Mini TO UTUL UGM 08 Bahasa Inggris [Soal Asli]

The cultural values of a society determine the social norms of the society. The social norms are the group-shared rules of behavior. These norms are the (1)……… ways of behavior in the society based on the shared values – the purpose and goals – of that society. For example, because we place some value on physical modesty, we have the social norm of wearing clothes in public. (2) ……… members of the society, we must live by the rules which that society imposes on us. When a person doesn’t behave according to these norms, he or she is considered deviant. Someone who walks down the main street of an American city without clothes on (3)……… a deviant, since he or she is not following the standard rules of behavior.

Some norms apply to all persons in a particular situation. For example, in a certain culture all persons are expected to be quiet in a library, obey the traffic signals, eat with knife, fork, and spoon, (4)……… during the playing of the National Anthem, and pay the bills. These are just a few of the many norms that every member of the society (5) ……… expected to follow.

Other norms, however, (6) ……… to be individual. They may vary from one person to another. These norms are related to the individual’s special role. A role is the behavior expected of a person because of his or her position in the social structure or group. Roles are actually specific norms related to the particular position of the individual. They tell people how they are to behave in their particular position in the society or group. For example, an onlooker and a doctor (7) ……… different roles to play if both were at the scene of a serious car crash (8) ……… several persons were critically injured. The role of the doctor would demand that he or she (9) ……… first aid to try to save the lives of the injured. The role of the onlooker might simply (10) ……… the person to stay out of the way.

1. The cultural values of a society determine the social norms of the society. These norms are the (1)……… ways of behavior.

The cultural values of a society determine the social norms of the society. The social norms are the group-shared rules of behavior. These norms are the (1)……… ways of behavior in the society based on the shared values – the purpose and goals – of that society. For example, because we place some value on physical modesty, we have the social norm of wearing clothes in public. (2) ……… members of the society, we must live by the rules which that society imposes on us. When a person doesn’t behave according to these norms, he or she is considered deviant. Someone who walks down the main street of an American city without clothes on (3)……… a deviant, since he or she is not following the standard rules of behavior.

Some norms apply to all persons in a particular situation. For example, in a certain culture all persons are expected to be quiet in a library, obey the traffic signals, eat with knife, fork, and spoon, (4)……… during the playing of the National Anthem, and pay the bills. These are just a few of the many norms that every member of the society (5) ……… expected to follow.

Other norms, however, (6) ……… to be individual. They may vary from one person to another. These norms are related to the individual’s special role. A role is the behavior expected of a person because of his or her position in the social structure or group. Roles are actually specific norms related to the particular position of the individual. They tell people how they are to behave in their particular position in the society or group. For example, an onlooker and a doctor (7) ……… different roles to play if both were at the scene of a serious car crash (8) ……… several persons were critically injured. The role of the doctor would demand that he or she (9) ……… first aid to try to save the lives of the injured. The role of the onlooker might simply (10) ……… the person to stay out of the way.

2. (2) ……… members of the society, we must live by the rules which that society imposes on us.

The cultural values of a society determine the social norms of the society. The social norms are the group-shared rules of behavior. These norms are the (1)……… ways of behavior in the society based on the shared values – the purpose and goals – of that society. For example, because we place some value on physical modesty, we have the social norm of wearing clothes in public. (2) ……… members of the society, we must live by the rules which that society imposes on us. When a person doesn’t behave according to these norms, he or she is considered deviant. Someone who walks down the main street of an American city without clothes on (3)……… a deviant, since he or she is not following the standard rules of behavior.

Some norms apply to all persons in a particular situation. For example, in a certain culture all persons are expected to be quiet in a library, obey the traffic signals, eat with knife, fork, and spoon, (4)……… during the playing of the National Anthem, and pay the bills. These are just a few of the many norms that every member of the society (5) ……… expected to follow.

