Rabu, 27 Juli 2011
Selasa, 26 Juli 2011
pelajar kelas X
Module of English Grade X
Topic:
WHAT DOES IT LOOK LIKE?
By:
ENGLISH TEACHERS’ ASSOCIATION OF CENTRAL JAVA
For internal use
TABLE OF CONTENT
TABLE OF CONTENT
PREFACE
DIRECTION
STANDARD OF COMPETENCY
BASIC COMPTENECY
REQUIRED ABILITY
PRETEST
INDICATORS
Learning Activity: 1 WHAT DOES IT LOOK LIKE?
1. Adjectives
2. Present Tense
3. Descriptive Text
Learning Activity 2 CAN YOU DESCRIBE YOUR MOTHER?
1. Describing People
POST TEST
CLOSING
GLOSSARY
BYBLIOGRAPHY
PREFACE
This Module of English for Grade X discusses the Descriptive in terms of Reading and Writing Skills.
By learning this module, it is highly hoped that you will know more about the generic structure and language feature of Descriptive Text and able to write the description of something.
INSTRUCTION
This module is divided into 2 parts:
Learning Activity 1 : What does It Look Like?
Learning Activity 2 : Can You Describe Your Mother?
Study the following module carefully. Start from learning activity 1 until you come to mastery. To know whether you have mastered the lesson well, do the assignment provided in this module, and then check your answers with the key provided at the end of the chapter.
Review the assignment that you did not do well, then check your answers with the key provided.
You need 4 x 45 minutes to study this module, including the time given to do the Post Test.
STANDARD OF COMPETENCY
6. To understand meanings in short functional texts and simple essay texts of narrative, descriptive and news item, in daily life context and to access science.
BASIC COMPETENCY
6. 2. To respond meanings and rethoric steps in simple essays accurately, fluently and acceptably in daily life context and to access sience in texts of narrative, descriptive, and news items.
PRE REQUISITE ABILITY
None
PRETEST
OUTPUT INDICATORS
After studying this module, you are expected to be able to describe a thing/person using the correct generic structure and linguistic features.
ACTIVITY 1
Do you know some words that are used to describe something, like BIG, SMALL, BLUE, etc? Match the pictures to the words
Gbr gadis gemuk
fat
Gbr pensil tajam
thick
Gbr semut kecil
cold
Gbr buku tebal
beautiful
Gbr anak kedinginan
Wide
Gbr hawa panas
sharp
Gbr pohon tinggi
narrow
Gbr gadis cantik
small
Gbr jalan luas
Hot
Gbr jalan sempit
tall
ACTIVITY 2
To know more about it, read the following explanation
ADJECTIVE
Adjectives are modifying nouns. They describe nouns.
Example:
1. My book is thick.
adj
2. This is a wide room.
adj
Adjectives come in many types. They describe:
1. ordinal number (first, second, last)
2. cardinal number (one, two, three)
3. general judgment (bad, good, nice, beautiful)
4. general mental judgment (intelligent, beautiful)
5. measurement (big, tall)
6. age or temperature (old, young, hot)
7. shape (round, oval)
8. color (red, green)
9. material (wooden, golden)
10. origin, nationality (French, Chinese)
ACTIVITY 3
After you read the explanation about adjectives, find the adjectives in the following sentences. Underline your answer.
1. The first three competitors broke the record.
2. He had a beautiful old chess.
3. There was a round green spot on this Japanese carpet.
4. This is a nice hotel for my big family to stay.
5. Don’t you have any green blouse to come with my black trousers?
Key:
1. first, three
2. beautiful, old
3. round, green, Japanese
4. nice, big
5. green, black
ACTIVITY 4
Now you already learned Adjectives in sentences, supply the appropriate adjectives to the missing words in the sentences.
1. Good! I like your . . . . score. I feel . . . .
2. Mrs. Stevenson is not from Indonesia, she is . . . .
3. What color is your house? Is . . . . or . .. . . ?
4. Look at that . . .. screen? It is much bigger than the TV in my home.
5. The sun seems very . . . . .
ACTIVITY 5
Look at the pictures, then write sentences to describe them.
Example:
It is a luxurious big house
The house is big and luxurious
Gbr rumah mungil dan cantik
Gbr nenek gemuk dan tua Gbr gadis cantik dan kurus Gbr anjing bulu coklat liar Gbr pohon tinggi
……………….. ……………….. ……………….. ……………….. ………………
ACTIVITY 6
Do you know what SIMPLE PRESENT TENSE is? Study the following explanation.
