Read the passages below for question 88 - 90! TEXT 1 Yogyakarta, the capital of Yogyakarta Special Region(DIY), has justly earnedthe moniker "City of Culture". Aside from the strong patronage of the Yogyakarta Sultanate, whose Sultan is also the governor of Yogyakarta, the city is known as a melting pot of culture. With its many educational institutions, the city attracts a lot of students from beyond its borders, and is hence also known as "City of Students". The city excels not only in the number of its educational institutions, but also from their achievements. Kolese Debrito and SMAN 1 Yogyakarta are among the top performing senior high schools in the country. One of Indonesia’s leading educational institutions, Gadjah Mada University (UGM), also calls the city home, along with the first dedicated art schools in the country, the Indonesian Institute of the Arts(ISI). Coupled with the relatively small size of the downtown area, referred to simply as Kota (“the city”) by locals, it almost feels as though there’s a school on every corner. Students who come to the city obtain quality education and cultural experiences, and also give back to the local community. For example, Muhammadiyah 2 Yogyakarta senior high school celebrated this year'sgraduating class with community service programs in the Kulonprogo and Purwerojo regencies of DIY and Central Java, respectively. Meanwhile, SMAN 8 Yogyakarta senior high school runs programs that include teaching the children of Pentingsari village. The UGM is one of the pioneers of theStudent Community Service program (KKN), which is a mandatory and integral part of learning at the university. It also oversawthe expansion of the KKN as an inter-university program, along with was two other universities. The KKN is also mandatory at the Muhammadiyah University of Yogyakarta (UMY), Sarnawijayata Tamansiswa University (UST), Atmajaya Universityand other institutions in the province. Their students havecreated a variety of creativesolutions for the issues they encounter in the communities in whichthey work. In 2017 alone, UMY’s KKN Team 031 set up an integrated service post (Posyandu) and an integrated health counseling post (Posbindu), community healthcare servicesfocusingon the elderly in Tegalsari village, Sleman, DIY. Meanwhile, Team 079 created a video game calledGoa 1for PC and Android devices to promote the Japanese military cave in Bantul regency, DIY. In givingback to the community during their studies, students often gain a heightened sense of care for their fellow men. This encourages them to become further involved in social endeavors.One such example is the#UntukPapuamovement, which was initiated by UGM alumnus Fajar Surya Budiman and aims to raise educational quality for children in Papua. The various institutions of Yogyakarta continueto nurture their students'concern for the welfare of our fellow humans and the world we live in, and in doing so, cultivatethe minds of the nation's future leaders. Source:(http://www.thejakartapost.com) TEXT 2 Part of the three-fold mission of higher education – next to education and research – formulated under Indonesia’s founding president, Sukarno, in 1961. Since 1973, student engagement in community development has been cultivated through the community service program KKN (Kuliah Kerja Nyata or Student Service Learning). While KKN is mandatory at most universities, many feel the program no longer fulfills either of its objectives: fostering social engagement and meeting community needs. KKN has become a tokenistic gesture of devotion to the community with few real community benefits. Some students in East Nusa Tenggara (NTT) who participated in the KKN program have expressed similar misgivings concerning its effectiveness. Still, few students consider the program to be useless. Far from that, some feel strongly that through KKN they are fulfilling a moral obligation to serve the community, and that they benefit personally from participating in the program. For two-month periods, university students in their seventh, eighth or ninth semesters scatter across villages and urban neighborhoods, putting their classroom knowledge into practice. The main purpose of KKN is to serve and benefit the community through student-run community development programs. Students also gain personal and professional benefits from applying their theoretical knowledge to real life situations. Universities, in keeping with the third pillar of higher education, community service, try to bridge the often wide gap between the ivory tower of universities and the community. During the program, groups of 10 to 20 students from different faculties work together, consult with local leaders and design and implement a series of community development activities to meet community needs. They might do gardening or painting for the neighborhood office, fix local roads, make road signs to direct local residents and visitors to the neighborhood office, make a gapura (gateway or entrance way) out of recycled materials for the local neighborhood or village, or conduct a neighborhood census. For students, a highlight of the group program is the chance to interact with students from other fields of study. Students also conduct individual projects directly relating to their field of study. For example, a veterinary science student ran animal husbandry courses and provided anti-worming medication and vitamins to local livestock owners. Public health student Joyo handed out pamphlets on health-related issues taught the local primary school children about washing their hands with soap and worked at a local health clinic conducting medical checks for an infectious disease and leprosy. Students benefit too here, gaining experience in the field of their chosen profession. Despite the challenges, students valued their KKN experience and developed an appreciation of the importance of engaging with the community and their peers. KKN had fostered the development of interpersonal skills essential for their future working lives. The KKN program could achieve long-term sustainable benefits for students and communities nationwide with a different approach. It could train students to design community development strategies that do not privilege the ‘expert’ knowledge of university staff and students, but instead focus on the realities, needs and capacities of the local communities. Luckily, the current shortcomings of the program have not lessened students’ appreciation of the value or importance of serving the community. If the real needs of the community are not addressed, however, KKN is merely a rite of passage for students and a façade of community engagement for universities, rather than an effective vehicle for social transformation. (Source: http://www.insideindonesia.org) Which of the following is the best summary of the passages?

