessary skills in public speaking. Second, teaching public speaking to EFL students requires the adoption of multiple learning strategies including strategies to confront imminent cultural barriers. This research, therefore, urges public speaking trainers and teachers in EFL settings to include intercultural understanding and multiple learning strategies in their public speaking classes in order to empower students’ public speaking skill

Syarat dan Tata Cara Pemberian Pembebasan Bersyarat Menurut UU No. 12 Tahun 1995 Tentang Pemasyarakatan dan Peraturan-peraturan Pelaksanaannya

Penelitian ini dilakukan dengan tujuan untuk mengetahui bagaimana syarat-syarat untuk dapat diberikannya pembebasan bersyarat dan bagaimana tata cara pemberian pembebasan bersyarat. Dengan menggunakan metode penelitian yuridis normative disimpulkan: 1. Syarat pembebasan bersyarat terdiri atas: a.syarat untuk dapat diberikannya pembebasan bersyarat yang meliputi: - syarat formal, yaitu Narapidana telah menjalani 2/3 (dua pertiga) dari lamanya pidana penjara yang dijatuhkan, yang sekurang-kurangnya harus 9 (sembilan) bulan (Pasal 15 ayat 1 KUHPidana); - syarat material, yaitu pertimbangan tentang patut atau tidak patutnya pemberian pembebasan bersyarat, yaitu: (1) berkelakuan baik selama menjalani masa pidana paling singkat 9 (sembilan) bulan terakhir dihitung sebelum tanggal 2/3 (dua per tiga) masa pidana, (2) telah mengikuti program pembinaan dengan baik, tekun, dan bersemangat, (3) masyarakat dapat menerima program kegiatan pembinaan Narapidana (Pasal 49 ayat (1) huruf b, c, dan d Peraturan Menteri Hukum dan HAM No. 21 Tahun 2013). b. syarat yang menyertai diberikannya pembebasan bersyarat, meliputi: - syarat umum: Narapidana tidak akan melakukan tindak pidana dan perbuatan lain yang tidak baik selama menjalani masa percobaan (Pasal 15 ayat (2) jo Pasal 15a ayat (1) KUHPidana); dan dapat juga ditambah dengan: - syarat khusus: syarat mengenai kelakuan narapidana, asal saja yang tidak mengurangi kemerdekaan beragama dan kemerdekaan berpolitik yang bersangkutan (Pasal 15a ayat (2) KUHPidana). 2. Tata cara pemberian pembebasan bersyarat sekarang tidak lagi mengikuti ketentuan dalam Ordonansi Pembebasan Bersyarat (Staatsblad 1917 No. 749) melainkan berdasarkan ketentuan dalam Undang-Undang Nomor 12 Tahun 1005 dan Peraturan Menteri Hukum dan HAM Nomor 21 Tahun 2013

Pemanfaatan Kulit Singkong sebagai Bahan Baku Karbon Aktif

Karbon aktif merupakan produk dari proses aktivasi karbon yang kemampuan penyerapannya lebih tinggi dan memiliki kegunaan lebih banyak daripada karbon biasa. Karbon aktif dapat mengadsorpsi gas dan senyawa-senyawa kimia tertentu atau sifat adsorpsinya selektif, tergantung pada besar atau volume pori-pori dan luas permukaan. Karbon aktif dapat dibuat dari karbon kulit singkong dengan cara dikarbonisasi untuk menghasilkan karbon pada suhu 2000C, 3000C, 4000C, 5000C, dan 6000C. Selanjutnya karbon diaktivasi secara kimia dengan larutan asam fosfat. Proses aktivasi kimia karbon kulit singkong dilakukan dengan merendam karbon kulit singkong dalam larutan H3PO4 2,5% selama 24 jam. Karbon aktif yang dihasilkan memenuhi standar (SNI) 06–3730-1995 dengan hasil pengujian kadar air antara 4,5% - 13% dimana standar SNI maksimum 15% dan kadar abu antara 1,5%-7,5% dimana standar SNI maksimum 10%, dan dan daya serap iodium antara 2.533,78 mg/g - 2.537,71mg/g dimana standar SNI maksimum 750 mg/g

The influence of different packaging materials and atmospheric conditions on the properties of pork rinds

Rancidity development in high fat content products is a common off-flavor flaw in snack foods. Packaging is often used to avoid spoilage and extend shelf-life. The properties of pork rinds packaged in four different packaging materials with and without nitrogen were studied during 120 days of storage (22 °C, RH 60%, absence of light). The influence of different packaging materials and atmospheric conditions on pork rinds’ water activity, hardness, crispness and rancidity development was determined. The PET/PE packaging material had lower barrier properties for the product in both atmospheric conditions compared with PP/metPP (40 and 50 μm) and PET/PETmet/PE. PP/metPP 50 and PET/PETmet/PE with nitrogen atmospheres were demonstrated to be the most suitable packaging materials for pork rinds

Non-permanent english teachers’ resilience in constructing professional identity in the remote areas of South Sulawesi

Being a non-permanent English teacher in a remote area is not easy. The non-permanent teachers have to face many challenges. Without having resilience, the teachers can not survive to teach in the area. This study investigated the factors that influenced the resilience of the non-permanent English teachers in building a professional identity in the remote areas of South Sulawesi. The mixed-method explanatory sequential experimental design was used by involving non-permanent English teachers at five schools in the remote area of Tana Toraja, South Sulawesi Province. The RSA Scale questionnaire and interview were used to find out what factors influenced teachers’ resilience. The results showed that the challenges faced by non-permanent English teachers made them resilient teachers. Personal resources and contextual resources seemed to play a major role in their growth of resilience. The high resilience of teachers shapes their professional identity, which makes them stay afloat and think that teaching is their calling. This study suggests implications for the education of policymakers and the government in Indonesia, and also for future researchers who are interested in a similar topic may conduct further studies with a broader contex