Pendidikan Seks di Mata Pelajaran Sekolah

Melihat perkembangan jaman yang terjadi saat ini yaitu melalui perkembangan teknologi terutama internet. Hal itu akan membuat beberapa murid dengan mudahnya mengakses internet melalui mobile phone, laptop ataupun alat-alat elektronik lainnya yang dapat digunakan untuk mengakses internet. Apabila internet digunakan secara positif misalnya untuk membantu pendidikan mereka, hal itu sangatlah bagus. Namun, jika internet digunakan secara negatif hal yang terjadi adalah murid dengan mudahnya mengakses situs-situs pornografi lainnya. Hal yang ditakutkan adalah karena ketidaktahuan dan rasa penasaran mereka mengenai hal tersebut, mereka mencoba atau mempraktekkannya dengan pasangan mereka setelah mereka melihat video-video porno di internet. Oleh karena itu, sekolah-sekolah mulai memberikan pendidikan seks untuk murid-muridnya. Hal itu memang baik untuk masa depan murid agar murid tidak main-main dengan seks yang dapat menghancurkan masa depan mereka. Menurut pendapat saya, ada baiknya apabila pendidikan seks tidak dijadikan sebagai mata pelajaran di sekolah karena kurang begitu baik untuk kondisi psikologi anak. Pengalaman saya saat SMP, sekolah saya mengadakan seminar selama 1 hari mengenai pendidikan seks dan HIV/AIDS. Saya dan teman-teman diberikan berbagai macam gambar mengenai penyakit menular seks, orang-orang yang terkena HIV/AIDS dan sebagainya. Hal itu membuat saya dan teman-teman mual dan merasa jijik. Beberapa teman ada yang tidak memiliki nafsu makan setelah diperlihatkan gambar-gambar seperti itu dan hal itu menjadi trauma bagi kami. Oleh karena itu, dalam 1 hari seminar saja murid merasa mual apalagi setiap minggunya diberikan pendidikan seks di sekolah. Pendidikan seks tidak harus dijadikan mata pelajaran di sekolah tetapi bisa diajarkan oleh guru saat pelajaran Biologi mengenai pembahasan organ tubuh manusia. Melalui mata pelajaran Biologi, murid mempelajari secara teori dan fungsi-fungsinya. Selain itu, pendidikan seks dapat diajarkan melalui mata pelajaran Agama dan Bimbingan Konseling. Melalui kedua mata pelajaran inilah, guru mengajarkan para muridnya untuk tidak melakukan hubungan seks di luar nikah karena hal tersebut bertentangan dengan ajaran agama manapun. Guru juga memberikan nasehat-nasehat kepada murid-muridnya melalui pelajaran Bimbingan Konseling yang diadakan setiap minggu selama 1 jam pelajaran. Guru hanya mengajarkan secara lisan saja atau lebih sekedar ‘curhat’ antara guru dan murid. Selain itu, guru juga harus melibatkan murid untuk aktif dalam tanya jawab dan diskusi mengenai seks bebas yang terjadi di masyarakat. Murid-murid pun pastinya menerima pendidikan seks di sekolah dengan nyaman tanpa ada rasa mual maupun jijik tentang seks. Murid-murid juga diajarkan untuk mengkritisi permasalahan-permasalahan seks bebas yang terjadi di masyarakat sekitarnya. Lebih dari pada itu, guru harus mengajarkan bahwa seks itu penting dan boleh dilakukan setelah adanya proses pernikahan yang sah secara agama dan masyarakat. Apabila murid-murid merasa jijik tentang seks, hal tersebut bisa menjadi hal yang berbahaya karena murid merasa menjadi dewasa itu tidaklah enak seperti yang mereka bayangkan. Mereka menjadi takut dengan dunia di lingkungan luar sekolah mereka nantinya. Lebih parahnya lagi, mereka bisa saja mencoba hubungan seks yang lain yaitu bukan dengan lain jenis tetapi sesama jenis. Menyikapi hal-hal seperti itu, guru seharusnya juga mengajarkan bahwa hubungan seks hanya bisa dilakukan oleh pria dan wanita.