Question

Read the passages below for question 88 - 90!

TEXT 1

Yogyakarta, the capital of Yogyakarta Special Region (DIY), has justly earned the moniker "City of Culture". Aside from the strong patronage of the Yogyakarta Sultanate, whose Sultan is also the governor of Yogyakarta, the city is known as a melting pot of culture. With its many educational institutions, the city attracts a lot of students from beyond its borders, and is hence also known as "City of Students". The city excels not only in the number of its educational institutions, but also from their achievements. Kolese Debrito and SMAN 1 Yogyakarta are among the top performing senior high schools in the country. One of Indonesia’s leading educational institutions, Gadjah Mada University (UGM), also calls the city home, along with the first dedicated art schools in the country, the Indonesian Institute of the Arts (ISI).

Coupled with the relatively small size of the downtown area, referred to simply as Kota (“the city”) by locals, it almost feels as though there’s a school on every corner. Students who come to the city obtain quality education and cultural experiences, and also give back to the local community. For example, Muhammadiyah 2 Yogyakarta senior high school celebrated this year's graduating class with community service programs in the Kulonprogo and Purwerojo regencies of DIY and Central Java, respectively. Meanwhile, SMAN 8 Yogyakarta senior high school runs programs that include teaching the children of Pentingsari village.

The UGM is one of the pioneers of the Student Community Service program (KKN), which is a mandatory and integral part of learning at the university. It also oversaw the expansion of the KKN as an inter-university program, along with was two other universities. The KKN is also mandatory at the Muhammadiyah University of Yogyakarta (UMY), Sarnawijayata Tamansiswa University (UST), Atmajaya University and other institutions in the province. Their students have created a variety of creative solutions for the issues they encounter in the communities in which they work.

In 2017 alone, UMY’s KKN Team 031 set up an integrated service post (Posyandu) and an integrated health counseling post (Posbindu), community healthcare services focusing on the elderly in Tegalsari village, Sleman, DIY. Meanwhile, Team 079 created a video game called Goa 1 for PC and Android devices to promote the Japanese military cave in Bantul regency, DIY.

In giving back to the community during their studies, students often gain a heightened sense of care for their fellow men. This encourages them to become further involved in social endeavors. One such example is the #UntukPapua movement, which was initiated by UGM alumnus Fajar Surya Budiman and aims to raise educational quality for children in Papua. The various institutions of Yogyakarta continue to nurture their students' concern for the welfare of our fellow humans and the world we live in, and in doing so, cultivate the minds of the nation's future leaders.

Source:(http://www.thejakartapost.com)

TEXT 2

Part of the three-fold mission of higher education – next to education and research – formulated under Indonesia’s founding president, Sukarno, in 1961. Since 1973, student engagement in community development has been cultivated through the community service program KKN (Kuliah Kerja Nyata or Student Service Learning). While KKN is mandatory at most universities, many feel the program no longer fulfills either of its objectives: fostering social engagement and meeting community needs. KKN has become a tokenistic gesture of devotion to the community with few real community benefits.

Some students in East Nusa Tenggara (NTT) who participated in the KKN program have expressed similar misgivings concerning its effectiveness. Still, few students consider the program to be useless. Far from that, some feel strongly that through KKN they are fulfilling a moral obligation to serve the community, and that they benefit personally from participating in the program.

For two-month periods, university students in their seventh, eighth or ninth semesters scatter across villages and urban neighborhoods, putting their classroom knowledge into practice. The main purpose of KKN is to serve and benefit the community through student-run community development programs. Students also gain personal and professional benefits from applying their theoretical knowledge to real life situations. Universities, in keeping with the third pillar of higher education, community service, try to bridge the often wide gap between the ivory tower of universities and the community.

During the program, groups of 10 to 20 students from different faculties work together, consult with local leaders and design and implement a series of community development activities to meet community needs. They might do gardening or painting for the neighborhood office, fix local roads, make road signs to direct local residents and visitors to the neighborhood office, make a gapura (gateway or entrance way) out of recycled materials for the local neighborhood or village, or conduct a neighborhood census. For students, a highlight of the group program is the chance to interact with students from other fields of study.

Students also conduct individual projects directly relating to their field of study. For example, a veterinary science student ran animal husbandry courses and provided anti-worming medication and vitamins to local livestock owners. Public health student Joyo handed out pamphlets on health-related issues taught the local primary school children about washing their hands with soap and worked at a local health clinic conducting medical checks for an infectious disease and leprosy. Students benefit too here, gaining experience in the field of their chosen profession.

Despite the challenges, students valued their KKN experience and developed an appreciation of the importance of engaging with the community and their peers. KKN had fostered the development of interpersonal skills essential for their future working lives.

The KKN program could achieve long-term sustainable benefits for students and communities nationwide with a different approach. It could train students to design community development strategies that do not privilege the ‘expert’ knowledge of university staff and students, but instead focus on the realities, needs and capacities of the local communities. Luckily, the current shortcomings of the program have not lessened students’ appreciation of the value or importance of serving the community. If the real needs of the community are not addressed, however, KKN is merely a rite of passage for students and a façade of community engagement for universities, rather than an effective vehicle for social transformation.

(Source: http://www.insideindonesia.org)

Which of the following is the best summary of the passages?

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