Learning Writing Drama Scripts

Hamalik (2001:57) defines learning as a structured combination includes the elements of human, material, equipment, and procedures that affect each other to achieve the learning objectives.
Through these definitions we can give limits of learning to write a play as the process of learning to write a play that is supported by a series of learning components to achieve the goal of learning to write a play.
Drama is the composition of poetry or prose that is expected to describe the life and character actors through dialogue behavior or staged. Drama is often called the theater, the plays are staged as an expression of beauty or art. As a work of art, drama need to be appreciated. One way to appreciate the drama is to find the elements of drama. One element that is prominent.
Mulyana (1998) define all mutual structure of the play as follows.
a. Alur and pengaluran
b. People and characterizations
c. Background and role of background
d. Themes
e. Equipment
f. Language
a. Alur and Pengaluran
Rules concerning the plot is the archetypal story, conflict, plot movement, and presentation. The so-called conflict is the occurrence of attraction between different interests, which allows the play develops in a dynamic flow motion. Thus, the motion path is composed of three major parts: the initial situation or also called exposure, conflict, and resolution. Then, presenting the basic pattern is done by dividing it into sections called scenes and round. The peculiarity of a drama would look through the presentation of the story in half and scene composition.
Determining Conflict with Data Showing That Support
In the drama, the conflict is the element that allows the characters interact with each other. Conflict is not always a fight, brawl, or hostility between the characters. Inner tension between the characters, different views, and attitudes among leaders is already a conflict. Conflict can make the audience interested to continue to follow or watch drama performances.
Consists of two forms of conflict, namely the external conflict and internal conflict. External conflict is a conflict between a character with its natural environment (physical conflicts) or with the human environment (social conflict). Physical conflict is caused by a clash between the leaders with the natural environment. For example, a character encountered that problem when the flood hit village. Social conflicts due to the relationship between human or social problems. For example, conflicts between workers and employers at a factory that resulted in demonstarasi workers. Internal conflict is a conflict that occurred in the self or soul figure. This conflict is a clash or problems experienced by a character with itself, such problems ideals, hidden desires, decisions, loneliness, and faith.
Both types of conflict above can be realized with various events taking place in a staging drama. The conflicts there, which is the main conflict and the conflicts of supporters. Major Conflict (bias external conflict, internal conflict, or both) is the central plot of the drama are staged, while supporting conflicts serves to reinforce the presence of major conflict.
How to determine conflicts with data showing that support in a drama? The data supporting the existence of conflicts among others can be seen from different viewpoints and attitudes revealed in the dialogue, expression and lakuan figures.
b. People and characterizations
Figures in the drama must have characteristics, such as proper name, character, and social environment that is clear. In short, a character or good character traits or characteristics should have a three-dimensional, ie that has the dimensions of physiological, sociological, and psychological. Harymawan (1988:25-26) in his book, dramaturgy, said that details of the physiological dimension consists of age, sex, body condition, and characteristics of the face; sociological dimension consists of social status, occupation (job title and role in society) , education, personal life, outlook on life (faith, religion, and ideology), social activities / organizations, hobbies and passions, nation (tribe and descendants); psychological dimension includes the mentality and morality, temperament, and intelligence (intelligence, skills, and special expertise in certain fields).
Usually, the main characters appear at the beginning of the story, namely at the stage of exposure. It was intended that the public, especially the reader or viewer can recognize them. Throughout the story, the characters will retain their characteristics. Then, the conflict created by the differences that exist between the characters, who strive to accomplish their desires. The difference was that more and more increasing conflict and culminating as the climax.
c. Background and Role of Background
Background in staging the play consists of place, time, and atmosphere. Structuring the background will turn the atmosphere. Structuring the background will turn the atmosphere, strengthening the character of leaders, and make the staging of the play more interesting. Therefore, the provision setting the election will determine the staging of drama in keseluruhan.Seperti like grooves and the characters, elements of space and time started to follow the general convention based on imitation of the reality of life. Space can be inserted with the author with staging instructions (sometimes referred to as kramagung, waramimbar, or beside the text) and dialogue, conversation, or wawancang. The space which is footing the incident occurred is generally clear, support lakuan drama, and in accordance with the scope cerita.Konvensi time should also be subject to the principle of cohesion and clarity. In the drama, when did or when the characters time to act is now, while the story time or time used by the characters in their dialogue can be either the past or the future. The past occur, for example, to tell the events they experienced, while the future can be used to submit a plan or forecast events that will happen.