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Academic Essay Writing_Argumentative Essay

Teaching English as a Foreign Language for Elementary Students in Indonesian School

Fenty Yunia Vianarika

101214058

Sanata Dharma University

I hear and I forget

I see and I remember

I do and I understand

-Chinese Proverb-

INTRODUCTION

Nowadays, English as a Foreign Language (EFL) has become more popular in some educations in Indonesia and they start to teach EFL in Elementary School. As cited from http://www.det.nt.gov.au/ about NT Curriculum Framework, “English as a Foreign Language (EFL) involves teaching adults and children whose first or main language is not English while English as Second Language (ESL) involves teaching adults and children whose second language is English.” It means that EFL is not children daily speaking. However, they use English language in certain places such as in school or in class when they are learning English language. There are two problems in teaching EFL for Elementary students: (1) The teaching methods of EFL are not interesting and (2) the teacher cannot explain the material in a simple language. Because of those problems, Elementary students cannot speak English fluently and correctly until they are adults. As cited from http://journal.teflin.org/ by Patuan Raja, “One major problem in teaching English is the English language department of Fakultas Keguruan dan Ilmu Pendidikan (FKIP) especially in English education are designed to supply English teacher to senior – not even junior – high schools.” Teacher from Elementary education or Pendidikan Guru Sekolah Dasar (PGSD) will take this opportunity to teach English language for Elementary students so that the students may have some difficulties in learning English language because of the teacher does not have a good educational background in English language and how to teach EFL for Elementary students. Therefore, this essay will discuss about two methods to teach English as a Foreign Language (EFL) for Elementary students in Indonesian school, examples of teaching activities English as a Foreign Language (EFL) for Elementary students, and the benefits of using Total Physical Response (TPR) and combining hand-made materials as the teaching activities in class.

PART 1: TWO METHODS TO TEACH ENGLISH AS A FOREIGN LANGUAGE (EFL)

Methods to teach English as a Foreign Language (EFL) for Elementary students are using Total Physical Response (TPR) and combining hand-made materials. First method to teach EFL for Elementary students is using Total Physical Response (TPR) was developed by James Asher, “consists basically of obeying commands given by the instructor that involve an overt physical response” (Krashen, 1982, pp.140-142). Teacher can give commands to the students in a classroom such as the teacher says “stand up” and the students must obey the command so, the students stand up. Then, the teacher says “turn around” and the students turn around. And the last, the teacher says “sit down” and the students sit down. In TPR, teacher’s role only as a director of all students’ behavior and students learn how to behave by listening and doing the commands. There are three principles of TPR methods: “(1) Delay speech from students until they get their understanding in spoken language, (2) achieve understanding of spoken language through utterances by the instructor in the imperative, and (3) students will indicate a ‘readiness’ to talk at some point in the understanding of spoken language” (Asher, 1977, p.1041). The explanation of the three principles of TPR is (1) teacher never explain the words semantically but, teacher only practices the words in front of the class. Students must follow the teacher behavior until they understand the meaning of the words. (2) Students will understand the meaning of the words and they can memorize the words well, and (3) after the students understand the meaning and memorize the words, they have a readiness to give the commands. In sum teacher believes by using TPR, “The importance of having their students enjoy is their experience in learning to communicate in a foreign language” (Larsen-Freeman, 2000, p.113). Second method to teach EFL for Elementary students is combining hand-made materials. As cited from http://vox-vocis.hubpages.com/, “combine hand-made materials make students like to be engage in practical, fun activities and exercises, and participate in making things such as Christmas postcards, paper airplanes, paper ships and so on.” Hand-made materials also make students can get their understanding in learning English language and increase their creativity because they make a hand-made while the instruction of making hand-made is using English language. Thus, students will get two skills in their learning English such as communication in English language and creativity. Therefore, these two methods to teach EFL for Elementary students can increase students’ opportunity to speak up and to be more active besides their creativity.