Pattern
Affirmative
Subject V 1 Object/Complement
I
You
We
They go to school everyday.
He
She
It goes to school everyday.
Negative
Subject Aux V Object/Comp.
I
You
We
They don’t go to school everyday
He
She
It doesn’t go to school everyday
Interrogative
Aux S V Object/comp.
Do I
You
We
They go to school everyday?
Does He
She
It go to school everyday?
Function:
1. to express habitual action or routine activities
a. I go running three times a week.
2. to express general truth
a. The sun rises in the east
3. to express future event in terms of schedule, program, agenda or plan.
a. The first flight departs at 06.30 a.m.
Look at the example:
Gbr anak laki2 sedang belajar
Gbr. Pesawat sedang take off Gbr. 3 dokter sedang jalan di depan RS
Sony always studies every evening The last flight to Medan leaves at 05.30. Doctors work at the hospital.
ACTIVITY 8
You have learned the pattern and function and PRESENT TENSE; also some examples of it. Now, try the following exercise.
Example:
Nining . . . . the piano everyday. (practices)
1. We .usually . . dinner at seven o’clock everyday.
2. Teachers . . . . lesson and . . . . homework.
3. gdf
4. fgfd
5. fgf
6. fgdg
7. dgdf
8. fg
9. dg
10. gfg
ACTIVITY 9
After you learn Adjectives and Present Tense, now study the following explanation about Descriptive Text.
1. The Social function of Descriptive Text to tell specific characteristics about a particular thing, place or person.
2. It consists of
a. Identification
Identifies phenomenon to be described
b. Description
Describes parts, qualities, characters
3. It mostly uses Present Tense and adjectives in describing something.
Look at the example of the text:
Study the schematic structure and linguistic features of the descriptive text.
Borobudur is a great Buddhist temple.
The temple is located in Magelang on the island of Java in Indonesia. Built in the 9th century under the Sailendra dynasty of Java, it was abandoned in the 11th century and partially excavated by archaeologists in the early 20th century.
Influenced by the Gupta architecture of India, the temple is constructed on a hill 46 m (150 ft) high and consists of eight steps like stone terraces, one on top of the other. The first five terraces are square and surrounded by walls adorned with Buddhist sculpture in bas-relief; the upper three are circular, each with a circle of bell-shaped stupas (Buddhist shrines). The entire edifice is crowned by a large stupa at the center of the top circle. The way to the summit extends through some 4.8 km (some 3 mi) of passages and stairways. The design of Borobudur, a temple-mountain symbolizing the structure of the universe, influenced temples built at Angkor, Cambodia. Borobudur was rededicated as an Indonesian national monument in 1983 following extensive reclamation, aided by the United Nations.
(Microsoft ® Encarta ® Reference Library 2005)
ACTIVITY 10
How far can you understand the text? Answer the questions below to check your comprehension. Check your answers with they key provided.
1. What is being described?
2. Where is it located?
3. Can you describe it?
4. What are the first five terraces like?
5. Where is the large stupa crowned?
6. What tenses are mostly used in the text?
7. Can you find adjectives in the text? Mention them.
8.
KEY:
1. Borobudur
2. In Magelang, Central Java
3.
4. They are are square and surrounded by walls adorned with Buddhist sculpture in bas-relief …..
5. At the center of the top circle.
6. Present Tense
7. Yes, I can. Eight, five, square, circular, entire, top, Indonesian.
ACTIVITY 11
Analyze the schematic structure and of descriptive text. Then answer the questions below.
Spring Garden Apartment
The Spring Garden Apartment Complex offers you and your family country living at its best.
Surrounded by beautiful woods and hills, Spring Garden is located ten miles outside the city but is only minutes from downtown on the freeway.
Unfurnished two-bedroom apartments are available. Each apartment has a dishwasher, central heating, air conditioning, and a laundry room. Children and pets are welcome.
In addition, there are tennis and basketball courts, two swimming pools, and a playground. There are two parking spaces for each apartment.
(Source: Interchange 3: English for International Communication, 1995)
1. What does the writer want with this text?
2. What does the text describe?
3. Where can you possibly find this kind of text?
4. Mention some adjectives in the text.
5. What tenses are mostly used? Give examples.
KEY:
1. He wants to advertise something.
2. It describes the Spring Garden Apartment.
3. In the newspaper, magazines and brochures.
4. unfurnished, two-bedroom, available, two
5. Present Tense.
6. example: The Spring Garden Apartment Complex offers you and your family country living at its best
ACTIVITY 12
Try to make a descriptive text of one particular place in pairs. First, find some detailed information about it. Complete the table below:
Location Weather Distance from the closest big city population Interesting places Other features
After you complete the table, try to make it into paragraph. Don’t forget to use the generic structure and language features that you have learned.