Other norms, however, (6) ……… to be individual. They may vary from one person to another. These norms are related to the individual’s special role. A role is the behavior expected of a person because of his or her position in the social structure or group. Roles are actually specific norms related to the particular position of the individual. They tell people how they are to behave in their particular position in the society or group. For example, an onlooker and a doctor (7) ……… different roles to play if both were at the scene of a serious car crash (8) ……… several persons were critically injured. The role of the doctor would demand that he or she (9) ……… first aid to try to save the lives of the injured. The role of the onlooker might simply (10) ……… the person to stay out of the way.

3. Someone who walks down the main street of an American city without clothes on (3)……… a deviant.

The cultural values of a society determine the social norms of the society. The social norms are the group-shared rules of behavior. These norms are the (1)……… ways of behavior in the society based on the shared values – the purpose and goals – of that society. For example, because we place some value on physical modesty, we have the social norm of wearing clothes in public. (2) ……… members of the society, we must live by the rules which that society imposes on us. When a person doesn’t behave according to these norms, he or she is considered deviant. Someone who walks down the main street of an American city without clothes on (3)……… a deviant, since he or she is not following the standard rules of behavior.

Some norms apply to all persons in a particular situation. For example, in a certain culture all persons are expected to be quiet in a library, obey the traffic signals, eat with knife, fork, and spoon, (4)……… during the playing of the National Anthem, and pay the bills. These are just a few of the many norms that every member of the society (5) ……… expected to follow.

Other norms, however, (6) ……… to be individual. They may vary from one person to another. These norms are related to the individual’s special role. A role is the behavior expected of a person because of his or her position in the social structure or group. Roles are actually specific norms related to the particular position of the individual. They tell people how they are to behave in their particular position in the society or group. For example, an onlooker and a doctor (7) ……… different roles to play if both were at the scene of a serious car crash (8) ……… several persons were critically injured. The role of the doctor would demand that he or she (9) ……… first aid to try to save the lives of the injured. The role of the onlooker might simply (10) ……… the person to stay out of the way.

4. …all persons are expected to be quiet in a library, obey the traffic signals, eat with knife, fork, and spoon, (4)……… during the playing of the National Anthem, and pay the bills.

The cultural values of a society determine the social norms of the society. The social norms are the group-shared rules of behavior. These norms are the (1)……… ways of behavior in the society based on the shared values – the purpose and goals – of that society. For example, because we place some value on physical modesty, we have the social norm of wearing clothes in public. (2) ……… members of the society, we must live by the rules which that society imposes on us. When a person doesn’t behave according to these norms, he or she is considered deviant. Someone who walks down the main street of an American city without clothes on (3)……… a deviant, since he or she is not following the standard rules of behavior.

Some norms apply to all persons in a particular situation. For example, in a certain culture all persons are expected to be quiet in a library, obey the traffic signals, eat with knife, fork, and spoon, (4)……… during the playing of the National Anthem, and pay the bills. These are just a few of the many norms that every member of the society (5) ……… expected to follow.

Other norms, however, (6) ……… to be individual. They may vary from one person to another. These norms are related to the individual’s special role. A role is the behavior expected of a person because of his or her position in the social structure or group. Roles are actually specific norms related to the particular position of the individual. They tell people how they are to behave in their particular position in the society or group. For example, an onlooker and a doctor (7) ……… different roles to play if both were at the scene of a serious car crash (8) ……… several persons were critically injured. The role of the doctor would demand that he or she (9) ……… first aid to try to save the lives of the injured. The role of the onlooker might simply (10) ……… the person to stay out of the way.

5. These are just a few of the many norms that every member of the society (5) ……… expected to follow.

The cultural values of a society determine the social norms of the society. The social norms are the group-shared rules of behavior. These norms are the (1)……… ways of behavior in the society based on the shared values – the purpose and goals – of that society. For example, because we place some value on physical modesty, we have the social norm of wearing clothes in public. (2) ……… members of the society, we must live by the rules which that society imposes on us. When a person doesn’t behave according to these norms, he or she is considered deviant. Someone who walks down the main street of an American city without clothes on (3)……… a deviant, since he or she is not following the standard rules of behavior.