PART 2: EXAMPLES OF TEACHING ACTIVITIES ENGLISH AS A FOREIGN LANGUAGE (EFL) FOR ELEMENTARY STUDENTS

EFL teaching activities for Elementary students must be designed in interesting way, easy to understand, and using a simple language so that the students can get their target in learning English language. One of EFL teaching activities is using TPR, and as an example of TPR teaching activity is in table 1:

Table 1

OBSERVATIONS	PRINCIPLES
The teacher gives a command in the target language and performs it with the students.	Meaning in the target language can often be conveyed through actions. Memory is activated through the learner response. Beginning foreign language instruction should address the right hemisphere of the brain, the part which controls nonverbal behaviour. The target language should be presented in chunks, not just word by word.
The students say nothing.	The students’ understanding of the target language should be developed before speaking.
The teacher gives the commands quite quickly.	Students can initially learn one part of the language rapidly by moving their bodies.
The teacher sits down and issues commands to the volunteers.	The imperative is a powerful linguistic device through which the teacher can direct student behaviour.
The teacher directs students other than the volunteers.	Students can learn through observing actions as well as by performing the actions themselves.
The teacher introduces new commands after she is satisfied that the first six have been mastered.	It is very important that students feel successful. Feelings of success and low anxiety facilitate learning.
The teacher changes the order of the commands.	Students should not be made to memorize fixed routines.
When the students make an error, the teacher repeats the command while acting it out.	Correction should be carried out in an unobtrusive manner.
The teacher gives the students commands they have not heard before.	Students must develop flexibility in understanding novel combinations of target language chunks. They need to understand more than the exact sentences used in training. Novelty is also motivating.
The teacher says, “Jump to the desk.” Everyone laughs.	Language learning is more effective when it is fun.
The teacher writes the new commands on the blackboard.	Spoken language should be emphasized over written language.
A few weeks later, a student who has not spoken before the commands.	Students will begin to speak when they are ready.
A student says, “Shake hand with your neighbour.”	Students are expected to make errors when they first begin speaking. Teachers should be tolerant of them. Work on the fine details of the language should be postponed until students have become somewhat proficient.

 (Larsen-Freeman, 2000, pp. 111-113)

Another EFL teaching activity is using hand-made materials to develop students’ activity and creativity in class. Students can get their target language in learning English language. The teaching activities in EFL classroom by using hand-made materials are in Table 2:

Table 2

TEACHING ACTIVITIES

PRINCIPLES

1.   Teacher gives flash cards which have pictures and names of family members, such as F-A-T-H-E-R, M-O-T-H-E-R, B-R-O-T-H-E-R, S-I-S-T-E-R. 2.   Teacher asks the students to memorize the words. 3.   Teacher asks the students to submit the flash cards. 4.   Teacher gives another card. However, these cards have not any words only pictures. Then, teacher is not distributing the flash cards to the students. Teacher keeps the flash card and she/he will show it in front of the class and say, “Who is she/he?” 5.   When students make a mistake, teacher must say, “No, she is not a mother.” So, the teacher is not allowed to give the correct answer. 6.   Another activity, teacher asks the students to make flash card of 10 animals.

Students look the pictures and the words. By looking the pictures, students can differentiate which one are father and mother. Students can memorize the words by looking the pictures and imagine. Students learn to obey and give their respect to the teacher. Students are trying to memorize the words and the meaning by looking the pictures. Then, students try to answer the pictures and they will say, “She is a mother or He is a father.” Students expected that they will learn from their mistake. Students will make flash cards of 10 animals and each student will perform in front of the class to show his/her creativity. From this activity, students can improve their creativity and communication in target language.

Table 2 is explaining one method of combining hand-made materials for Elementary students by using flash cards of family members. Teacher can use another media such as Christmas postcard, paper airplanes and ships.

PART 3:THE BENEFITS OF USING TOTAL PHYSICAL RESPONSE (TPR) AND COMBINING HAND-MADE MATERIALS AS THE TEACHING ACTIVITIES IN EFL CLASS.

