ENGLISH FOR PUBLIC ADMINISTRATION

VOXRATEWATI.Com. By Wara Cypriano

LECTURE PLAN 1

SUBJECT                  : ENGLISH FOR PUBLIC ADMINISTRATION

CREDITS/ HOURS  : 2/2

SEMESTER              : 1

PUBLIC ADMINISTRATION DEPARTMENT

STANDARD COMPETENCY:

Gain the knowledge of the language functions: self-introduction.

BASIC COMPETENCE:

Understand the language function of how to make self-introduction.

OBJECTIVES

After learning, the students are expected to:

·      Understand of how to introduce (self and other people)

·      Use the self-introduction in a short dialogue on different context.

·      Produce the text by containing self-introduction & other.

SKILL FOCUS

Speaking & writing

MATERIALS:                     

SELF INTRODUCTION

Examples (Read, Discuss, and Practice)

Expression A:

Hi, My name is Ryan

Hi, I am Carolina, What is your name?

Hello, my name is David Roga

I’d like to introduce myself, I’m Ika Moi

May I introduce myself? My name is Diana.

Expression B:

Nice to meet you                My name is Joe Richard

Pleased to meet you           I’m George Mere

I’m glad to meet you

How do you do

Models (Read, Discuss, and Perform the following dialogue)

1.    A man begins to talk with a woman at a party

M: Hi, my name is Ryan Lodo. I saw you’re standing alone, and I thought I might join you a moment.

W: Hello, Mr.Ryan. It is nice to meet you. My name is Ika Moi. Please call me Ika.

M: OK., Ika. Please call me Ryan. Are you a friend of David?

W: Yes, I am. I’ve known him for some ten years now, and you?

2.    Two Married couples meet and begin to talk at a camp-ground.

H1: It is a beautiful lake, isn’t it?

H2: Yes’ it is.

H1: We just go here a couple of hours ago, and have been talking a drive around the lake. The countryside is also nice.

H2: Is that so? We’ll have to try that. By the way, my name is Ryan Lodo. This is my wife, Mrs. Rini

H1: Pleased to meet you. I am David Roga, call me David. My wife’s name is Mrs.Yanti.

W1: How do you do?

W2: Nice to meet you? Where are you folks from?

Suggested Activities

Here you are suggested to design a short dialogue through performing self-introduction expressions. You are a new college student. You want to introduce yourself to your two new classmates in the class.

INTRODUCTION PEOPLE TO OTHER PEOPLE

Example (Read, Discuss, and Practice)

Expression A:

David, this is Ryan Lodo

Ryan, this is a good friend of mine, David Roga.

Ika, I’d like you to meet Mr. Denis Saputra.

Ryan, may I introduce you to Mr. Denis?

Expression B:

Glad to meet you                                           Nice to meet you too

I am happy to meet you, Ryan                       It’s my pleasure

It’s nice to meet you                                     

It’s a pleasure to meet you.

How do you do, Mr.Denis?                           How do you do

Models (Read, Discuss, and Perform the following dialogue)

The host and hostess introduce two guests at a party.

H: ..so, if we move, it will be next year. Hey, it looks like Ryan is talking with David. Do you know him?

G: No, I am afraid I don’t.

H: In that case, let me introduce you to each other. I think you will like each other.

(they go to where Ryan and David are talking)

Host: Excuse me, Ryan, Ika here says that she hasn’t met David. I’d like to introduce them.

Host: Oh, that’s a good idea.

Host: David, this is Mr. Denis Roga. Mr. Denis, I’d like you to meet David. He is a friend of Ryan’s from college.

Denis: I am pleased to meet you, too. Please call me Denis.

David: OK., Mr. Denis

Host: David works with the Public Health Service.

Denis: Is that so. It is sounds like interesting work.

Suggested Activities

Here you are suggested to design a dialogue through performing introducing people to other people expressions. You are being in a party. You come with your sister, then you want to introduce her to your classmate at college.

(Source: Adopted from An Introduction to English for Public Administration by Iskhak, Drs.,MM.M.Pd-Yusuf Hidayat, M.Pd.)

PROCEDURE

Time frame (2 X 50  minutes )	Procedure	Notes
10 minutes (pre-activity)	Warm up (greetings and classroom warm up) Apperception	Whole class
80 minutes (Whilst activity) 10 minutes 15 minutes 15  minutes 25 minutes 15 minutes	Learning activities : Introduction: (self-introduction & introduction people to other people) Steps 1.      Read the examples provided of how to make self-introduction and introduce people to other people. 2.      Discuss the example in partner. 3.      Perform in front of class of how to make the self-introduce and introduce people to other people. 4.      Encourage other students in partner to ask questions for clarification. 5.      The teacher floats from one partner to observe the process. If any partner is having trouble (e.g. a member is dominating or disruptive), make an appropriate intervention. 6.      At the end of the session, give a quiz based on the material. The students must quickly realize that these sessions are not just fun and games but really count.	In partner Group discussion Work in group
10 minutes (Post - activity)	Conclusion Comments Plan for next meeting	The students and teacher

Bajawa,   October, 12^th  2017

Sign

                                                                                                Siprianus Wara,S.Pd.M.Pd.