Generic structure:
1. identification
2. description
Language feature:
1. Adjectives
2. Present Tense.
When you have finished, ask other pairs to read your writing and ask the to give some comments. Finally, rewrite your text.
ACTIVITY 13
Assignment
Do the following activity individually.
Try again the activity 12 but this time, please work invidually. When you feel ready, exchange your text with your friend.
POST TEST
READ THE TEXT AND ANSWER THE QUESTIONS THAT FOLLOW
TEXT 1
London, the capital city of England, has been one of the major cities in Europe for centuries. Because of its long history, it has many old buildings.
The historical centre of London is now relatively small area still known as the City, which covers only about 2.6 sq km (about 1 sq mi). The City is capitalized, to distinguish it from the larger metropolis. This is where London began as a Roman colonial town around AD 50, at the point where the Romans built the first bridge in London. Today this area is one of the world’s leading financial centres. Most of the financial activities are crowded along Threadneedle Street, near the intersection known as the Bank, which includes the huge Bank of England complex, the Royal Exchange, and the Stock Exchange. The permanent residential population of the city is now less than 6000, but about 350,000 commute here daily to work. The only large residential portion of the City is the Barbican Centre, a concrete complex of towers, parking garages, and pedestrian walkways located on the northern edge of the City. The Barbican was built to replace older buildings destroyed in World War II (1939-1945), when Germans heavily bombed London.
1. The first paragraph of the text as …
a. description
b. orientation
c. reorientation
d. identification
e. complication
2. Threadneedle Street is very famous because …
a. it is near the intersection as the Bank
b. the Romans built the first bridge in London
c. the only large residential portion of the City is the Barbican Centre
d. most of the financial activities are crowded
e. buildings were destroyed in World War II (1939-1945)
3. The only large residential portion of the City is the Barbican Centre, a concrete complex of towers, parking garages, and pedestrian walkways … .
The underlined word has the similar meaning with ….
a. walker
b. tourist
c. banker
d. citizen
e. stalker
TEXT 2
Lake Toba, which is situated in the centre of Bukit Barisan mountain range, is an interesting mountain ____8____ with Samosir island in centre of the lake. It boasts many modern hotels and has facilities for water sports such as boating, water skiing and swimming.
In West Sumatra, the centre of culture and tourism in Bukit Tinggi, situated in the highlands north of the provincial ____9____ of Padang. West Sumatra is a land of scenic beauty with green lakes and blue mountains.
Java has a great number of attractions, including the world renowned Botanical Gardens in Bogor, and the wildlife reserve of Ujung Kulon in the south-west of the island. There is also Borobudur, a gigantic Buddhist shrine, is situated 42 kilometers north -west of Yogyakarta.
The Ijen crater lies in East Java and provides hot springs, waterfalls and free roaming deers as well as a sulphur crater. A three hour drive from Surabaya and a pony ride from the village of Ngadisari will take you to mount Bromo, which is an active volcano with sulphur fumes and smoke emited from its depths. The inhabitants of the ____10____ area believe in the Got of Bromo and bring offerings to his deity.
Bali is different from the rest of Indonesia because of its ____11____ form of Hinduism called “Hindu Dharma.” Religion is the main source of traditional customs in family and community life. Religion is the soul of a Balinese and it finds its expression in art. Many articles and books have been written on Bali.
4. a. crater d. volcano
b. rim e. resort
c. flowers
5. a. capital d. area
b. city e. location
c. town
6. a. farthest d. poor
b. suburb e. crowded
c. surrounding
7. a. famous d. various
b. similar e. good
c. unique
THE FOLLOWING ITEMS ARE NOT RELATED TO THE TEXT
8 Every night the watchman turns on the light and . . . around the building every half hour.
a Walks
b Is walking
c To be walking
d Walking
e To walk
9 Arif : Do you have to work late today?
Jihan : . . . .
a Yes, I have.
b No, I haven’t.
c Yes, I do.
d No, I don’t have.
e Yes, I do have.
10 The city is more . . . . after the authority put some more Said trees and water spring in front of the city hall.
a attract
b attracts
c attraction
d attractive
e attracted
ESSAY
Write a text of description on the following information. Use the correct generis structure and language feature that you have learned.