Some norms apply to all persons in a particular situation. For example, in a certain culture all persons are expected to be quiet in a library, obey the traffic signals, eat with knife, fork, and spoon, (4)……… during the playing of the National Anthem, and pay the bills. These are just a few of the many norms that every member of the society (5) ……… expected to follow.

Other norms, however, (6) ……… to be individual. They may vary from one person to another. These norms are related to the individual’s special role. A role is the behavior expected of a person because of his or her position in the social structure or group. Roles are actually specific norms related to the particular position of the individual. They tell people how they are to behave in their particular position in the society or group. For example, an onlooker and a doctor (7) ……… different roles to play if both were at the scene of a serious car crash (8) ……… several persons were critically injured. The role of the doctor would demand that he or she (9) ……… first aid to try to save the lives of the injured. The role of the onlooker might simply (10) ……… the person to stay out of the way.

6. Other norms, however, (6) ……… to be individual.

The cultural values of a society determine the social norms of the society. The social norms are the group-shared rules of behavior. These norms are the (1)……… ways of behavior in the society based on the shared values – the purpose and goals – of that society. For example, because we place some value on physical modesty, we have the social norm of wearing clothes in public. (2) ……… members of the society, we must live by the rules which that society imposes on us. When a person doesn’t behave according to these norms, he or she is considered deviant. Someone who walks down the main street of an American city without clothes on (3)……… a deviant, since he or she is not following the standard rules of behavior.

Some norms apply to all persons in a particular situation. For example, in a certain culture all persons are expected to be quiet in a library, obey the traffic signals, eat with knife, fork, and spoon, (4)……… during the playing of the National Anthem, and pay the bills. These are just a few of the many norms that every member of the society (5) ……… expected to follow.

Other norms, however, (6) ……… to be individual. They may vary from one person to another. These norms are related to the individual’s special role. A role is the behavior expected of a person because of his or her position in the social structure or group. Roles are actually specific norms related to the particular position of the individual. They tell people how they are to behave in their particular position in the society or group. For example, an onlooker and a doctor (7) ……… different roles to play if both were at the scene of a serious car crash (8) ……… several persons were critically injured. The role of the doctor would demand that he or she (9) ……… first aid to try to save the lives of the injured. The role of the onlooker might simply (10) ……… the person to stay out of the way.

7. For example, an onlooker and a doctor (7) ……… different roles to play if both were at the scene of a serious car crash.

The cultural values of a society determine the social norms of the society. The social norms are the group-shared rules of behavior. These norms are the (1)……… ways of behavior in the society based on the shared values – the purpose and goals – of that society. For example, because we place some value on physical modesty, we have the social norm of wearing clothes in public. (2) ……… members of the society, we must live by the rules which that society imposes on us. When a person doesn’t behave according to these norms, he or she is considered deviant. Someone who walks down the main street of an American city without clothes on (3)……… a deviant, since he or she is not following the standard rules of behavior.

Some norms apply to all persons in a particular situation. For example, in a certain culture all persons are expected to be quiet in a library, obey the traffic signals, eat with knife, fork, and spoon, (4)……… during the playing of the National Anthem, and pay the bills. These are just a few of the many norms that every member of the society (5) ……… expected to follow.

Other norms, however, (6) ……… to be individual. They may vary from one person to another. These norms are related to the individual’s special role. A role is the behavior expected of a person because of his or her position in the social structure or group. Roles are actually specific norms related to the particular position of the individual. They tell people how they are to behave in their particular position in the society or group. For example, an onlooker and a doctor (7) ……… different roles to play if both were at the scene of a serious car crash (8) ……… several persons were critically injured. The role of the doctor would demand that he or she (9) ……… first aid to try to save the lives of the injured. The role of the onlooker might simply (10) ……… the person to stay out of the way.

8. …at the scene of a serious car crash (8) ……… several persons were critically injured.