SELF INTRODUCTION

Examples (Read, Discuss, and Practice)

Expression A:

Hi, My name is Ryan

Hi, I am Carolina, What is your name?

Hello, my name is David Roga

I’d like to introduce myself, I’m Ika Moi

May I introduce myself? My name is Diana.

Expression B:

Nice to meet you              My name is Joe Richard

Pleased to meet you         I’m George Mere

I’m glad to meet you

How do you do

Models (Read, Discuss, and Perform the following dialogue)

3.    A man begins to talk with a woman at a party

M: Hi, my name is Ryan Lodo. I saw you’re standing alone, and I thought I might join you a moment.

W: Hello, Mr.Ryan. It is nice to meet you. My name is Ika Moi. Please call me Ika.

M: OK., Ika. Please call me Ryan. Are you a friend of David?

W: Yes, I am. I’ve known him for some ten years now, and you?

4.    Two Married couples meet and begin to talk at a camp-ground.

H1: It is a beautiful lake, isn’t it?

H2: Yes’ it is.

H1: We just go here a couple of hours ago, and have been talking a drive around the lake. The countryside is also nice.

H2: Is that so? We’ll have to try that. By the way, my name is Ryan Lodo. This is my wife, Mrs. Rini

H1: Pleased to meet you. I am David Roga, call me David. My wife’s name is Mrs.Yanti.

W1: How do you do?

W2: Nice to meet you? Where are you folks from?

Suggested Activities

Here you are suggested to design a short dialogue through performing self-introduction expressions. You are a new college student. You want to introduce yourself to your two new classmates in the class.

INTRODUCTION PEOPLE TO OTHER PEOPLE

Example (Read, Discuss, and Practice)

Expression A:

David, this is Ryan Lodo

Ryan, this is a good friend of mine, David Roga.

Ika, I’d like you to meet Mr. Denis Saputra.

Ryan, may I introduce you to Mr. Denis?

Expression B:

Glad to meet you                                           Nice to meet you too

I am happy to meet you, Ryan                       It’s my pleasure

It’s nice to meet you                                     

It’s a pleasure to meet you.

How do you do, Mr.Denis?                           How do you do

Models (Read, Discuss, and Perform the following dialogue)

The host and hostess introduce two guests at a party.

H: ..so, if we move, it will be next year. Hey, it looks like Ryan is talking with David. Do you know him?

G: No, I am afraid I don’t.

H: In that case, let me introduce you to each other. I think you will like each other.

(they go to where Ryan and David are talking)

Host: Excuse me, Ryan, Ika here says that she hasn’t met David. I’d like to introduce them.

Host: Oh, that’s a good idea.

Host: David, this is Mr. Denis Roga. Mr. Denis, I’d like you to meet David. He is a friend of Ryan’s from college.

Denis: I am pleased to meet you, too. Please call me Denis.

David: OK., Mr. Denis

Host: David works with the Public Health Service.

Denis: Is that so. It is sounds like interesting work.

Suggested Activities

Here you are suggested to design a dialogue through performing introducing people to other people expressions. You are being in a party. You come with your sister, then you want to introduce her to your classmate at college.

(Source: Adopted from An Introduction to English for Public Administration by Iskhak, Drs.,MM.M.Pd-Yusuf Hidayat, M.Pd.)

VOXRATEWATI.Com. By Wara Cypriano

Culture-based English reading materials for Junior High School students: as breakthrough to preserve the local genius

Siprianus Wara^*, I Ketut Seken, and I Gede Budasi

English Education Department, Postgraduate Program, Universitas Pendidikan Ganesha, Singaraja Bali Indonesia

Abstract. This study aimed to find out the material needed to be developed, identify how to develop Ngadanese local culture-based English material, and to analyse the quality of the local culture-based supplementary English reading material for the eighth grade students of Junior High School. The material development followed Research and Development design model. The first finding, the identification of the material was through need analysis by classroom observation, interview, questionnaire, and the document study. The teacher of the school and the students agreed that the supplementary English reading material to be developed based on Ngadanese local culture. Second was the material has fulfilled the aspects of good material:   content, language used, activities, and the assessment. The third was the quality of the prototype categorized as having good material and the excellent material. In addition, the eighth grade students of Junior High School gave big positive agreement toward the product. The good material: attractiveness, simplicity, practicality, usefulness, clarity and detail. The implication of the study, the product can be used as the supplementary English reading material not only for the eighth grade of Junior High School students in Soa district but also for the Junior High School Students in Ngada Regency.

