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سِک ماہی دی

سِک ماہی دی
جہلم دے دریا دا ٹھنڈا ٹھنڈا پانی اے
لَے اللہ دا ناں جے کشتی پار لنگھانی اے
دلبر ساتھوں دور ہے وسدا
ناز ، ادا تھیں دلڑی کھسدا
رستہ رب رسولؐ دا دسدا
آجا در تے چھیتی جے قسمت ازمانی اے
لَے اللہ دا ناں جے کشتی پار لنگھانی اے
دلبر دی میں دید دی پیاسی
دلبر باہجھوں رہے اداسی
کدوں اوہ سوہنا مکھ وکھاسی
ہک دن ماہی اِن شاء اللہ دید کرانی اے
لَے اللہ دا ناں جے کشتی پار لنگھانی اے
دلبر یار دا شہر سنگوئی
جس دی جگ وچ ریس ناں کوئی
پیر اصغر دی دیو دھروئی
جس نے اُس دا ورد پکایا اوہو مرد گیانی اے
لَے اللہ دا ناں جے کشتی پار لنگھانی اے

جہلم شہر ہے بڑا رنگیلا
اوگنہاراں دا اے وسیلہ
اوتھے جان دا کر کجھ حیلہ
عیباں والڑیاں دی تے ہو بخشش جانی اے
لَے اللہ دا ناں جے کشتی پار لنگھانی اے
ٹلے جوگی ریت بنائی
رانجھا آیا تلک لگائی
چنڑی رنگدیاں دیر نہ لائی
سجناں ریت قلندری ایہا بہت پرانی اے
لَے اللہ دا ناں جے کشتی پار لنگھانی اے
’’ڈھوک رجو‘‘ ہے پنڈ نرالا
جتھے وسدا اللہ والا
میلے دلاں نوں کرے اُجالا
کامل اکمل سوہنا مرشد جس دا فیض روحانی اے
لَے اللہ دا ناں جے کشتی پار لنگھانی اے

IMPLEMENTASI KEBIJAKAN SISTEM ZONASI PADA PENERIMAAN PESERTA DIDIK BARU (PPDB) 2019/2020 DI KOTA YOGYAKARTA

The acceptance of new students (PPDB) using the zoning system was first implemented in Yogyakarta in 2018/2019. This zoning system aims to equalize education and improve the quality of education. This research was conducted to find out how the zoning system policy in Yogyakarta city under the auspices of the Yogyakarta City Education Office. This research uses qualitative approach with case study method. The results of the study showed that the zoning system in Yogyakarta has changed from the previous year. In 2019/2020 the zoning system provides a 10% chance of superior seeds, 30% of school zones, 10% of poor learners, 40% of quality pathways, 5% of out-of-school zoning pathways, and 5% of special pathways such as prospective learners whose parents moved from other regions to Yogyakarta. With this zoning system, the whole community has the opportunity to get a good quality education.

Analyzing English Language Teaching and Testing Praxis in Developing Discourse Competence in Eassy Writing

Essay writing is one of the basic and most prized competencies in our post-industrial and global world. One of the serious indictments of the traditional teaching approaches to essay writing is their essential inadequacies and incompatibilities with the present-day pedagogical trends. Writing essays in SL is, indeed, one of the most difficult and most significant tasks we engage our students in as human beings. Writing essays can assist us to find out what we think, and consequently, to know who we are. Not only does it help us to interact with others, but also to participate in our discourse community. Moreover, essay writing also requires from a writer to communicate persuasively in a disciplined way. In short, essays entail creativity of ideas and thoughts which reveal the critical perspective of the writer, and a form which is intelligible, logical and free from errors of lexis, syntax, discourse, spelling and punctuation. The following research study was, in fact, conducted to find out how SL teachers teach essay writing to learners to develop communicative/discourse competence in them to enable them to perform in real-life situations. Further, the study was carried out to realize the assessment practices of the teachers in two of the universities of Pakistan. It was, primarily, a mixed method research, utilizing quantitative and qualitative paradigms of research. For this purpose, the researcher made use of the Common European Framework of Reference 2001 (a worldwide renowned document for teaching and testing of English language) for language teaching and testing as a theoretical framework and designed questionnaires, an interview guide and an observation sheet for data collection. These instruments were pilot tested, and their validity and reliability were established thereby. Later, the questionnaires were administered to learners and teachers. Moreover, the researcher conducted interviews of the teachers and made the classroom observations as well. These three different research tools were used to triangulate, compare, contrast, and validate the data. The quantitative data were analyzed through SPSS (version 21), and the qualitative data were analyzed through thematic analysis. The research findings demonstrate that there exist gaps in the teaching and testing practices. Finally, it has been, therefore, recommended that a student-centered, content-based and task-oriented communicative classrooms ought to be created in such a way that the learners’ linguistic needs and content goals along with communicative/discourse competence in essay writing could develop to deal with the real-life challenges.
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