d. Dramatic Themes
The theme of the drama is the idea or main idea that underlies an act drama. The theme of the play refers to something that became the subject who wish expressed by the playwright. The theme is general and related to aspects of life around us.
Main theme is the overall theme that became the foundation of drama plays, while additional themes are other themes contained in the drama that support the main theme.
How to find a theme in drama? The theme of the drama is not conveyed implicitly. After watching the whole scene and dialogues in the staging antarpelaku
drama, you will be able to find the theme of the play. You must be concluded from the overall scene and the dialog is displayed. That is a theme that was found is not based on specific parts of the story.
Although the theme of the play tend to be "abstract", we can show the theme by showing that there is evidence or reason in the story. The evidence can be found in the author's narration, the dialogue between actors, or a scene or series of interrelated scenes, which all are supported by elements of another drama, such as setting, plot, and narration centers.
e. Equipment
Equipment is also subject to the conventions as elements we have mentioned. Supplies are typical elements of theater, which can be either the object or object-banda required as a complement to the story, such as equipment characters, costumes, and stage equipment. Supplies (in kramagung and wawancang) is always in accordance with the purposes of the story.
f. Language
Language in the conventional drama stilistika also subject to the convention. For example, the characters engage in dialogue with the diversity of languages in accordance with their social environment and their character. In addition, a prominent communicate with other leaders to convey a message. Then, among those expected to occur in a meaningful dialogue that will lead to the story develops.
Writing a play is necessary preparations to determine the theme, plot, to frame stories, characterizations, conflicts, and settlement. In general, manuscript prepared for the staged drama on stage. Therefore, the play consists of dialogues between characters are one with the lainnya.Cerita drama that is often performed at this time usually tells the human side of life such as poverty, the struggle of life, love in the elderly and so forth. So, the story of the play is a miniature of a society that can be contemplated, be learned, or criticism of a very subtle but sharp on people's lives or life of the country. But there is also the drama that only aims to entertain or also to educate.
Writing Drama Scripts
Write a play different from writing poetry, short stories or novels, when poetry written in the form beris and the temple. Short stories and novels written in sentences that form paragraphs with a direct quote or conversation. Meanwhile, the drama is written in two parts. The first section contains the conversation and the second part contains the staging instructions, such as the provision of movement, expression of the players play or stage situations.
Steps to develop a play
a. Determine theme / story ideas
b. Determining the actors / characters
c. Determining the scenes
d. Writing the script
Qualifying when we will write a play
Sylado Remy (1996) suggests that there are four terms of qualifying when we are going to write drama, namely (1) the contents of dramatic, (2) dramatic language, (3) dramatic form, and (4) dramatic structure.
a. Contents dramatic
In the play should contain the premise and theme. The premise is a major issue which would be appointed in the story, sedangan themes can be understood as a manifestation of the premise, namely by giving answers or solutions that are menympulkan. For example, if the premise is "afraid of women", the theme could be the following statement, "a man who was afraid of his wife directly harm others."
Once we can determine the premise and theme, we can also outlines the dramatic content which we will develop in a play later. For example, the premise and theme of the above can be described thus: "A colonel suddenly growled in the field, major scolding. Major confused, helpless, and not daring to his superiors that, then tell off an all-out on the captain. Captain did not dare to his boss, then curse rnaki lieutenant. Lieutenant did not dare to his boss, then slapped the right cheek and left cheek sergeant. The sergeant did not dare to his boss, then beat and kicked the corporal. The corporal did not dare to his boss, then beat up the soldier until bruised. Under the soldiers no longer rank the lowest. Suddenly a dog over there. Jump soldiers beat dog to death with rifle butts. The issue essentially turns can be traced from the very beginning, the colonel turned out to have a "boss" who is feared, that his own wife.
b. Dramatic language
Language drama that we use to prosaic, poetic, or sosiologik. If we like the dialogues that have been prepared with sentences like prose, the language of drama we belong to the prosaic language. However, if we write it by focusing on diversification, such as the arrangement of stanza, lines, rhymes, and rhythms, the language of drama we are prosaic. Then, if the dialogues drama we adjust to the context, allowing the emergence of diverse and Indonesian dialects, it can be ascertained that we use language that is sosiologik drama.
b. Dramatic form
Concerning the dramatic form is the range of expression, style of expression, and literary plots. In a conventional drama, we have identified a variety of standard expressions, such as tragedy, comedy, tragicomedy, melodrama, and farce (jokes).