Keywords: Reading Material, Local Culture, Research and Development  

1 Introduction

Learning material plays an important role as the source of learning.  The material can influence learners’ interest, attention, and understanding of what they learnt in leaning process [1]. One aspect of authentic material is students’ local culture [2]. The English teacher can develop the supplementary material related to the local culture. English was the first world’s language has certainly made people aware to learn it for different purposes. English is prioritized over other foreign languages and is taught as a compulsory subject in junior and senior high schools as determined by central government policy since Indonesia gained independence in 1945 [3].  In Indonesia, English is taught based on School-Based Curriculum (SBC) meanwhile some schools implement curriculum 2013. The SBC is developed based on educational unit, school potential, characteristics, social cultural aspects, and the students’ characteristics [4].

^{·    Corresponding author: joelodo1205@gmail.com}

In an effort to maintain the local culture values, activities, and the artifact as related to cultural heritage aspects, the researcher developed Ngadanese local culture-based English reading material for the eighth grade of State Junior High School students (Sekolah Menengah Pertama)  in Soa district of Ngada Regency. The study was conducted in this area because Ngada is one of the regencies in Flores island of East Nusa Tenggara province, Indonesia which has beautiful nature and magnificent sceneries. According to UNESCO [5] East Nusa Tenggara province is associated with backward region and poverty but owns rich nature and culture resources.  One way to make all the local potencies survive is by basing English teaching and learning materials on local culture related to the students’ needs and also learning needs. Relation to the cultural heritage matters to individuals, ethnic groups, nation and international community [6].

The heritage of tourism in East Nusa Tenggara contributes to the Millennium Development Goals (MDGs) [5]. The potencies of the East Nusa Tenggara especially in Ngada Regency should be developed.  After inventorying all potencies and the problems, the researcher conducted the preliminary observation in the classroom at state Junior High School in Soa district of Ngada Regency. The study found that the teacher did not have enough English reading materials and the existing English reading materials did not contain local culture aspects. Based on the problems found, the researcher tried to develop the local culture-based English reading material. Generally, the manifestations of culture are distinguished into three categories as 1) manifestation of culture as a complex as ideas, values, norms, rules and so forth, 2) manifestation of culture as a complex pattern of activities and actions of human being in a society, 3) manifestation of culture as objects of human works (artifacts) [7] . This study focused on the manifestation of culture as complex pattern of activities and actions of human being in local ceremonies such as: reba ceremony, sagi ceremony, and also rori witu ceremony. Besides is also focused on the manifestation of Ngadanese local culture as the objects of human work (artifacts) such as Bena traditional village, Ngadanese traditional costumes, ja’i dance, dero dance, local food and beverages like bogi or sui wu’u, tua ara, tua bhara, and Ngadanese folklores or folktales etc. Developing culture-based an English material model for elementary schools in Bali. The material constructed in themes based [8].  

The material was developed based on the local culture as directed by the School-Based Curriculum. The first thing done in data collecting in the research was the preliminary observation. The data were collected by using the classroom observation, teacher’s and the students’ interview, questionnaire and also the scoring rubric. The development of the material design model which is elaborated into eight steps namely 1) need analysis, 2) data collection, 3) design product, 4) product validation, 5) product revision, 6) user try out, 7) product revision, and 8) final product [9].  

The material development was done based on the School-Based Curriculum (SBC) because the school still uses that curriculum. The SBC is developed based on the educational unit, school potential, school characteristics, social cultural aspects, and the students’ characteristics [4]. Reading comprehension is the result of interaction between thought and language, and the evaluation of success in comprehension is based on the extent to which the readers’ reconstructed the massage agrees with the writer’s intended massage [10]. The framework of the textbook follows the four elements of the material namely input, content, language focus and the task or assessment [11]. Reading activities that have a long text or the large quantities for general understanding that the learners are free to choose topic what will they read or discussed. It means the teacher must provide the reading sources in form of authentic reading material.

2 Method

This study used Research and Development (R&D) in design since it was basically focused on developing the instructional material for used at Junior High School. Therefore, a design model was adapted. The phases of this study mainly design model which is elaborated into eight steps namely 1) need analysis, 2) data collection, 3) design product, 4) product validation, 5) product revision, 6) user try out, 7) product revision, and 8) final product [9].