The cultural values of a society determine the social norms of the society. The social norms are the group-shared rules of behavior. These norms are the (1)……… ways of behavior in the society based on the shared values – the purpose and goals – of that society. For example, because we place some value on physical modesty, we have the social norm of wearing clothes in public. (2) ……… members of the society, we must live by the rules which that society imposes on us. When a person doesn’t behave according to these norms, he or she is considered deviant. Someone who walks down the main street of an American city without clothes on (3)……… a deviant, since he or she is not following the standard rules of behavior.

Some norms apply to all persons in a particular situation. For example, in a certain culture all persons are expected to be quiet in a library, obey the traffic signals, eat with knife, fork, and spoon, (4)……… during the playing of the National Anthem, and pay the bills. These are just a few of the many norms that every member of the society (5) ……… expected to follow.

Other norms, however, (6) ……… to be individual. They may vary from one person to another. These norms are related to the individual’s special role. A role is the behavior expected of a person because of his or her position in the social structure or group. Roles are actually specific norms related to the particular position of the individual. They tell people how they are to behave in their particular position in the society or group. For example, an onlooker and a doctor (7) ……… different roles to play if both were at the scene of a serious car crash (8) ……… several persons were critically injured. The role of the doctor would demand that he or she (9) ……… first aid to try to save the lives of the injured. The role of the onlooker might simply (10) ……… the person to stay out of the way.

9. The role of the doctor would demand that he or she (9) ……… first aid to try to save the lives of the injured.

The cultural values of a society determine the social norms of the society. The social norms are the group-shared rules of behavior. These norms are the (1)……… ways of behavior in the society based on the shared values – the purpose and goals – of that society. For example, because we place some value on physical modesty, we have the social norm of wearing clothes in public. (2) ……… members of the society, we must live by the rules which that society imposes on us. When a person doesn’t behave according to these norms, he or she is considered deviant. Someone who walks down the main street of an American city without clothes on (3)……… a deviant, since he or she is not following the standard rules of behavior.

Some norms apply to all persons in a particular situation. For example, in a certain culture all persons are expected to be quiet in a library, obey the traffic signals, eat with knife, fork, and spoon, (4)……… during the playing of the National Anthem, and pay the bills. These are just a few of the many norms that every member of the society (5) ……… expected to follow.

Other norms, however, (6) ……… to be individual. They may vary from one person to another. These norms are related to the individual’s special role. A role is the behavior expected of a person because of his or her position in the social structure or group. Roles are actually specific norms related to the particular position of the individual. They tell people how they are to behave in their particular position in the society or group. For example, an onlooker and a doctor (7) ……… different roles to play if both were at the scene of a serious car crash (8) ……… several persons were critically injured. The role of the doctor would demand that he or she (9) ……… first aid to try to save the lives of the injured. The role of the onlooker might simply (10) ……… the person to stay out of the way.

10. The role of the onlooker might simply (10) ……… the person to stay out of the way.

“Your biggest enemy is yourself.” This idea is being explored by teachers as they and their students deal with the issue of bullying.

“The hardest thing is to control our own emotions because some teachers, like myself, are used to the stern approach in disciplining students,” vice principal of SMAN 103 state high school in East Jakarta, Budi Muntoro, told The Jakarta Post on Wednesday.

Most people do not realize that at some stage, adults – parent and teachers – unconsciously teach bullying to children, especially in the way they use violence in education.

“About 50 percent of teachers might be guilty of bullying at some point,” said Budi.

SMAN 103 is one of three public high schools in Jakarta taking part in a pilot project on bullying prevention.

Teachers and principals from the school participated in a workshop on bullying hosted by the Semai Jiwa Amini Foundation in September. The workshop was attended by 57 SMAN 103 teachers.

“Previously, I thought bullying was only physical violence. But now I realize that it also involves psychological aspects,” said Budi who teaches geography.

“So, the violence is not just physical but it can also be in the form of verbal and non-verbal expressions,” said the 43-year-old teacher.

Budi, who has been teaching for 23 years, now tries to watch his words. “I never thought before that calling students by their nicknames was bullying,” he said.

Budi, describing himself as a former “killer” teacher, said he used to regard slapping and pinching as common in disciplining students.

