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Abstrak :
The objectives of the research is ti know the implementation of policy and implementation of the research program and the public service at Higher Education (HE). The research method is the mixed of quantitative and qualitative methods with a descriptive analysis. Sample of the research is 160 respondents taken purposively of head and members of the research and public service instutions at public and private of HE. The research was conducted for 7 months from April to October 2008 at six provinces : West Nusa Tenggara province , Bali province, Special Yogyakarta province, west Sumatera provine, and South Sumatera provine. Tools and the techniques of data collecting are using documentation study, questionnaries, interview and focus group discussion. Primary data is the information from the resource persons from HE while the secondary data is taken from the the documents about the rules as well as the laws and the related research done by other people. The findings of the research are : 1) the policy of research program and the public service at HE is based on the general policy of the HE Directorate, Ministry of National Education; 2) the implementation of policy in improving quality of HE still has constrains such as the instutions of research and public service are still sparate, the socialization of programs of public service is still low, and most lectures at HE are still lack of having research methodology; 3) the research findings of both public and private HE can be implemented to develop and improve science. However, there has a few of the research findings that can be used for improving teaching and learning materaials for higher education, very few of national as well international publications, and very few of having patent rights; and 4) the activities in public service are not based on the findings of the research yet.

Abstrak :
Teaching Indonesian for Foreign Learners or Indonesian as a Foreign Language (IFL) is different from teaching Indonesian as a first language. The differences are due to the characteristics of the learners. IFL learners generally are adults who have language and cultural background and learning style different from those Indonesian learners have. These differences demand IFL teachers and instructors to prepare teaching-learning materials and the activities of the teaching-learning process in the classroom that are relevant to the learners? needs. Understanding the entry level behavior of the learners, the teaching materials, the teaching-learning approach, and the evalution process is of crucial importance in order to fulfill their needs. Learning needs analysis of IFL learners is also a prerequisite to developing adequate teaching-learning materials of IFL.

Abstrak :
Belajar kosakata seharusnya menjadi landasan belajar bahasa kedua. Tanpa tata bahasa, sangat sedikit yang dapat disampaikan, namun tanpa kosakata tidak ada yang dapat disampaikan (Wilkins 1972: 111). Nation (2001:11-12) menyebutkan empat jenis kosakata di dalam teks: kata-kata berfrekuensi tinggi, kosakata akademis, kosakata teknis, dan kata-kata berfrekuensi rendah. Bagi mahasiswa, pengajaran dan pembelajaran kosakata seharusnya difokuskan pada kosakata teknis. Ada dua alasan untuk pendapat ini. Alasan pertama adalah bahwa lulusan sekolah menengah atas (SMA) telah menguasai 4.700 kata, menurut kurikulum nasional. Jumlah tersebut telah mencakup kata-kata berfrekuensi tinggi dan kosakata akademis. Alasan kedua adalah kenyataan bahwa mahasiswa lebih sering menemukan kosakata teknis selama mereka belajar di universitas. Oleh sebab itu, penguasaan kosakata teknis memainkan peranan yang penting dalam studi mereka. Lokasi penelitian ini adalah Fakultas Ekonomi, Universitas Airlangga. Daftar kata kosakata teknis dibuat berdasarkan buku teks mata kuliah yang digunakan di fakultas tersebut. Ada tiga buku teks yang dianalisis, yaitu: Economics oleh Samuelson dan Nordhaus, Management oleh Daft, dan Accounting oleh Warren, Reeve, dan Fess. Untuk lebih fokus pada kosakata teknis, tidak semua kata-kata yang ada di indeks diambil. Kosakata non-teknis, seperti kata-kata berfrekuensi tinggi, kosakata akademis, kata-kata fungsi, nama, singkatan, dan angka, tidak dimasukkan. Proses pemilihan dan pembuatan daftar kata kosakata teknis dilakukan dengan menggunakan program RANGE. Ada tiga hasil utama dari tesis ini: (1) Daftar Kata Kosakata Teknis, (2) Afiks Derivasional untuk Kosakata Teknis, dan (3) Materi Belajar Kosakata dengan Bantuan Komputer. Ada empat daftar kata kosakata teknis: (1) Daftar Kata Ekonomi yang terdiri atas 51 kata, (2) Daftar Kata Manajemen yang terdiri atas 56 kata, (3) Daftar Kata Akuntansi yang terdiri atas 75 kata, dan (4) Daftar Kata Kosakata Teknis untuk Mahasiswa Ekonomi, yang terdiri atas 62 kata. Afiks derivasional yang ditemukan dalam daftar kata, diklasifikasikan menjadi lima tahap berdasarkan Nation (2001:268). Tahap tersebut mengindikasikan urutan mengajar dan belajar yang akan memberikan hasil yang terbaik bagi usaha belajar. Dalam setiap tahap, setiap afiks ditampilkan dengan artinya dan contoh dari daftar kata. Hasil materi belajar yang lain adalah Computer-Assisted Language Learning 'Belajar Bahasa dengan Menggunakan Komputer' (CALL) untuk Kosakata Teknis. Materi belajar ini dikonstruksi dengan menggunakan Macromedia Dreamweaver 4.0 dan file-nya dapat di-download gratis dari www.kwary.net/vocabulary.html. Isi file tersebut adalah lima tahap afiks derivasi yang dijelaskan dalam tesis ini ditambah dengan istilah yang ditemukan di glosarium dan definisinya.

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Abstract
Learning vocabulary should become the basis of second language learning. Without grammar, very little can be conveyed, but without vocabulary, nothing can be conveyed (Wilkins 1972: 111). Nation (2001:11-12) mentions four kinds of vocabulary in a text: high-frequency words, academic vocabulary, technical vocabulary, and low-frequency words. For university students, vocabulary teaching and learning should be focused on technical vocabulary. There are two main reasons for this opinion. The first reason is high school graduates have mastered 4,700 words, according to the national curriculum. This number has covered high-frequency words and academic vocabulary. The second reason is the fact that students mostly encounter technical vocabulary during their studies at university. Hence, a mastery of technical vocabulary plays a significant role in their studies. The location of this research is the Faculty of Economics of Airlangga University. The technical vocabulary word lists created are based on the core content subject textbooks used in that faculty. There are three core textbooks analyzed: Economics by Samuelson and Nordhaus, Management by Daft, and Accounting by Warren, Reeve, and Fess. To be more focused on technical vocabulary, not all of the words found in the indices are taken into account. Non-technical vocabulary, such as high-frequency words, academic vocabulary, function words, proper names, abbreviations, and numbers, are not included. The process of selecting and making the technical vocabulary word lists is accomplished by using the RANGE program. There are three main yields in this thesis: (1) Technical Vocabulary Word Lists, (2) Derivational Affixes for Technical Vocabulary, and (3) Computer-Assisted Vocabulary Learning material. There are four technical vocabulary word lists: (1) the Economics Word List comprising 51 words, (2) the Management Word List comprising 56 words, (3) the Accounting Word List comprising 75 words, and (4) the Technical Vocabulary Word List for Students of Economics comprising 62 words. The derivational affixes found in the word lists have been classified into five stages based on Nation (2001:268). The stages indicate an order of teaching and learning that will give the best return for learning effort. In every stage, each affix is presented with its meaning(s) and examples from the word lists. Another yield of learning materials is a Computer-Assisted Language Learning (CALL) for Technical Vocabulary. This learning material has been constructed using Macromedia Dreamweaver 4.0 and the files can be downloaded for free from www.kwary.net/vocabulary.html. The content of the files includes the five stages of derivational affixes explained in this thesis plus the terms found in the glossary and their definitions.