The study started with the need analysis. It was conducted to obtain as much information as possible through classroom observation, questionnaire, interview, and document study. The next step was data collection. The information from the English teacher and students is surely needed as the basis to develop suitable materials for the eighth grade of Junior High School Students. The sample class consisted of 34 students. The designing of the product used the framework of the [11].  Further step was product validation. This phase is related to the experts’ judgment for improvement of the product. The product validation was conducted by two lectures of English Education Department at Universitas Pendidikan Ganesha whose are expertise in English reading material. The validation process consisted of some components: the content of the material, language used, task and assessment [1]. The next step was the revision of the product based on the suggestions of the experts. After that administered the user try out. The product was evaluated by two English teachers and also the eighth grade students. To improve the product the revision was done based on the suggestions from the users. Finally, the product became the final product. In the data analysis and also the product evaluation the formula [12] which can be seen on table 1 was used the scoring rubric used a Likert scale instrument where score 5 was excellent, 4 was good, 3 was average, 2 was below average, and 1 was poor material. The category of good material formula can be seen on table 1.

Table 1formula category of good material

Score	Criteria
Mi + 1.5 Sdi	Excellence material
Mi + 0.5 Sdi   < Mi +1.5 Sdi	Good material
Mi – 0.5 Sdi < Mi + 0.5 Sdi	Average material
Mi – 1.5 Sdi  <  Mi – 0.5 Sdi	Below Average material
< Mi – 1.5 Sdi	Poor material

3 Results and Discussion

The following section discusses the results of the research during the development of the product and its discussion as the special merit of the study. The result of the study consists of the description of material needed to be developed, the way how to develop the material and also analyze the quality of the material. First was the analyzing of material to be developed by using students’ questionnaire, the interview to the English teacher and also the eighth grade of Junior High School students. The result showed that 100 % or 34 students gave a big positive agreement that the supplementary English reading material to be developed based on Ngadanese local culture. In relation to the material that needs to be developed, the English teacher stated that the teacher and institution gave a big appreciation for the project to develop local culture-based supplementary English reading material Moreover, the way of how material to be developed, the researcher used the research and development (R&D) material model design [9]. The design model was elaborated into eight phases. The phases of the study started with need analysis, data collection, design product, product validation, product revision1, user try out, product revision 2, and the final product.

Furthermore, the quality of the product was analyzed based on the result of the scores given by the expert judges, the English teachers, and also the interview result of the eighth grade of Junior High School students in Soa district of Ngada Regency. The result from the two experts judgment of the product evaluation showed that the material was categorized into good material as indicated by the experts’ mean score of 4.2 < 4.5. Meanwhile, the result of the two English teachers evaluation of the material was the excellent material as indicated by the teachers’ mean scores of 4.65  4.5. The result is shown on table 2.

Table 2 result of the calculation converted into the criteria of material

Score	Criteria
4, 64  4.5	Excellence material
3.5   < 4.5	Good material
2.5 <  3.5	Average material
1.5  <  2.5	Below average material
< 1.5	Poor material

In addition, to know the users feedback toward the product, the interview was done to the representative of the 34 students were 6 students were chosen in conducting the interview. The result of the eighth grade students’ perceptions toward the product showed that the English reading material had met the aspects of attractiveness, simplicity, practicality, usefulness, clarity and detail. Based on the result of the expert judgment, the English teachers and also the students’ interview result, the researcher concluded that Ngadanese local culture-based supplementary English reading material could be applied as the supplementary English reading for the Junior High School students and the other schools in Ngada Regency.

The final product of the study was Ngadanese local culture-based supplementary English reading material for the eighth grade of Junior High School students in Soa district of Ngada Regency in academic year of 2016/2017. The product was in a textbook form used as the supplementary English reading material. The product which has been developed fulfilled the criteria of good material as proposed by Tomlinson [2] which has some aspects namely the content of the material, language used, the activities and also the assessment of the material. The content of the material based on the manifestation of culture distinguish the three manifestations of cultures: 1) culture as complex of ideas, values, norms, rules, and so forth, 2) culture as a complex of activities and actions of human being in society, 3) culture as objects of human work (artifacts) [7].

Dealing with the manifestations of culture, the two were used in this study related to Ngdanese local culture such as: 1) manifestation of culture as a complex of activities and actions of human being in society presented in Ngadanese traditional ceremonies like Reba ceremony (thanksgiving festival), Sagi ceremony (traditional boxing), Rori witu ceremony (traditional hunting), 2) the manifestation of culture as a complex of activities and actions of human being in society presented in Ngadanese local culture in Bena traditional village, traditional house (Bhaga and Ngadhu), traditional costumes (Sapu Lu’e and Lawo Butu) and also the nature, marine and other local potencies.