Style of expression concerning the vision and the author's view, which penuangannya usually in accordance with the understanding that dianutnya or stream, whether realism, expressionism, existentialism, or absurdisme. Authors can only select a variety of expressions to suit his views.
Plot is a plot literary texts contained in the drama. So, the plot made by the author, go to the plot that is realized by the motion of the actor who performed on stage.
c. Dramatic structure
Concerning the structure of these dramatic developments and links that appear antarkonflik, peaked, and ended. In a conventional drama, dramatiknya structure like classical convention or plots according Aristotelles may also like that developed by Gustav Freytag (Harymawan, 1988: 20), the exposition, complication, resolution, climax, and conclusion. Conclusion of the tragedy called katastrof (ends with sadness), while in the comedy called denumen (ending with happiness).
Some Dramatic Script Writing Training
With knowledge of the conventions of drama and with added courage, we can begin to write the play in accordance with the advice Japi Tambajong. However, if the mastery of the above qualifications that do not take a snap, then some of the practical training that were modified by Moody (1971: 88) can be used as a handle material, namely by (1) explore the value-dramatic indigo (from the drama that already exist), (2) write an imaginary dialogue, and (3) creating dramatic situations from various sources.
a. Adapt, adapt, and visualize Drama already There
Drama is available at libraries, in bookstores, or are used as materials in the school curriculum more that "good" to be read than staged. This is because not every playwright knows the ins and outs of the theater or the staging, even when they write plays, his mind must have tried to visualize the stage. This situation resulted in the party will perform a drama, such as directors, need to edit the first plays to be staged. In addition, between drama as a literary work on the one hand and the theater on the other hand is a form of art that have their peculiarities nasing. In theater, the play is just one element of theater that the director is more important than kretaivitas autonomy playwright.
Let's say that you are a director who will make a drama script into performance art. There were two plays that attract you, but there are two issues remain unresolved. The first draft of a manuscript translation of foreign languages and therefore has not contextual. The second manuscript kramagung little or instructions include acting so poor with visual imagination. How do I solve this problem? To be contextual, the first script can you adapt or you sadur according to the context of the times and places that you want and the second script can dikonkretkan with more clarifying kramagungnya. The first example we mentioned when discussing Rendra drama Robbers with her, while the second cohtoh often carried out by the director in the production process, ie with more concretize a play by Floo-rplan (drawing direction of movement of players) and promp-tbook (manuscript been edited in accordance with the purposes of staging).
b. Creating Imaginary Dialogue
Writing exercises can you do by making an imaginary dialogue based on a very dramatic situation you know. For example, you create a dialogue between two parties who have a problem or concept to the contrary: the workers with the employer, the hunters with environmentalists, traders sidewalk with Tibum officer or Satpol PP, or we can also solve problems that the review from two angles different. In the mass media sometimes there is a rubric that contains imaginary interviews with figures who have died, for example, an imaginary interview with Bung Karno Christianto Wibisono. The interview was made because the author (the interviewer) is very familiar with the subject being discussed. He knew perfectly well who the Bung Karno, what ideas and philosophy.
c. Containing a variety of sources Mendramakan dramatic Events
Our day now is the information age. If small and trivial event can attract as nicely packaged in preaching, how about a big event, like the fall of the aircraft, bloody coups, earthquakes, and meningganya
head of state? Such events of course you can make the writing of drama. With records, you must be able to see or discover the dramatic events in it. For example, if you read the news about the fall of Adam Airi aircraft or Garuda, you can make dramatic events by imagining that you are part of the passengers who survived, or when you read the news interruption caused by a football match spectators prevailing anarchy, you imagine that You're the trouble maker was so nervous, anxious, and fear stirred within the chest.
Source search dramatic events, of course not just news in newspapers, magazines, or television, but any source that interests you and is seen as a potential in revealing the dramatic events. For example, essays, court was the court, even a character profile can contain a dramatic event, particularly if our orientation to the performances on stage. As evidence, the theater group in Jakarta, the Theatre SAE never show drama titled Growth in Dining Table, that the script is sourced from various writings in the newspapers; Wellem Pattirajawane, an actor from the Small Theater, featuring monologues ever sourced from Indonesia Menggugat book written by man Karno, Or Adi Kurdi, actors from the Theatre Workshop Renda, never show monologue that came from Adi Andojo profile and courage as a young justices.
However, we must return to its original purpose, namely to practice writing plays. Therefore, all the material chosen for your dedicated skilled writing plays, for instance with materials that were nicely packed into the dialogue and kramagung, which is then laid back in a scene by scene and act.

