This study examines the effects of home, school, and community factors on Indonesian secondary students’ self-identity changes in relation to their use of English. The subjects of this research were 1707 Indonesian high school students from four big cities in Indonesia. The instrument was a questionnaire on the influence of English exposure at home, school, and community and six categories of self-identity changes: self-confidence, subtractive, additive, productive, split, and zero changes. The analysis showed that there were three noticeable findings, they were (1) the issue of self-identity change on Indonesian students was not evident, (2) the greatest influence on the six self-identity indicators came from community factors altogether although slightly, and (3) the biggest influence of all was home factors on the subjects’ self-confidence. A conclusion is then made with a recommendation.

This article examines the second-generation immigrants in California and focuses on their language use and cultural identity as Indonesian-Americans. This study investigated to what extent home language use and community involvement influenced mastery of Indonesian heritage language and what factors affected the forming of cultural identity. Data were drawn from self-assessed Indonesian Oral Proficiency Questionnaire and in-depth interviews of sixteen Indonesian-Americans aged fifteen to early twenties. Their parents were also interviewed as triangulation. Results show that parents' insistence in using Indonesian as home language and the youths' investment in support community have enhanced the mastery of Indonesian heritage language. Furthermore, exposure to the language and culture, investment, and community factors have affected the transformation of cultural identity.

This paper explores the notion of collaborative work in the prewriting stage. Several collaborative prewriting activities are presented to encourage students to optimize their peers' help in obtaining ideas to write. Those activities will ultimately help students get interesting ideas to write and develop them into dynamic writing. Keywords: collaborative work, prewriting, dynamic writing, brainstorming, chained information, clustering, trategic questioning, information gathering, buddy journals Helping students get and develop ideas is an integral aspect of teaching writing. Many researchers have examined both teacher's written and oral responses (such as in one-to-one teacher-student writing conferences) to student writing and also students' responses toward their peers' writing. Thus, students' working together (collaborative work) in giving feedback either in the development of ideas and editing process is very common. In this paper, however, I would like to explore how students can help each other get ideas in the prewriting stage. When I was teaching Writing 1 (the very beginning level of writing classes) at Petra Christian University, Surabaya, my students often told me that they could not write because they did not have interesting ideas to write. When students are short of ideas, they tend to be less confident in writing. That is why; getting idea is a very crucial process in the prewriting stage that I would like to address.In this paper, I would discuss the use of collaborative work in the prewriting stage to help students get interesting ideas to write, then develop those ideas into what Ikeguchi (1997) calls dynamic writing. Dynamic writing is whenever students' writing is not just a copy of model writing. It really expresses students' ideas that are richly developed and elaborated and finally meets audiences' expectation. Writing: A Process and Collaborative WorkBefore we (writing teachers) guide our students to the prewriting stage, we have to motivate them. One way to motivate our students is to point out to them that writing is a process. In the process, a writer goes through the intertwining stages of prewriting, writing and revision. In fact, as writers, students can discover and rediscover their ideas as they attempt to put meaning into prose. Students have chances to develop workable strategies for getting started such as finding topics, generating writing ideas, focusing, planning content and organization. They have chances for drafting, i.e. working through multiple drafts, for revising such as deleting, adding, reorganizing and modifying. They also have chances for editing such as working out problems with word choice, grammar and mechanics, and sentence structure (Reid, 1993).

Abstract

The elevation of serum creatinine levels can be used as a biomarker of decreased kidney function. Dyslipidaemia is one of the causes of decreased kidney function. Long-term consuming statins has been shown to lower cholesterol levels but can increase serum creatinine levels. Moringa leaves (Moringa oleifera L.) and red ginger rhizomes (Zingiber officinale Rosc.) have antioxidant effects. The aim of this study was to determine the inhibitory effect on increasing serum creatinine levels of the concoction Moringa Leaves and Red Ginger Rhizome extract (CML-RGRE). This True Laboratory Experimental Study with Completely Randomized Design was conducted on 30 male Wistar rat dyslipidemia models, induced by high-fat feeding (HFF) and Propylthiouracil (PTU) 0.01% for 21 days. The subjects were divided into 6 groups (n=5), during treatment all subjects were still given HFD and PTU. Groups I, II, III were treated with CML-RGRE dose 135, 202.5, 270 mg/kg BW, IV as dyslipidemia control no added any treatment, comparison control groups V treated with 1.8 mg/kg BW and VI with fenofibrate 5.4 mg/kg BW. Serum creatinine levels (mg/dL) of all subjects were measured after 7 days acclimatization, after creating dyslipidemia models, and after 21 days treatment by using a spectrophotometer with colorimetric kinetic methods. Data of decreased serum creatinine levels were analyzed using ANOVA test, followed by Fischer's LSD, ? = 0.05. All doses of CML-RGRE were very effectively inhibited the increase of serum creatinine levels (p < 0.01). The concoction Moringa leaves, and Red Ginger Rhizome ethanol extract has effectively inhibited the increase of serum creatinine levels of animal dyslipidemia models.