The implications of this study are firstly, the English teacher of the eighth grade students can use Ngadanese local culture-based supplementary English reading material to improve the English reading skill in teaching and learning activities. The second, the students can learn their local culture through reading class activities by using the local culture-based English reading materials. The third, the material cannot only be used for the eighth grade of Junior High School students in Soa district but also for all the Junior High School students in Ngada Regency.

4Conclusion

As is clear from foregoing discussion, the developing local culture based supplementary English reading material is must to preserve the local culture through English learning activities. By using local culture based English reading material the students are more interested with the text or the materials provided as the source of learning. Familiarity of the reading material boosts students’ interest and motives them to read. Besides, the use of local culture-base English reading material will be effective for the students’ learning because they have prior knowledge about the topic which can trigger them to be more active in reading class. In another word, using local culture-based English reading material is more understandable as the authentic material to improve the students reading skill. It also gives the appropriate culture for the students as related to their real life. Considering the advantage, it suggested for the English teachers to either adapt or develop of local culture reading materials that match students’ interest and fulfill pedagogical goal. Therefore, the use of local culture-based English reading material in reading class is very useful.

Acknowledgment

The paper was supported by the two supervisors: I Ketut Seken and I Gede Budasi as the lectures of English Education Department, Post Graduate study program of Universitas Pendidikan Ganesha Singaraja Bali Indonesia.

References

1.     Tomlinson, B. Materials Development in Language Teaching. United Kingdom: Cambridge University press. (1998)

2.     Howard J. and Jae Major Guidelines for Designing Effective English Language Teaching  Material. (2004) https://www.researchgate.net/publication/237476568_Guidelines_for_Designing_Effective_English _Language_Teaching_Materials. ( October, 28^th 2016)

3.     Dardjowidjojo, S. English Teaching in Indonesia. English Australia Journal : The Australian journal of English language teaching (2000). 18 (1), 22-30. ATESOL publication of English Australia Ltd. Vol.29.No 1 ISSN 2202-6169. Available at https://www.scrid.com/mobile/document/194333 (August 25^th 2016)

4.     Mulyasa, E. Kurikulum Tingkat Satuan Pendidikan: Suatu Panduan Praktis. Surabaya: Rosda. (2007)

5.     United Nations Educational Scientific and Cultural Organization (UNESCO) (2009). Heritage Tourism in East Nusa Tenggara: Contributing to the Millennium Development Goals. UHJK/2009/PI/H/7. Available at unesdoc.unesco.org. Retrieved on September, 25^th  2016.

6.     Ismail, N. Tarmiji Masron, Azizul Ahmad Necessity of “Historic Cultural Heritage and Conservation” Course in Interior Architecture Education (2015).  DOI: 10.105/shsconf/20162601111 Department of Geography, School of Humanities, Universiti Sains Malaysia, 11800, Penang, Malaysia (26 May 217)

7.     Koentjaraningrat, Pengantar Ilmu Antropologi. Jakarta: Rineka Cipta (2000)

8.     Padmadewi, N.N, Putu Kerti Nitiasih, and Luh Putu Artini Model Konseptual Pembelajaran Bahasa Inggris Berbasis Budaya untuk Sekolah Dasar di Bali. (2009) E-Jurnal Pasca.undiksha.ac.id  (January, 24th 2017)

9.     Sugiyono, Metode Penelitian Pendidikan: Pendekatan kuantitatif, kualitatif, dan R&D. Bandung:Alfabeta (2012)

10.  Otto,W. Rude, R.T. and Spiegel, L. D. How to Teach Reading. Philippine: Addison-Wesley Publishing Company. (1979)

11. Hutchinson, T. and Alan Waters. English for Specific Purposes: A Learning-centered-approach.United Kingdom.Cambridge University Press. (2008)

12. Nurkancana, W. and PPN Sunartana.. Evaluasi Pendidikan. Surabaya: Usaha Nasional (1992)

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List of POPES (33 A.D. - 2013)

1. St. Peter (33-67)
2. St. Linus (67-76)
3. St. Anacletus (Cletus) (76-88)
4. St. Clement I (88-97)
5. St. Evaristus (97-105)
6. St. Alexander I (105-115)
7. St. Sixtus I (115-125)
8. St. Telesphorus (125-136)
9. St. Hyginus (136-140)
10. St. Pius I (140-155)
11. St. Anicetus (155-166)
12. St. Soter (166-175)
13. St. Eleutherius (175-189)
14. St. Victor I (189-199)
15. St. Zephyrinus (199-217)
16. St. Callistus I (217-222)
Callistus and the following three popes were opposed by St. Hippolytus, antipope (217-236)