Official Name : Indonesia
Area : 1,904,443 sq km
Population : 238,452,950
Languages : Bahasa Indonesia (modified form of Malay; official), English, Dutch, Sundanese, Arabic, Chinese, and local dialects, especially Javanese (about 300 languages and dialects are spoken).
Main cities : Jakarta, Bandung, Semarang, Surabaya, Medan, Palembang
Religion : Muslim: 87 percent, Protestant: 6 percent, Roman Catholic: 3 percent, Hindu: 2 percent, Buddhist: 1 percent, Other 1: percent
Major export : Petroleum and petroleum products, natural and manufactured gas, wood and wood products, food products, textiles, metal ores, footwear, electrical and electronic products
My motherland, Indonesia
Indonesia is a great country.
This country is archipelagic. It has lots of islands. The country’s territory is very wide. It covers 1,904,443 sq km. …………………………………………………..
………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………
KEY:
1.
2.
GLOSSARY
Adjectives : words that modify nouns
Present Tense : the sentence structure that is used in expressing general truth and habitual action
Descriptive text : a type of text that is used to describe one prticular thing, person or place.
Generis structure: a common structure that is usually used by most descriptive text.
Language feature : some featurs in the text which délas with linguistic terms.
Identification : general description on something
Description : detailed description of something which may incluye physical feature, habit etc.
BIBLIOGRAPHY
Microsoft® Encarta® Reference Library 2003. © 1993-2002 Microsoft Corporation. All rights reserved.
Hartono, Rudy, English for the Tenth Grade of SMA/KTSP-2007
Setiawan Djauhari, Otong, Bimbingan Pemantapan Bahasa Inggris, Yrama Yudha 2002
Topic:
WHAT DOES IT LOOK LIKE?
By:
ENGLISH TEACHERS’ ASSOCIATION OF CENTRAL JAVA
For internal use
TABLE OF CONTENT
TABLE OF CONTENT
PREFACE
DIRECTION
STANDARD OF COMPETENCY
BASIC COMPTENECY
REQUIRED ABILITY
PRETEST
INDICATORS
Learning Activity: 1 WHAT DOES IT LOOK LIKE?
1. Adjectives
2. Present Tense
3. Descriptive Text
Learning Activity 2 CAN YOU DESCRIBE YOUR MOTHER?
1. Describing People
POST TEST
CLOSING
GLOSSARY
BYBLIOGRAPHY
PREFACE
This Module of English for Grade X discusses the Descriptive in terms of Reading and Writing Skills.
By learning this module, it is highly hoped that you will know more about the generic structure and language feature of Descriptive Text and able to write the description of something.
INSTRUCTION
This module is divided into 2 parts:
Learning Activity 1 : What does It Look Like?
Learning Activity 2 : Can You Describe Your Mother?
Study the following module carefully. Start from learning activity 1 until you come to mastery. To know whether you have mastered the lesson well, do the assignment provided in this module, and then check your answers with the key provided at the end of the chapter.
Review the assignment that you did not do well, then check your answers with the key provided.
You need 4 x 45 minutes to study this module, including the time given to do the Post Test.
STANDARD OF COMPETENCY
6. To understand meanings in short functional texts and simple essay texts of narrative, descriptive and news item, in daily life context and to access science.
BASIC COMPETENCY
6. 2. To respond meanings and rethoric steps in simple essays accurately, fluently and acceptably in daily life context and to access sience in texts of narrative, descriptive, and news items.
PRE REQUISITE ABILITY
None
PRETEST
OUTPUT INDICATORS
After studying this module, you are expected to be able to describe a thing/person using the correct generic structure and linguistic features.
ACTIVITY 1
Do you know some words that are used to describe something, like BIG, SMALL, BLUE, etc? Match the pictures to the words
Gbr gadis gemuk
fat
Gbr pensil tajam
thick
Gbr semut kecil
cold
Gbr buku tebal
beautiful
Gbr anak kedinginan
Wide
Gbr hawa panas
sharp
Gbr pohon tinggi
narrow
Gbr gadis cantik
small
Gbr jalan luas
Hot
Gbr jalan sempit
tall
ACTIVITY 2
To know more about it, read the following explanation
ADJECTIVE
Adjectives are modifying nouns. They describe nouns.
Example:
1. My book is thick.
adj
2. This is a wide room.
adj
Adjectives come in many types. They describe:
1. ordinal number (first, second, last)
2. cardinal number (one, two, three)
3. general judgment (bad, good, nice, beautiful)
4. general mental judgment (intelligent, beautiful)
5. measurement (big, tall)
6. age or temperature (old, young, hot)
7. shape (round, oval)
8. color (red, green)
9. material (wooden, golden)
10. origin, nationality (French, Chinese)
ACTIVITY 3
After you read the explanation about adjectives, find the adjectives in the following sentences. Underline your answer.