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THE NATURE OF READING

In essence, reading is a process to understand and reconstruct the meaning contained in reading material. Message or meaning contained in the text reading is a mutual interaction, active interaction, and dynamic interaction between the reader has basic knowledge with the sentences, facts, and information contained in the text readings. The information contained in the literature is information invisible to the eye or can be referred to as the source of visual information. Knowledge base which was previously owned by the reader is the information stored in the memory of the brain / mind reader or can be called with nonvisual information sources. Both kinds of sources of information need to be owned equally by the reader. It means the ability to know the visual information to be followed by the basic knowledge needed to comprehend a reading text. Vice versa, the knowledge base that has been held to proceed with the ability to understand visual information that a text reading. Other supporting capabilities that need to be held reader that is owned by the ability of connecting ideas with reading material. In relation to understanding and perekonstruksian message or meaning contained in the text readings, Harris and Sipay (1980) states that reading is a process of interpreting the meaning of written language appropriately. Introduction to the meaning of the word according to its context is a necessary prerequisite to understanding the message contained in reading material.
Reading is one type of written language skills who are receptive. Called receptive because by reading a person will obtain information, acquire science and knowledge and new experiences. All of which is obtained through reading would allow a person to enhance the power of thought, sharpen vision, and broaden their horizons (Zuchdi and Budiasih, 1996/1997: 49). The opinion emphasizes the importance of reading for improving the quality of one's self. Someone will 'technology illiterate' and 'stutter information' if rarely or never read the activities. Information about science, technology, cultural, political, social and various other current information are constantly evolving rapidly from day to day. All kinds of information and the times are in addition can be followed from electronic media (eg TV), can also be followed by print media by reading. Both kinds of media information each has advantages and disadvantages. Electronic media can be accessed in a more relaxed because they live watching a show on TV. The downside, those impressions can not be watched again when we need information. The print media that is accessed by way of reading has shortcomings in terms of readers, namely the availability of insufficient time in reading, lack of ability to understand the reading text, the low motivation in reading, lack of reading habits, etc.. However, when compared with electronic media (eg TV), reading has the advantage of reading the text can be read back if the information in the text the reading is at times necessary.
From the nature of reading which has been described can be argued that reading has many purposes and benefits in daily life. Any person who would do of course have an intention of reading why he needs to read the text which in turn could benefit after reading activities take place. The benefits of reading, among others (1) as a medium of recreation, (2) media self-actualization, (3) media informative; (4) media enhancer insight, (5) media to sharpen reasoning, (6) the media to learn a skill, (7 ) media forming emotional and spiritual intelligence; etc..
Because reading has many benefits in life, then reading activities need to be trained intensively in learning at school, mainly starting from the level of primary education. Learning to read in primary schools intensively trained in subjects Indonesian. In general, learning to read in primary schools are grouped into two kinds, namely reading the beginning and read further. In the following discussion then focused on learning to read the beginning and bagamana diagnose difficulties in its implementation if it turns out students' primary impediment in learning to read.