17. St. Urban I (222-230)
18. St. Pontain (230-235)
19. St. Anterus (235-236)
20. St. Fabian (236-250)
21. St. Cornelius (251-253)
Opposed by Novatian, antipope (251)

22. St. Lucius I (253-254)
23. St. Stephen I (254-257)
24. St. Sixtus II (257-258)
25. St. Dionysius (260-268)
26. St. Felix I (269-274)
27. St. Eutychian (275-283)
28. St. Caius (283-296)
29. St. Marcellinus (296-304)
30. St. Marcellus I (308-309)
31. St. Eusebius (309-310)
32. St. Miltiades (311-314)
33. St. Sylvester I (314-335)
34. St. Marcus (336)
35. St. Julius I (337-352)
36. Liberius (352-366)
Opposed by Felix II, antipope (355-365)

37. St. Damasus I (366-84)
Opposed by Ursicinus, antipope (366-367)

38. St. Siricius (384-399)
39. St. Anastasius I (399-401)
40. St. Innocent I (401-417)
41. St. Zosimus (417-418)
42. St. Boniface I (418-422)
Opposed by Eulalius, antipope (418-419)

43. St. Celestine I (422-432)
44. St. Sixtus III (432-440)
45. St. Leo I (the Great) (440-461)
46. St. Hilarius (461-468)
47. St. Simplicius (468-483)
48. St. Felix III (II) (483-492)
49. St. Gelasius I (492-496)
50. Anastasius II (496-498)
51. St. Symmachus (498-514)
Opposed by Laurentius, antipope (498-501)

52. St. Hormisdas (514-523)
53. St. John I (523-526)
54. St. Felix IV (III) (526-530)
55. Boniface II (530-532)
Opposed by Dioscorus, antipope (530)

56. John II (533-535)
57. St. Agapetus I (535-536)
58. St. Silverius (536-537)
59. Vigilius (537-555)
60. Pelagius I (556-561)
61. John III (561-574)
62. Benedict I (575-579)
63. Pelagius II (579-590)
64. St. Gregory I (the Great) (590-604)
65. Sabinian (604-606)
66. Boniface III (607)
67. St. Boniface IV (608-615)
68. St. Deusdedit (Adeodatus I) (615-618)
69. Boniface V (619-625)
70. Honorius I (625-638)
71. Severinus (640)
72. John IV (640-642)
73. Theodore I (642-649)
74. St. Martin I (649-655)
75. St. Eugene I (655-657)
76. St. Vitalian (657-672)
77. Adeodatus II (672-676)
78. Donus (676-678)
79. St. Agatho (678-681)
80. St. Leo II (682-683)
81. St. Benedict II (684-685)
82. John V (685-686)
83. Conon (686-687)
84. St. Sergius I (687-701)
Opposed by Theodore and Paschal, antipopes (687)

85. John VI (701-705)
86. John VII (705-707)
87. Sisinnius (708)
88. Constantine (708-715)
89. St. Gregory II (715-731)
90. St. Gregory III (731-741)
91. St. Zachary (741-752)
Stephen II followed Zachary, but because he died before being consecrated, modern lists omit him

92. Stephen II (III) (752-757)
93. St. Paul I (757-767)
94. Stephen III (IV) (767-772)
Opposed by Constantine II (767) and Philip (768), antipopes (767)

95. Adrian I (772-795)
96. St. Leo III (795-816)
97. Stephen IV (V) (816-817)
98. St. Paschal I (817-824)
99. Eugene II (824-827)
100. Valentine (827)
101. Gregory IV (827-844)
102. Sergius II (844-847)
Opposed by John, antipope

103. St. Leo IV (847-855)
104. Benedict III (855-858)
Opposed by Anastasius, antipope (855)

105. St. Nicholas I (the Great) (858-867)
106. Adrian II (867-872)
107. John VIII (872-882)
108. Marinus I (882-884)
109. St. Adrian III (884-885)
110. Stephen V (VI) (885-891)
111. Formosus (891-896)
112. Boniface VI (896)
113. Stephen VI (VII) (896-897)
114. Romanus (897)
115. Theodore II (897)
116. John IX (898-900)
117. Benedict IV (900-903)
118. Leo V (903)
Opposed by Christopher, antipope (903-904)