“Now, we give priority to counseling rather than just punishing problematic students,” Budi said, referring to consultation hours provided once a week for students.

SMAN 103 currently has four teachers who have counseling hours, with five intern teachers assisting them.

“Those teachers rarely helped students with counseling before, but lately they provide more time on a weekly basis for the activity, which is a good thing,” said 15-year-old Sari, one of 840 students at SMAN 103.

Asked about the benefit of the counseling, second year student Sari acknowledged she was not used to sharing her private thoughts with others, including teachers, but the service was helpful for some of her troubled friends.

Budi said he has been trying for years to change his rather militaristic approach in the classroom. “Now, I don’t want to have obedient students just because they are afraid of me.”

However, he said some students tended to do as they pleased if they were not punished harshly. “I’m still looking for a solution, but of course I don’t want to go back to my old ways of teaching.”

11. The passage mainly discusses

“Your biggest enemy is yourself.” This idea is being explored by teachers as they and their students deal with the issue of bullying.

“The hardest thing is to control our own emotions because some teachers, like myself, are used to the stern approach in disciplining students,” vice principal of SMAN 103 state high school in East Jakarta, Budi Muntoro, told The Jakarta Post on Wednesday.

Most people do not realize that at some stage, adults – parent and teachers – unconsciously teach bullying to children, especially in the way they use violence in education.

“About 50 percent of teachers might be guilty of bullying at some point,” said Budi.

SMAN 103 is one of three public high schools in Jakarta taking part in a pilot project on bullying prevention.

Teachers and principals from the school participated in a workshop on bullying hosted by the Semai Jiwa Amini Foundation in September. The workshop was attended by 57 SMAN 103 teachers.

“Previously, I thought bullying was only physical violence. But now I realize that it also involves psychological aspects,” said Budi who teaches geography.

“So, the violence is not just physical but it can also be in the form of verbal and non-verbal expressions,” said the 43-year-old teacher.

Budi, who has been teaching for 23 years, now tries to watch his words. “I never thought before that calling students by their nicknames was bullying,” he said.

Budi, describing himself as a former “killer” teacher, said he used to regard slapping and pinching as common in disciplining students.

“Now, we give priority to counseling rather than just punishing problematic students,” Budi said, referring to consultation hours provided once a week for students.

SMAN 103 currently has four teachers who have counseling hours, with five intern teachers assisting them.

“Those teachers rarely helped students with counseling before, but lately they provide more time on a weekly basis for the activity, which is a good thing,” said 15-year-old Sari, one of 840 students at SMAN 103.

Asked about the benefit of the counseling, second year student Sari acknowledged she was not used to sharing her private thoughts with others, including teachers, but the service was helpful for some of her troubled friends.

Budi said he has been trying for years to change his rather militaristic approach in the classroom. “Now, I don’t want to have obedient students just because they are afraid of me.”

However, he said some students tended to do as they pleased if they were not punished harshly. “I’m still looking for a solution, but of course I don’t want to go back to my old ways of teaching.”

12. Which of the following is closest in meaning to “stern”?

“Your biggest enemy is yourself.” This idea is being explored by teachers as they and their students deal with the issue of bullying.

“The hardest thing is to control our own emotions because some teachers, like myself, are used to the stern approach in disciplining students,” vice principal of SMAN 103 state high school in East Jakarta, Budi Muntoro, told The Jakarta Post on Wednesday.

Most people do not realize that at some stage, adults – parent and teachers – unconsciously teach bullying to children, especially in the way they use violence in education.

“About 50 percent of teachers might be guilty of bullying at some point,” said Budi.

SMAN 103 is one of three public high schools in Jakarta taking part in a pilot project on bullying prevention.

Teachers and principals from the school participated in a workshop on bullying hosted by the Semai Jiwa Amini Foundation in September. The workshop was attended by 57 SMAN 103 teachers.

“Previously, I thought bullying was only physical violence. But now I realize that it also involves psychological aspects,” said Budi who teaches geography.