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Research in Education

A. Understanding Education
In the Dictionary of Education stated that education is a) as a process whereby a person develops abilities, attitudes and forms of behavior in the community where he lived, b) as a social process where people are faced with environmental influences are selected and supervised (eg school ), so that he can acquire or develop social skills and emotional abilities are optimum.
B. Characteristics of Education Sciences
Science education is a science that systematically and systemically study the socio-cultural interaction between students as subjects and education in order to achieve the desired goals of education that emphasizes the formation of self-reliance within the framework of lifelong learning.
Ditunjau of nature, science education is itself an autonomous scientific discipline. This means assessing their own science education and produce the concept / theory of education such as: learning by doing (learning by doing), independent learning, lifelong learning. Besides, science education to apply the concept or theory developed in other sciences such as: philosophy, psychology, sociology, anthropology, administration / management and economics are needed both to enrich the concept of education as well as to improve engineering education itself.
Science education more appropriately classified into the family of behavioral sciences and social sciences and cultural sciences are descriptive and reflective. What is the object of study in science education?
The object of study of science education is to various aspects of socio-cultural interaction between learners and educators in order to achieve educational goals. Based on the philosophical, psychological and cultural factors that describe the object of study in science education, then there are (5) five core components that make up science education batah body of science education. The five components are:
1. Curriculum; the component that is pleasing to the purposes and reference material interaction. Concept developed in this curriculum theory among other theories about the purpose of education, curriculum organization, curriculum content and curriculum development models.
2. Learning, ie the component related to the implementation process from the point of interaction that learners. The theory developed in this component include: the type and way of learning, hierarchical learning and learning conditions.
3. Educate / teach, ie components with respect to pelaksnaan interaction from the point of educators. Theory developed, among others, how the model of educating / teaching methods / techniques to educate and classroom management system.
4. Environmental Education; namely components with respect to how the situation of educational interactions take place along with its supporting elements. Theory developed include: planning and management of education, guidance counseling, educational media.
5. Assessment, ie components with regard to how to know how / how far the desired goal is achieved through the interaction of learning it happen. Theory developed include: assessment models, methods / techniques to assess and assessment instruments.
Areas of specialization of the torso can be developed according to science education:
1. The core components, namely curriculum, learning, teaching, counseling, educational management and assessment.
2. Environment (settings), the school education and special education school.
3. Levels and types include: primary, secondary, higher and vocational education teachers.
4. Field of study, among other things, Social Science and Language arts.
5. Category of learners.
6. Education Personnel among others: Power of structural, functional staff and technical personnel.
C. Research in Education
In order to assess and develop theories in the various components of science education, used a variety of approaches both deductive and inductive / empirical. Deductive approach applied in the determination of the concepts and educational methods that are general and basic. While the inductive approach is applied in the framework of the assessment and development of concepts and ways of education that is specific and technical.
Application of inductive approach / empirical hypothesis testing can be a (positivistic), grounded or naturalistic research and development studies.
What about the working methods that can be applied in the development of educational science, can be used various methods like content analysis, phenomenology, ex-post facto, experiment, problem analysis, case studies and field testing.

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Basic Concepts of Research

A. Understanding Research
Research can be defined as a set of activities that are systematic and targeted to problem solving, discovery and development of science batah body (the body of knowledge) is organized. Research can also be interpreted as a form of working methods or methods of solving problems in a planned and carefully conducted to obtain data, information (facts), and the conclusion (conclusion) that can increase the ability to understand, predict or control the situation (event).
B. Research Characteristics
Understanding Research in the above is very abstract, and therefore need to identify the characteristics of research that could explain how the principles and methodology of research undertaken. These characteristics are:
1. Research directed to solve problems or aim to answer the questions posed in the study or view the relationship of two or more variables.
2. Research emphasizes the development of generalizations, principles or theories useful in predicting future events.
3. Are empirical, meaning that based on experience that can be observed, the incidence of events (empirical evidence).
4. Systematic, That is a process that is structured, follow certain procedures in formulating the problem, identify variables, formulate hypotheses, collect data, and process and analyze data relevant to the problem formulated.
5. Demanded a careful observation and description in data collection and analysis of appropriate data. Therefore, researchers should be selective in choosing or developing instruments.
6. Demanding special expertise, it means mastering research methods, literature relevant to the problems examined, concepts and techniques necessary to understand and analyze the data.
7. Objective, subjective means to avoid the influence or force conclusions influenced by emotions.
8. Reductive, meaning not merely describe what happened but concluded into a particular concept.
9. Replicative, meaning memugkinkan can be tested again by other people in different occasions and places.
C. Usability Research
Benefits or utility derived from research, in general can be classified into two types of uses, ie uses theoretical and practical usefulness.
1. Facts and Theoretical Uses which are an invention of a concept that research can become information for science. In this connection, science is the purpose of research. Research conducted for the benefit of the development of this science is called the Basic Research (basic research). Problem and the variables studied, excavated and removed on the basis of existing theories in science. Testing a hypothesis formulated on the basis of scientific theory, are found in these studies to the development of science.
2. Practical Uses The findings in this study can also be used to see the possibility of what will happen (predict) and how to prepare ways to deal with or control it. Here is the first step to planning, training and development activities. In relation to research that helps in decision making and the ways or techniques face the problem of human life that ultimately function in an effort to improve the welfare of mankind. Such research is usually called applied research or research utilization.