The benefits of Total Physical Response (TPR) insure the students’ participation and understanding, and provide the understanding by hear the word. As cited from http://sastra.um.ac.id/ by Handoyo Puji Widodo, “The method is a lot of fun because students enjoy it, it is memorable because it does assist students to recognize phrases or words, good kinaesthetic to be active, can be used in large or small classes, works well with mixed ability classes because the physical actions get the meaning effectively so that the learners can get their target language, ...” It is true that students are enjoying learning English language because the learning process is not boring. Students can get their interest to study more in English language. The learning process is memorable because students are practicing the words and it makes students to be more active in class participation and also good for their kinaesthetic development. Then, the benefits of combining hand-made materials make students to be more creative, innovative and love the environment. As cited from http://www.ehow.com/ by Matt Scheer, combining hand-made materials as the methods to teach EFL “can save the money, recycle and get students’ focused.” He said that teacher can create the same materials from his/her past activity for less the money and share the ideas with other teachers to help them save their materials too, teacher can use materials around them or used items. Recycle can challenge students’ creativity and teach them to reduce waste. Then, the materials can be designed for children’s specific needs which can ensure their interests in language learning. Moreover, students are helped by certain activities in their learning language and necessary skills. Students can learn from pictures and they will imagine the words by looking the pictures. They will learn to memorize the words and the meaning only looking the pictures. From these activities, students expected that they can get their target language in learning English and have an opportunity express their capability and creativity in learning English.

CONCLUSION

In sum, between TPR and combine hand-made materials are good methods to teach EFL for Elementary students. Teacher can use those methods in his/her class when they should teach in EFL classroom. Then, teacher can consider from the benefits by using TPR and combining hand-made materials, and then the teaching activities are interesting to do in EFL class. The goal is the students can get their target language in learning English practically rather than theoretically.

References:

Krashen, Stephen D. (1982). Principles and Practice in Second Language Acquisition. Pergamon Institute of English. New York. pp. 140-142.

Asher, J. (1977). The Total Physical Response approach to second language learning. Modern Language Journal. p. 1041.

Larsen-Freeman, Diane. (2000). Techniques and Principles in Language Teaching. Second Edition. Oxford University Press. pp. 111-113.

Widodo, Handoyo Puji. Retrieved on September 26, 2012, 16:59 from http://sastra.um.ac.id/wp-content/uploads/2009/10/Teaching-Children-Using-a-Total-Physical-Response-TPR-Method-Rethinking-Handoyo-Puji-Widodo.pdf

Raja, Patuan. Retrieved on September 16, 2012, 12:53 from http://journal.teflin.org/index.php/teflin/article/viewFile/40/135

Retrieved on September 2, 2012, 14:17 from http://vox-vocis.hubpages.com/hub/Teaching-pre-school-English

Retrieved on September 16, 2012, 12:38 from http://www.det.nt.gov.au/__data/assets/pdf_file/0015/2391/ESL_introduction.pdf

Scheer, Matt. Retrieved on October 9, 2012, 20:28 from http://www.ehow.com/list_6645072_benefits-teacher-created-materials_.html

APA Format for Research Writing

General Format

Summary: APA (American Psychological Association) is most commonly used to cite sources within the social sciences. This resource, revised according to the 6th edition, second printing of the APA manual, offers examples for the general format of APA research papers, in-text citations, endnotes/footnotes, and the reference page. For more information, please consult the Publication Manual of the American Psychological Association, 6th edition, second printing.

Contributors:Joshua M. Paiz, Elizabeth Angeli, Jodi Wagner, Elena Lawrick, Kristen Moore, Michael Anderson, Lars Soderlund, Allen Brizee, Russell Keck
Last Edited: 2012-05-30 12:19:58

Please use the example at the bottom of this page to cite the Purdue OWL in APA.

To see a side-by-side comparison of the three most widely used citation styles, including a chart of all APA citation guidelines, see the Citation Style Chart.

You can also watch our APA vidcast series on the Purdue OWL YouTube Channel.

General APA Guidelines

Your essay should be typed, double-spaced on standard-sized paper (8.5" x 11") with 1" margins on all sides. You should use a clear font that is highly readable. APA recommends using 12 pt. Times New Roman font.