119. Sergius III (904-911)
120. Anastasius III (911-913)
121. Lando (913-914)
122. John X (914-928)
123. Leo VI (928)
124. Stephen VIII (929-931)
125. John XI (931-935)
126. Leo VII (936-939)
127. Stephen IX (939-942)
128. Marinus II (942-946)
129. Agapetus II (946-955)
130. John XII (955-963)
131. Leo VIII (963-964)
132. Benedict V (964)
133. John XIII (965-972)
134. Benedict VI (973-974)
135. Benedict VII (974-983)
Benedict VII and John XIV were opposed by Boniface VII, antipope (974; 984-985)

136. John XIV (983-984)
137. John XV (985-996)
138. Gregory V (996-999)
Opposed by John XVI, antipope (997-998)

139. Sylvester II (999-1003)
140. John XVII (1003)
141. John XVIII (1003-1009)
142. Sergius IV (1009-1012)
143. Benedict VIII (1012-1024)
Opposed by Gregory, antipope (1012)

144. John XIX (1024-1032)
145. Benedict IX (1032-1045)
He appears on this list three separate times, because he was twice deposed and restored

146. Sylvester III (1045)
Considered by some to be an antipope

147. Benedict IX (1045)
148. Gregory VI (1045-1046)
149. Clement II (1046-1047)
150. Benedict IX (1047-1048)
151. Damasus II (1048)
152. St. Leo IX (1049-1054)
153. Victor II (1055-1057)
154. Stephen X (1057-1058)
155. Nicholas II (1058-61)
Opposed by Benedict X, antipope (1058)

156. Alexander II (1061-73)
Opposed by Honorius II, antipope (1061-1072)

157. St. Gregory VII (1073-85)
Gregory and the following three popes were opposed by Guibert ("Clement III"), antipope (1080-1100)

158. Blessed Victor III (1086-1087)
159. Blessed Urban II (1088-1099)
160. Paschal II (1099-1118)
Opposed by Theodoric (1100), Aleric (1102) and Maginulf ("Sylvester IV", 1105-1111), antipopes

161. Gelasius II (1118-1119)
Opposed by Burdin ("Gregory VIII"), antipope (1118)

162. Callistus II (1119-1124)
163. Honorius II (1124-1130)
Opposed by Celestine II, antipope (1124)

164. Innocent II (1130-1143)
Opposed by Anacletus II (1130-1138) and Gregory Conti ("Victor IV") (1138), antipopes (1138)

165. Celestine II (1143-1144)
166. Lucius II (1144-1145)
167. Blessed Eugene III (1145-1153)
168. Anastasius IV (1153-1154)
169. Adrian IV (1154-1159)
170. Alexander III (1159-81)
Opposed by Octavius ("Victor IV") (1159-1164), Pascal III (1165-1168), Callistus III (1168-1177) and Innocent III (1178-1180), antipopes

171. Lucius III (1181-1185)
172. Urban III (1185-1187)
173. Gregory VIII (1187)
174. Clement III (1187-1191)
175. Celestine III (1191-1198)
176. Innocent III (1198-1216)
177. Honorius III (1216-1227)
178. Gregory IX (1227-1241)
179. Celestine IV (1241)
180. Innocent IV (1243-1254)
181. Alexander IV (1254-1261)
182. Urban IV (1261-1264)
183. Clement IV (1265-1268)
184. Blessed Gregory X (1271-1276)
185. Blessed Innocent V (1276)
186. Adrian V (1276)
187. John XXI (1276-1277)
188. Nicholas III (1277-1280)
189. Martin IV (1281-1285)
190. Honorius IV (1285-1287)
191. Nicholas IV (1288-1292)
192. St. Celestine V (1294)
193. Boniface VIII (1294-1303)
194. Blessed Benedict XI (1303-1304)
195. Clement V (1305-1314)
196. John XXII (1316-1334)
Opposed by Nicholas V, antipope (1328-1330)

197. Benedict XII (1334-1342)
198. Clement VI (1342-1352)
199. Innocent VI (1352-1362)
200. Blessed Urban V (1362-1370)
201. Gregory XI (1370-1378)
202. Urban VI (1378-1389)
Opposed by Robert of Geneva ("Clement VII"), antipope (1378-1394)

203. Boniface IX (1389-1404)
Opposed by Robert of Geneva ("Clement VII") (1378-1394), Pedro de Luna ("Benedict XIII") (1394-1417) and Baldassare Cossa ("John XXIII") (1400-1415), antipopes

204. Innocent VII (1404-1406)
Opposed by Pedro de Luna ("Benedict XIII")
(1394-1417) and Baldassare Cossa ("John XXIII") (1400-1415), antipopes

205. Gregory XII (1406-1415) Opposed by Pedro de Luna ("Benedict XIII") (1394-1417), Baldassare Cossa ("John XXIII") (1400-1415), and Pietro Philarghi ("Alexander V") (1409-1410), antipopes