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Determination of Samples in Research

A. Sample Definition
The sample is an example, a monster, representan or representative of a population that is large enough in number or one part of the overall selected and representative nature. Sample collection activity is called sampling.
While the population is totatlitas all cases, events, people or things. Can be either a number of human population, curriculum, management, teaching tools, teaching, events. Of all the population must be affirmed / found in the characteristics or attributes when the population will be the object of research.
The aim of researchers took samples are obtained information about the object of research by observing only a part of the population. This is done because of various factors to consider.
B. Sampling reason
Sampling was done because it is often not possible researchers looked at all the members of the population is relatively large in number (one by one observed). For example, researchers might not taste the fruit of rambutan as much as a truck that will be studied. However, the main requirement is a representative sampling of the population. Some of the reasons for withdrawal the sample is:
1. population size (some are very large even infinite)
2. Time, effort and cost.
A. Sampling Ways
1. Random Sampling Technique
a. Simple random sampling, where the free sample are random. Technique is used when the sample homogeneous.
b. Use of Random Numbers Table
1) Each member of the population be numbered.
2) Define the random numbers in the table (statistics).
3) Determine the criteria of the decimal.
4) Determine the beginning of the selection of random numbers.
5) Select the number indicated.
1. Non-Random Sampling Technique
In this technique, not all members of the population gets a chance to be sampled. There are three types of samples of these categories, namely:
a. Incidental samples (haphazard) example will be investigated in 100 students UPI. Researchers come to campus to find 100 students. Thus, students who studied were discovered by researchers on campus.
b. Sample quota (quota) This technique is similar to the incidental campus, just prior to the first sampling was made according to sample category strata, and each stratum was allotted.
c. Purposive sample (destination) technique is used based on the consideration of researchers tertetntu (subjective). For example, researchers want to know that students are learning how to regularly have high achievement. Then researchers took samples only students who regularly study and high achievement.
A. Determining sample size
In principle there is no standard rule how many percent of the sample should be taken from a population. But according to the research literature generally argues that the sample that exceeds better than the disadvantages. That means it would be better as much as possible of the population. For the population of 10-100 should be taken one hundred percent (100%). On top of 100-300 can be taken 70% and above 1000 is taken 20%.
If the sample is only 10 so to find the correlation between variables X with Y to risk the possibility of lost 5% and require a 0.632 correlation numbers (see the count statistics), whereas if 100, then the necessary number of correlation 0.195. to meredusir error should be given strict requirements, especially the small sample.
B. Factors to Consider In Sampling
1. Total population and its characteristics according to the variables studied.
2. Significance level in making estimates.
3. An upper limit of sampling error.
4. Research objectives, instruments and data analysis that will be used.
5. Available resources (cost, time, energy)

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Changes in Indonesian Territorial Sea Region