Include a page header  (also known as the "running head") at the top of every page. To create a page header/running head, insert page numbers flush right. Then type "TITLE OF YOUR PAPER" in the header flush left using all capital letters. The running head is a shortened version of your paper's title and cannot exceed 50 characters including spacing and punctuation.

Major Paper Sections

Your essay should include four major sections: the Title Page, Abstract, Main Body, andReferences.

Title Page

The title page should contain the title of the paper, the author's name, and theinstitutional affiliation. Include the page header (described above) flush left with the page number flush right at the top of the page. Please note that on the title page, your page header/running head should look like this:

Running head: TITLE OF YOUR PAPER

Pages after the title page should have a running head that looks like this:

TITLE OF YOUR PAPER

After consulting with publication specialists at the APA, OWL staff learned that the APA 6th edition, first printing sample papers have incorrect examples of Running heads on pages after the title page. This link will take you to the APA site where you can find a complete list of all the errors in the APA's 6th edition style guide.

Type your title in upper and lowercase letters centered in the upper half of the page. APA recommends that your title be no more than 12 words in length and that it should not contain abbreviations or words that serve no purpose. Your title may take up one or two lines. All text on the title page, and throughout your paper, should be double-spaced.

Beneath the title, type the author's name: first name, middle initial(s), and last name. Do not use titles (Dr.) or degrees (Ph.D.).

Beneath the author's name, type the institutional affiliation, which should indicate the location where the author(s) conducted the research.

Footnotes and Endnotes

APA does not recommend the use of footnotes and endnotes because they are often expensive for publishers to reproduce. However, if explanatory notes still prove necessary to your document, APA details the use of two types of footnotes: content and copyright.

When using either type of footnote, insert a number formatted in superscript following almost any punctuation mark. Footnote numbers should not follow dashes ( — ), and if they appear in a sentence in parentheses, the footnote number should be inserted within the parentheses.

Scientists examined—over several years¹—the fossilized remains of the wooly-wooly yak.² (These have now been transferred to the Chauan Museum.³)

When using the footnote function in a word-processing program like Microsoft Word, place all footnotes at the bottom of the page on which they appear. Footnotes may also appear on the final page of your document (usually this is after the References page). Center the word “Footnotes” at the top of the page. Indent five spaces on the first line of each footnote. Then, follow normal paragraph spacing rules. Double-space throughout.

¹ While the method of examination for the wooly-wooly yak provides important insights to this research, this document does not focus on this particular species.

Content Notes

Content Notes provide supplemental information to your readers. When providing Content Notes, be brief and focus on only one subject. Try to limit your comments to one small paragraph.

Content Notes can also point readers to information that is available in more detail elsewhere.

¹ See Blackmur (1995), especially chapters three and four, for an insightful analysis of this extraordinary animal.

Copyright Permission Notes

If you quote more than 500 words of published material or think you may be in violation of “Fair Use” copyright laws, you must get the formal permission of the author(s). All other sources simply appear in the reference list.

Follow the same formatting rules as with Content Notes for noting copyright permissions. Then attach a copy of the permission letter to the document.

If you are reproducing a graphic, chart, or table, from some other source, you must provide a special note at the bottom of the item that includes copyright information. You should also submit written permission along with your work. Begin the citation with “Note.”

Note. From “Title of the article,” by W. Jones and R. Smith, 2007, Journal Title, 21, p. 122. Copyright 2007 by Copyright Holder. Reprinted with permission.

Citing an Author or Authors

A Work by Two Authors: Name both authors in the signal phrase or in the parentheses each time you cite the work. Use the word "and" between the authors' names within the text and use the ampersand in the parentheses.

Research by Wegener and Petty (1994) supports...

(Wegener & Petty, 1994)

A Work by Three to Five Authors: List all the authors in the signal phrase or in parentheses the first time you cite the source.

(Kernis, Cornell, Sun, Berry, & Harlow, 1993)

In subsequent citations, only use the first author's last name followed by "et al." in the signal phrase or in parentheses.

(Kernis et al., 1993)

In et al., et should not be followed by a period.