“So, the violence is not just physical but it can also be in the form of verbal and non-verbal expressions,” said the 43-year-old teacher.

Budi, who has been teaching for 23 years, now tries to watch his words. “I never thought before that calling students by their nicknames was bullying,” he said.

Budi, describing himself as a former “killer” teacher, said he used to regard slapping and pinching as common in disciplining students.

“Now, we give priority to counseling rather than just punishing problematic students,” Budi said, referring to consultation hours provided once a week for students.

SMAN 103 currently has four teachers who have counseling hours, with five intern teachers assisting them.

“Those teachers rarely helped students with counseling before, but lately they provide more time on a weekly basis for the activity, which is a good thing,” said 15-year-old Sari, one of 840 students at SMAN 103.

Asked about the benefit of the counseling, second year student Sari acknowledged she was not used to sharing her private thoughts with others, including teachers, but the service was helpful for some of her troubled friends.

Budi said he has been trying for years to change his rather militaristic approach in the classroom. “Now, I don’t want to have obedient students just because they are afraid of me.”

However, he said some students tended to do as they pleased if they were not punished harshly. “I’m still looking for a solution, but of course I don’t want to go back to my old ways of teaching.”

13. According to the passage, which of the following best describes the word “bullying”?

“Your biggest enemy is yourself.” This idea is being explored by teachers as they and their students deal with the issue of bullying.

“The hardest thing is to control our own emotions because some teachers, like myself, are used to the stern approach in disciplining students,” vice principal of SMAN 103 state high school in East Jakarta, Budi Muntoro, told The Jakarta Post on Wednesday.

Most people do not realize that at some stage, adults – parent and teachers – unconsciously teach bullying to children, especially in the way they use violence in education.

“About 50 percent of teachers might be guilty of bullying at some point,” said Budi.

SMAN 103 is one of three public high schools in Jakarta taking part in a pilot project on bullying prevention.

Teachers and principals from the school participated in a workshop on bullying hosted by the Semai Jiwa Amini Foundation in September. The workshop was attended by 57 SMAN 103 teachers.

“Previously, I thought bullying was only physical violence. But now I realize that it also involves psychological aspects,” said Budi who teaches geography.

“So, the violence is not just physical but it can also be in the form of verbal and non-verbal expressions,” said the 43-year-old teacher.

Budi, who has been teaching for 23 years, now tries to watch his words. “I never thought before that calling students by their nicknames was bullying,” he said.

Budi, describing himself as a former “killer” teacher, said he used to regard slapping and pinching as common in disciplining students.

“Now, we give priority to counseling rather than just punishing problematic students,” Budi said, referring to consultation hours provided once a week for students.

SMAN 103 currently has four teachers who have counseling hours, with five intern teachers assisting them.

“Those teachers rarely helped students with counseling before, but lately they provide more time on a weekly basis for the activity, which is a good thing,” said 15-year-old Sari, one of 840 students at SMAN 103.

Asked about the benefit of the counseling, second year student Sari acknowledged she was not used to sharing her private thoughts with others, including teachers, but the service was helpful for some of her troubled friends.

Budi said he has been trying for years to change his rather militaristic approach in the classroom. “Now, I don’t want to have obedient students just because they are afraid of me.”

However, he said some students tended to do as they pleased if they were not punished harshly. “I’m still looking for a solution, but of course I don’t want to go back to my old ways of teaching.”

15. The passage indicates that

“Your biggest enemy is yourself.” This idea is being explored by teachers as they and their students deal with the issue of bullying.

“The hardest thing is to control our own emotions because some teachers, like myself, are used to the stern approach in disciplining students,” vice principal of SMAN 103 state high school in East Jakarta, Budi Muntoro, told The Jakarta Post on Wednesday.

Most people do not realize that at some stage, adults – parent and teachers – unconsciously teach bullying to children, especially in the way they use violence in education.

“About 50 percent of teachers might be guilty of bullying at some point,” said Budi.

SMAN 103 is one of three public high schools in Jakarta taking part in a pilot project on bullying prevention.