Indonesian territory consists of land and sea to land area ratio is 3:1 with the ocean. Almost 70% of Indonesia consists of the ocean. In the past, when
Dutch occupation period of the Indonesian waters is set 3 miles or 5.5 km calculated from the sea during low tide. The following provisions Territoriale Zee en Maritieme Ordinance in 1939. With these calculations, many of Indonesia's marine area that is free of
islands. This is very detrimental to Indonesia because many foreign ships are free taking of marine resources in Indonesia.
On December 13, 1957 the Indonesian government take action to establish the concept of the territorial waters of the sea, known as the Declaration Djuanda. The core of the declaration
it is the sea and the waters become a unifying inter-island and inter-island link, and the limits of the territorial sea is measured as far as 12 miles from the base line the outer coast of the island.
Declaration Djuanda eventually get world recognition in 1982 when the International Law of the Sea Convention was held in Jamaica. In the convention stipulated that the international community recognizes the existence of the territorial waters of Indonesia, which include the following.
a. Archipelago Waters
Waters of the territorial waters of the archipelago is located on the underside of the base line of the sea, bay, and strait which connects the island with one other island in Indonesia. These include lakes, rivers and swamps that are on the mainland.
b. Territorial Sea
Territorial sea is the sea territory with a limit of 12 miles from the point of the outermost tip of the islands in Indonesia at the time of the tide toward the sea. Need you guys know, that the distance between
one country to another there are not too far away. How when the two countries over a sea that is not up to 24 miles wide? If that happens then the territorial waters
determined on an agreement the two countries concerned. Territorial sea boundary is determined by a line in the middle of the sea region between the two countries concerned.
c. Continental Shelf Boundaries
Limit of the continental shelf is a continuation of the mainland boundary of a continent which submerged to a depth of 200 m below sea level. Natural resources located within
area of the continental shelf belong to the Indonesian government. So, the Indonesian government's right to conduct exploration and exploitation of natural wealth which is in the region
continental shelf boundary.
d. Limit of Exclusive Economic Zone (EEZ)
On March 21, 1980 Indonesia announced its EEZ. Exclusive Economic Zone boundary is Indonesia's marine area as wide as 200 miles, measured from the base of the marine area
Indonesia. If the EEZ of a country coincide with the EEZ of other countries, the establishment is based agreement between the two countries. With the negotiations then
division of the sea area will be fair. For in the EEZ boundary of a country has the right to exploitation, exploration, processing, and preservation of natural resources within them both on the seabed and sea water on it. Therefore, Indonesia is responsible for conserving and protecting natural resources from damage.
2. Map of Indonesia Territorial Sea
The island in the Indonesian territory of more than 17,500 islands both large and small. With the large number of Indonesian islands has led to a long coastline. Indonesia's long coastline as far as 81,000 km and is one of the longest coastlines in the world.
The existence of a long coastline that would benefit the country, for the wealth contained in it become state property. Therefore, the boundaries of the region
sea in Indonesia to be recognized by the international community. From the description can be concluded that Indonesia's territorial sea area is 12 miles and the Indonesian Exclusive Economic Zone is 200 miles from the coastline.

3. Ocean Conservation Enterprises in Indonesia
Indonesia referred to as a maritime country, because most of its territory consists of the ocean. As a maritime country, the presence of water plays an important role in uniting all the islands in Indonesia. Sea provide great benefits for the welfare of the Indonesian state.
Apart from being a means of connecting inter-island, the sea is also a producer of biological resources and non-biological resources. Resources is an asset for
Indonesia state that will provide prosperity for all peoples. Therefore, the presence of the sea and its contents need to be preserved.

Surely not just government that is obliged to preserve the ocean, but you as citizens of Indonesia are also obliged to safeguard it. As an example of business-
effort in marine conservation efforts in Indonesia are as follows.
a. Keeping it clean sea water by restricting the disposal of garbage and waste in the sea.
b. The protection of certain animals that live in the sea so as not to become extinct.
c. Prohibition of use of explosives, toxic materials, and electricity while fishing.
d. Prohibition of use of small nets while fishing for by using the tools that are still small fish will come netted.
e. A ban on destroying coral reefs.
f. Planting mangroves along the coast.
g. The ban took sea corals in large numbers. If you see a lot of rubbish strewn. If possible take and fruit in the trash.