Six or More Authors: Use the first author's name followed by et al. in the signal phrase or in parentheses.

Harris et al. (2001) argued...

(Harris et al., 2001)

Unknown Author: If the work does not have an author, cite the source by its title in the signal phrase or use the first word or two in the parentheses. Titles of books and reports are italicized or underlined; titles of articles, chapters, and web pages are in quotation marks.

A similar study was done of students learning to format research papers ("Using APA," 2001).

Note: In the rare case the "Anonymous" is used for the author, treat it as the author's name (Anonymous, 2001). In the reference list, use the name Anonymous as the author.

Organization as an Author: If the author is an organization or a government agency, mention the organization in the signal phrase or in the parenthetical citation the first time you cite the source.

According to the American Psychological Association (2000),...

If the organization has a well-known abbreviation, include the abbreviation in brackets the first time the source is cited and then use only the abbreviation in later citations.

First citation: (Mothers Against Drunk Driving [MADD], 2000)

Second citation: (MADD, 2000)

Two or More Works in the Same Parentheses: When your parenthetical citation includes two or more works, order them the same way they appear in the reference list, separated by a semi-colon.

(Berndt, 2002; Harlow, 1983)

Authors With the Same Last Name: To prevent confusion, use first initials with the last names.

(E. Johnson, 2001; L. Johnson, 1998)

Two or More Works by the Same Author in the Same Year: If you have two sources by the same author in the same year, use lower-case letters (a, b, c) with the year to order the entries in the reference list. Use the lower-case letters with the year in the in-text citation.

Research by Berndt (1981a) illustrated that...

Introductions, Prefaces, Forewords, and Afterwords: When citing an Introduction, Preface, Foreword, or Afterwords in-text, cite the appropriate author and year as usual.

(Funk & Kolln, 1992)

Personal Communication: For interviews, letters, e-mails, and other person-to-person communication, cite the communicator's name, the fact that it was personal communication, and the date of the communication. Do not include personal communication in the reference list.

(E. Robbins, personal communication, January 4, 2001).

A. P. Smith also claimed that many of her students had difficulties with APA style (personal communication, November 3, 2002).

Citing Indirect Sources

If you use a source that was cited in another source, name the original source in your signal phrase. List the secondary source in your reference list and include the secondary source in the parentheses.

Johnson argued that...(as cited in Smith, 2003, p. 102).

Note: When citing material in parentheses, set off the citation with a comma, as above. Also, try to locate the original material and cite the original source.

Electronic Sources

If possible, cite an electronic document the same as any other document by using the author-date style.

Kenneth (2000) explained...

Unknown Author and Unknown Date: If no author or date is given, use the title in your signal phrase or the first word or two of the title in the parentheses and use the abbreviation "n.d." (for "no date").

Another study of students and research decisions discovered that students succeeded with tutoring ("Tutoring and APA," n.d.).

Sources Without Page Numbers

When an electronic source lacks page numbers, you should try to include information that will help readers find the passage being cited. When an electronic document has numbered paragraphs, use the abbreviation "para." followed by the paragraph number (Hall, 2001, para. 5). If the paragraphs are not numbered and the document includes headings, provide the appropriate heading and specify the paragraph under that heading. Note that in some electronic sources, like Web pages, people can use the Find function in their browser to locate any passages you cite.

According to Smith (1997), ... (Mind over Matter section, para. 6).

 Reference:

http://owl.english.purdue.edu/owl/resource/560/01/

Citing Sources in Research Papers

APA Style

This guide is intended as a general introduction to citing sources using the bibliographic style established by the American Psychological Association (APA). For more complete details, see the most recent edition of thePublication Manual of the American Psychological Association (REF KNIGHT BF 76.7 .P83). Note that the manual includes essential information on manuscript preparation (e.g., margins, use of the passive voice), creating figures and tables, and ethics.

Citing References

The custom of citing references – that is, providing a record of the sources you have used for your research – is a form of professional honesty and courtesy that is based on a regard for the responsibilities that writers have to readers and to other writers to indicate when they have used someone else's ideas or words.

