Hak Anak Angkat Dalam Hukum Keluarga Islam di Indonesia

This research states that in Islamic law adopting a child is a good act, which helps adopted children get a proper education. The right to a proper education for adopted children is one of the main goals of adoption, this welfare is one of the rights that must be provided by adoptive parents. In general, implementing the above rights of children is an obligation and joint responsibility of the government and society. The phenomenon that occurs in Indonesia is that the educational rights of adopted children have shifted to utilization, due to several factors, one of which is economic. The aim of this research is to strengthen previous research, and examine further the shift in the educational rights of adopted children and look at the factors that result in non-fulfillment of adopted children's rights in Indonesia. This research uses an approachsociological normative  with the nature of the researchanalytical descriptive. The results of this research found several factors that resulted in a shift, even not being given the rights of adopted children, such as: f In fact, in Islam, adopting a child is a good act but over time it becomes exploitative.

Techniques for Developing Process Writing Skills in English As Second Language Esl Classrooms

Teaching and learning English revolves around traditional methods in Pakistan. In most classes teachers are the main source of knowledge. They just pour knowledge into their students' heads. Students are passive receivers of language input provided by teachers. Teachers teach different things in their language classes. For example, vocabulary, composition, poetry, prose and the four language skills which are reading, writing, speaking and listening. Most of the time they emphasise on reading and writing but they do not provide opportunities for practicing language to their students. For example, writing classes are not effective for students. Teachers do not allow students to select topics according to their own interest. They just provide topics to the students blindly or give stereo typed topics that students have rote learnt and then write for e. g. my car, my mother and my cat. The same topics are given in the examination every year. So they do not go beyond those topics. Due to these reasons teachers are not able to enhance the students writing skills. From the beginning I was interested in knowing why students are deprived of language learning opportunities which would enable them to write independently in real life situations. Due to my interest and the apparent importance of written English as a second language (ESL), I conducted this study to understand how teachers could facilitate its development in our context. This study shows that teachers need to do collaborative work to enhance their teaching skills. For example, they can plan together, discuss and give constructive feedback to each other which would help them to enhance their teaching skills. They need opportunities and encouragement to enhance their teaching of writing skills. From this study I learnt that ESL teachers need an environment in the school where they can work collaboratively. Moreover, it is imperative that teachers develop their own resources and competence in English language teaching.