Teachers and principals from the school participated in a workshop on bullying hosted by the Semai Jiwa Amini Foundation in September. The workshop was attended by 57 SMAN 103 teachers.

“Previously, I thought bullying was only physical violence. But now I realize that it also involves psychological aspects,” said Budi who teaches geography.

“So, the violence is not just physical but it can also be in the form of verbal and non-verbal expressions,” said the 43-year-old teacher.

Budi, who has been teaching for 23 years, now tries to watch his words. “I never thought before that calling students by their nicknames was bullying,” he said.

Budi, describing himself as a former “killer” teacher, said he used to regard slapping and pinching as common in disciplining students.

“Now, we give priority to counseling rather than just punishing problematic students,” Budi said, referring to consultation hours provided once a week for students.

SMAN 103 currently has four teachers who have counseling hours, with five intern teachers assisting them.

“Those teachers rarely helped students with counseling before, but lately they provide more time on a weekly basis for the activity, which is a good thing,” said 15-year-old Sari, one of 840 students at SMAN 103.

Asked about the benefit of the counseling, second year student Sari acknowledged she was not used to sharing her private thoughts with others, including teachers, but the service was helpful for some of her troubled friends.

Budi said he has been trying for years to change his rather militaristic approach in the classroom. “Now, I don’t want to have obedient students just because they are afraid of me.”

However, he said some students tended to do as they pleased if they were not punished harshly. “I’m still looking for a solution, but of course I don’t want to go back to my old ways of teaching.”

16. The word “regard” could best be replaced by …

“Your biggest enemy is yourself.” This idea is being explored by teachers as they and their students deal with the issue of bullying.

“The hardest thing is to control our own emotions because some teachers, like myself, are used to the stern approach in disciplining students,” vice principal of SMAN 103 state high school in East Jakarta, Budi Muntoro, told The Jakarta Post on Wednesday.

Most people do not realize that at some stage, adults – parent and teachers – unconsciously teach bullying to children, especially in the way they use violence in education.

“About 50 percent of teachers might be guilty of bullying at some point,” said Budi.

SMAN 103 is one of three public high schools in Jakarta taking part in a pilot project on bullying prevention.

Teachers and principals from the school participated in a workshop on bullying hosted by the Semai Jiwa Amini Foundation in September. The workshop was attended by 57 SMAN 103 teachers.

“Previously, I thought bullying was only physical violence. But now I realize that it also involves psychological aspects,” said Budi who teaches geography.

“So, the violence is not just physical but it can also be in the form of verbal and non-verbal expressions,” said the 43-year-old teacher.

Budi, who has been teaching for 23 years, now tries to watch his words. “I never thought before that calling students by their nicknames was bullying,” he said.

Budi, describing himself as a former “killer” teacher, said he used to regard slapping and pinching as common in disciplining students.

“Now, we give priority to counseling rather than just punishing problematic students,” Budi said, referring to consultation hours provided once a week for students.

SMAN 103 currently has four teachers who have counseling hours, with five intern teachers assisting them.

“Those teachers rarely helped students with counseling before, but lately they provide more time on a weekly basis for the activity, which is a good thing,” said 15-year-old Sari, one of 840 students at SMAN 103.

Asked about the benefit of the counseling, second year student Sari acknowledged she was not used to sharing her private thoughts with others, including teachers, but the service was helpful for some of her troubled friends.

Budi said he has been trying for years to change his rather militaristic approach in the classroom. “Now, I don’t want to have obedient students just because they are afraid of me.”

However, he said some students tended to do as they pleased if they were not punished harshly. “I’m still looking for a solution, but of course I don’t want to go back to my old ways of teaching.”

18. Which of the following has the same meaning as the word “acknowledged”?

“Your biggest enemy is yourself.” This idea is being explored by teachers as they and their students deal with the issue of bullying.

“The hardest thing is to control our own emotions because some teachers, like myself, are used to the stern approach in disciplining students,” vice principal of SMAN 103 state high school in East Jakarta, Budi Muntoro, told The Jakarta Post on Wednesday.