Citing sources also strengthens the authority of your work, by demonstrating that you have considered others' opinions and ideas in forming your own. In addition, it gives the the reader valuable information, indicating where he or she may go to get further information on that subject; for many researchers, the list of cited references at the end of a relevant article or book is the single most valuable item they can come across in their research.

Accuracy in citing references is highly regarded, and essential in helping others locate the materials you used in your research. Consider the following, from the Publication Manual of the American Psychological Association,5th ed.:

Because one purpose of listing references is to enable readers to retrieve and use the sources, reference data must be correct and complete.... Authors are responsible for all information in their reference lists. Accurately prepared references help establish your credibility as a careful researcher.

Because of the importance of citing references, the scholarly community has agreed on several standards – found in style manuals – to use when citing a reference or compiling a bibliography. Many different styles exist; the following list represents the most commonly used or prominent styles.

References: General Guidelines

·         Items are presented in alphabetical order by the first author's last name, or, if no author is listed, by the first element of the citation (generally the title).

·         During your research, develop a consistent system for noting bibliographic information (author, title, date, publisher, source, page numbers) and keep it with your notes or copies of the source material you used.

·         Always consult your professor/department/publisher for specific requirements.

Sample List of References

Citation Example	Type of Citation
Ramírez, C. Z., & Verkuyten, M. (2011). Values, media framing, and political tolerance for extremist groups. Journal of Applied Social Psychology, 41, 1583-1602. doi:10.1111/j.1559-1816.2011.00775.x	Journal article, 7 or fewer authors, continuous pagination
Chafee, Z., Jr. (1962). Freedom of speech and press. In W. S. Dowden & T. N. Marsh (Eds.), The heritage of freedom: Essays on the rights of free men (pp. 140-156). New York, NY: Harper.	Chapter in an edited book
Dennis, E. E., & Vanden Heuvel, J. (1991). Emerging voices: East European media in transition: A report of the Gannett Foundation Task Force on Press Freedom in Eastern Europe (2nd ed.). New York, NY: Gannett Foundation Media Center.	Book
FCC ruling to stifle debate, critics say. (2003, June 13). The Buffalo News,p. C1.	Newspaper article, unsigned
Foerstel, H. N. (Ed.). (1997). Free expression and censorship in America: An encyclopedia. Westport, CT: Greenwood Press.	Encyclopedia or dictionary
Freedom of the press: Hearing before the Subcommittee on Constitutional Rights of the Committee on the Judiciary, Senate, 92d Cong., 1 (1972).	Government hearing, whole hearing
Cameron, J., Hooks, I., Kaysing, N., Hoffman, M., Hackett, S., Butler, L. L., & ... Crawford, S. M. (2011). Should P-16 physical education programs focus more on wellness and obesity prevention objectives and goals?JOPERD: The Journal of Physical Education, Recreation & Dance, 82(9), 12-18.	Journal article, more than 7 authors, pagination restarts with each issue, no doi available
Terregino, C. A., & Saks, N. S. (2010). Creative group performances to assess core competencies in a first-year patient-centered medicine course. Medical Education Online, 15, Article ID 4879. doi:10.3402/meo.v15i0.4879	Article retrieved from web site
Jeffords, S., & Rabinovitz, L. (Eds.). (1994). Seeing through the media: The Persian Gulf war. New Brunswick, NJ: Rutgers University Press.	Edited book
Paretsky, S. (2003, June 2). The new censorship. New Statesman, 759,18-20.	Magazine article
Fuss-Reineck, M. (1993). Sibling communication in Star Trek: The Next Generation: Conflicts between brothers. Miami, FL: Annual Meeting of the Speech Communication Association. (ERIC Document Reproduction Service No. ED 364932)	ERIC Document
-- -- Note: according to the latest APA style guide (6th edition), it is now sufficient to cite the web address (url) in parentheses at the end of sentence in your text in which mention of the website appears -- --	Entire web site, no date of publication
Sanders, B. (Producer/Director). (1987). Making the news fit [Motion picture]. United States: Cinema Guild.	Film or video

Reference:

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