206. Martin V (1417-1431)
207. Eugene IV (1431-1447)
Opposed by Amadeus of Savoy ("Felix V"), antipope (1439-1449)

208. Nicholas V (1447-1455)
209. Callistus III (1455-1458)
210. Pius II (1458-1464)
211. Paul II (1464-1471)
212. Sixtus IV (1471-1484)
213. Innocent VIII (1484-1492)
214. Alexander VI (1492-1503)
215. Pius III (1503)
216. Julius II (1503-1513)
217. Leo X (1513-1521)
218. Adrian VI (1522-1523)
219. Clement VII (1523-1534)
220. Paul III (1534-1549)
221. Julius III (1550-1555)
222. Marcellus II (1555)
223. Paul IV (1555-1559)
224. Pius IV (1559-1565)
225. St. Pius V (1566-1572)
226. Gregory XIII (1572-1585)
227. Sixtus V (1585-1590)
228. Urban VII (1590)
229. Gregory XIV (1590-1591)
230. Innocent IX (1591)
231. Clement VIII (1592-1605)
232. Leo XI (1605)
233. Paul V (1605-1621)
234. Gregory XV (1621-1623)
235. Urban VIII (1623-1644)
236. Innocent X (1644-1655)
237. Alexander VII (1655-1667)
238. Clement IX (1667-1669)
239. Clement X (1670-1676)
240. Blessed Innocent XI (1676-1689)
241. Alexander VIII (1689-1691)
242. Innocent XII (1691-1700)
243. Clement XI (1700-1721)
244. Innocent XIII (1721-1724)
245. Benedict XIII (1724-1730)
246. Clement XII (1730-1740)
247. Benedict XIV (1740-1758)
248. Clement XIII (1758-1769)
249. Clement XIV (1769-1774)
250. Pius VI (1775-1799)
251. Pius VII (1800-1823)
252. Leo XII (1823-1829)
253. Pius VIII (1829-1830)
254. Gregory XVI (1831-1846)
255. Blessed Pius IX (1846-1878)
256. Leo XIII (1878-1903)
257. St. Pius X (1903-1914)
258. Benedict XV (1914-1922)
259. Pius XI (1922-1939)
260. Pius XII (1939-1958)
261. St. John XXIII (1958-1963)
262. Paul VI (1963-1978)
263. John Paul I (1978)
264  St. John Paul II (1978-2005)
265. Benedict XVI (2005-2013)
266. Francis (2013 - 2025)

267. Leo XIV (2025 -)

Nomor Darurat Alkitab

VOXRATEWATI.Com. By Wara Cypriano
Repost

Nomor Darurat Alkitab

☎📞Ketika dalam kesedihan, hubungi Yohanes 14
☎📞Ketika Anda jatuh dalam dosa, hubungi Mazmur 51
☎📞Ketika Anda khawatir, hubungi Matius 6:19-34
☎📞Ketika Anda dalam bahaya, hubungi Mazmur 91
☎📞Ketika Tuhan tampak jauh, hubungi Mazmur 139
☎📞Ketika iman Anda sedang goyah, hubungi Ibrani 11
☎📞Ketika Anda kesepian dan takut, hubungi Mazmur 23
☎📞Ketika Anda tumbuh pahit dan kritis, hubungi 1 Korintus 13
☎📞Ketika Anda menginginkan kedamaian dan ketenangan, hubungi Matius 11:25-30
☎📞Ketika dunia tampak lebih besar dari Tuhan, hubungi Mazmur 90
☎📞Ketika Anda menginginkan jaminan Kristen, hubungi Roma 8:1-30
☎📞Ketika Anda meninggalkan rumah untuk bekerja atau bepergian, hubungi Mazmur 121
☎📞Ketika doa Anda menjadi sempit atau egois, hubungi Mazmur 67
☎📞Ketika Anda menginginkan keberanian untuk suatu tugas, hubungi Yosua 1
☎📞Bagaimana bergaul dengan sesama, hubungi Roma 12
☎📞Untuk kesempatan besar, hubungi Yesaya 55
☎📞Untuk rahasia kebahagiaan, hubungi Kolose 3: 12-17
☎📞Untuk gagasan tentang kekristenan, hubungi 2 Korintus 5: 15-19
☎📞Depressed, hubungi Mazmur 27
☎📞Untuk berbuah, hubungi Yohanes 15
☎📞Jika dompet Anda kosong, hubungi Mazmur 37
☎📞Menyampaikan kepercayaan pada orang, 1 Korintus 13
☎📞Jika orang tampak tidak baik, hubungi Yohanes 15
☎📞Jika berkecil hati tentang pekerjaan Anda, hubungi Mazmur 126

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