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Changes in Provincial Areas in Indonesia

Indonesian territory is divided into several provinces. The number of provinces in Indonesia from year to year change. This is due to population growth, changes in economic capacity, political factors, and so forth.
Trend of Provinces in Indonesia
Along with the development of state and political change, economic or population, then the number of provinces in Indonesia have added. The addition of this province that does not mean expanding the territory of Indonesia. The number of provinces that increased an expansion of an existing provincial areas.
At the time of independence, the number of provinces in Indonesia was only 8, namely:
a. Sumatra Province
b. West Java Province
c. Central Java Province
d. East Java Province
e. Province of Borneo (Kalimantan)
f. Sulawesi
g. Provincial Small Sunda (Nusa Tenggara)
h. Maluku Province
At that time, Guinea has not become part of the Indonesian state as Irian Island was still under Dutch rule. As time went on, after Indonesian independence the number of provinces in Indonesia experienced growth.
So you better understand the division of provinces in Indonesia each year consider the following details
a. Year 1950
In this year the number of provinces increased to 11, while the provinces that experienced the division is:
1) Sumatra Province, developed into three provinces, namely North Sumatra, Central Sumatra and South Sumatra.
2) Central Java Province, developed into two provinces, namely Central Java and Yogyakarta.
b. 1956
In this year the number increased to 15 provinces, while the provinces that experienced the division are:
One) of North Sumatra province into two provinces, namely North Sumatra and Aceh DI.
2) West Java Province developed into two provinces, namely West Java and Jakarta.
3) developing Kalimantan province into three provinces, namely West Kalimantan, East Kalimantan, and South Kalimantan.

c. Year 1957
In this year the number of provinces increased to 17 provinces, while the provinces that experienced the expansion are:
1) Central Sumatra Province developed into three provinces, namely West Sumatra, Riau, and Jambi.
2) Province of South Kalimantan into two provinces, namely South Kalimantan and Central Kalimantan
d. Year 1958
At this year increased the number of provinces to 20 provinces. Provinces that experienced the division is divided Lesser Sunda province into three provinces: Bali, West Nusa Tenggara, and East Nusa Tenggara.
e. Year 1959
In this year increased the number of provinces to 21 provinces. Province is experiencing the expansion of South Sumatra Province is divided into South Sumatra and Lampung.
f. Year 1960
In this year increased the number of provinces to 22 provinces. Province is experiencing expansion Sulawesi Province is divided into North and Central Sulawesi and South Sulawesi and Southeast.
g. Year 1964
In this year the number of provinces increased to 24 provinces, while experiencing the division is:
1) North and Central Sulawesi Province developed into two, namely North Sulawesi and Central Sulawesi.
2) South and Southeast Sulawesi Province developed into two, namely South Sulawesi and Southeast Sulawesi.
h. Year 1967
In this year the number of provinces increased to 25. Province is experiencing the expansion of South Sumatra province into two provinces, namely South Sumatra and Bengkulu
i. Year 1969
With the entry into the territory of Irian Jaya, Indonesia, then in that year the number of provinces in Indonesia increased by one, bringing the total number to 26 province.
j. Year 1976
In this year the number of provinces to 27. The province is experiencing the expansion of East Nusa Tenggara Province is divided into two, East Nusa Tenggara and East
East.
k. Year 1999
The liberation from the Province of East Timor from Indonesia caused one less number of provinces to 26. In that year also, there are some provinces that experienced the expansion so that
to 29 provinces. The province is:
1) Maluku province experienced the division into two: Maluku and North Maluku.
Second) of Irian Jaya Province is divided into two provinces, namely Papua and West Irian Jaya Province.
l. Year 2000
At this year increased the number of provinces in Indonesia to 32. Some provinces have the division include:
1) South Sumatra province into two provinces, namely South Sumatra and Bangka Belitung Island.
2) West Java Province developed into two, namely West Java and Banten.
3) North Sulawesi province into two, namely North Sulawesi and Gorontalo.
m. In 2002
In this year the number of provinces in Indonesia increased to 33. Province is experiencing expansion into Riau Riau and Riau Islands.
Area of land in Indonesia reached 1.9 million km2. Vast land area is divided into a number of provinces. Try you mentioned that there are provinces in Indonesia, then show me the map! Following table contains a list of the names of provinces in Indonesia, and the capital of each.

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