Most people do not realize that at some stage, adults – parent and teachers – unconsciously teach bullying to children, especially in the way they use violence in education.

“About 50 percent of teachers might be guilty of bullying at some point,” said Budi.

SMAN 103 is one of three public high schools in Jakarta taking part in a pilot project on bullying prevention.

Teachers and principals from the school participated in a workshop on bullying hosted by the Semai Jiwa Amini Foundation in September. The workshop was attended by 57 SMAN 103 teachers.

“Previously, I thought bullying was only physical violence. But now I realize that it also involves psychological aspects,” said Budi who teaches geography.

“So, the violence is not just physical but it can also be in the form of verbal and non-verbal expressions,” said the 43-year-old teacher.

Budi, who has been teaching for 23 years, now tries to watch his words. “I never thought before that calling students by their nicknames was bullying,” he said.

Budi, describing himself as a former “killer” teacher, said he used to regard slapping and pinching as common in disciplining students.

“Now, we give priority to counseling rather than just punishing problematic students,” Budi said, referring to consultation hours provided once a week for students.

SMAN 103 currently has four teachers who have counseling hours, with five intern teachers assisting them.

“Those teachers rarely helped students with counseling before, but lately they provide more time on a weekly basis for the activity, which is a good thing,” said 15-year-old Sari, one of 840 students at SMAN 103.

Asked about the benefit of the counseling, second year student Sari acknowledged she was not used to sharing her private thoughts with others, including teachers, but the service was helpful for some of her troubled friends.

Budi said he has been trying for years to change his rather militaristic approach in the classroom. “Now, I don’t want to have obedient students just because they are afraid of me.”

However, he said some students tended to do as they pleased if they were not punished harshly. “I’m still looking for a solution, but of course I don’t want to go back to my old ways of teaching.”

19. Which of the following is NOT considered as bullying?

“Your biggest enemy is yourself.” This idea is being explored by teachers as they and their students deal with the issue of bullying.

“The hardest thing is to control our own emotions because some teachers, like myself, are used to the stern approach in disciplining students,” vice principal of SMAN 103 state high school in East Jakarta, Budi Muntoro, told The Jakarta Post on Wednesday.

Most people do not realize that at some stage, adults – parent and teachers – unconsciously teach bullying to children, especially in the way they use violence in education.

“About 50 percent of teachers might be guilty of bullying at some point,” said Budi.

SMAN 103 is one of three public high schools in Jakarta taking part in a pilot project on bullying prevention.

Teachers and principals from the school participated in a workshop on bullying hosted by the Semai Jiwa Amini Foundation in September. The workshop was attended by 57 SMAN 103 teachers.

“Previously, I thought bullying was only physical violence. But now I realize that it also involves psychological aspects,” said Budi who teaches geography.

“So, the violence is not just physical but it can also be in the form of verbal and non-verbal expressions,” said the 43-year-old teacher.

Budi, who has been teaching for 23 years, now tries to watch his words. “I never thought before that calling students by their nicknames was bullying,” he said.

Budi, describing himself as a former “killer” teacher, said he used to regard slapping and pinching as common in disciplining students.

“Now, we give priority to counseling rather than just punishing problematic students,” Budi said, referring to consultation hours provided once a week for students.

SMAN 103 currently has four teachers who have counseling hours, with five intern teachers assisting them.

“Those teachers rarely helped students with counseling before, but lately they provide more time on a weekly basis for the activity, which is a good thing,” said 15-year-old Sari, one of 840 students at SMAN 103.

Asked about the benefit of the counseling, second year student Sari acknowledged she was not used to sharing her private thoughts with others, including teachers, but the service was helpful for some of her troubled friends.

Budi said he has been trying for years to change his rather militaristic approach in the classroom. “Now, I don’t want to have obedient students just because they are afraid of me.”

However, he said some students tended to do as they pleased if they were not punished harshly. “I’m still looking for a solution, but of course I don’t want to go back to my old ways of teaching.”

20. It can be inferred from the passage that Budi