1. The first three competitors broke the record.
2. He had a beautiful old chess.
3. There was a round green spot on this Japanese carpet.
4. This is a nice hotel for my big family to stay.
5. Don’t you have any green blouse to come with my black trousers?
Key:
1. first, three
2. beautiful, old
3. round, green, Japanese
4. nice, big
5. green, black
ACTIVITY 4
Now you already learned Adjectives in sentences, supply the appropriate adjectives to the missing words in the sentences.
1. Good! I like your . . . . score. I feel . . . .
2. Mrs. Stevenson is not from Indonesia, she is . . . .
3. What color is your house? Is . . . . or . .. . . ?
4. Look at that . . .. screen? It is much bigger than the TV in my home.
5. The sun seems very . . . . .
ACTIVITY 5
Look at the pictures, then write sentences to describe them.
Example:
It is a luxurious big house
The house is big and luxurious
Gbr rumah mungil dan cantik
Gbr nenek gemuk dan tua Gbr gadis cantik dan kurus Gbr anjing bulu coklat liar Gbr pohon tinggi
……………….. ……………….. ……………….. ……………….. ………………
ACTIVITY 6
Do you know what SIMPLE PRESENT TENSE is? Study the following explanation.
Pattern
Affirmative
Subject V 1 Object/Complement
I
You
We
They go to school everyday.
He
She
It goes to school everyday.
Negative
Subject Aux V Object/Comp.
I
You
We
They don’t go to school everyday
He
She
It doesn’t go to school everyday
Interrogative
Aux S V Object/comp.
Do I
You
We
They go to school everyday?
Does He
She
It go to school everyday?
Function:
1. to express habitual action or routine activities
a. I go running three times a week.
2. to express general truth
a. The sun rises in the east
3. to express future event in terms of schedule, program, agenda or plan.
a. The first flight departs at 06.30 a.m.
Look at the example:
Gbr anak laki2 sedang belajar
Gbr. Pesawat sedang take off Gbr. 3 dokter sedang jalan di depan RS
Sony always studies every evening The last flight to Medan leaves at 05.30. Doctors work at the hospital.
ACTIVITY 8
You have learned the pattern and function and PRESENT TENSE; also some examples of it. Now, try the following exercise.
Example:
Nining . . . . the piano everyday. (practices)
1. We .usually . . dinner at seven o’clock everyday.
2. Teachers . . . . lesson and . . . . homework.
3. gdf
4. fgfd
5. fgf
6. fgdg
7. dgdf
8. fg
9. dg
10. gfg
ACTIVITY 9
After you learn Adjectives and Present Tense, now study the following explanation about Descriptive Text.
1. The Social function of Descriptive Text to tell specific characteristics about a particular thing, place or person.
2. It consists of
a. Identification
Identifies phenomenon to be described
b. Description
Describes parts, qualities, characters
3. It mostly uses Present Tense and adjectives in describing something.
Look at the example of the text:
Study the schematic structure and linguistic features of the descriptive text.
Borobudur is a great Buddhist temple.
The temple is located in Magelang on the island of Java in Indonesia. Built in the 9th century under the Sailendra dynasty of Java, it was abandoned in the 11th century and partially excavated by archaeologists in the early 20th century.
Influenced by the Gupta architecture of India, the temple is constructed on a hill 46 m (150 ft) high and consists of eight steps like stone terraces, one on top of the other. The first five terraces are square and surrounded by walls adorned with Buddhist sculpture in bas-relief; the upper three are circular, each with a circle of bell-shaped stupas (Buddhist shrines). The entire edifice is crowned by a large stupa at the center of the top circle. The way to the summit extends through some 4.8 km (some 3 mi) of passages and stairways. The design of Borobudur, a temple-mountain symbolizing the structure of the universe, influenced temples built at Angkor, Cambodia. Borobudur was rededicated as an Indonesian national monument in 1983 following extensive reclamation, aided by the United Nations.
(Microsoft ® Encarta ® Reference Library 2005)
ACTIVITY 10
How far can you understand the text? Answer the questions below to check your comprehension. Check your answers with they key provided.
1. What is being described?
2. Where is it located?
3. Can you describe it?
4. What are the first five terraces like?
5. Where is the large stupa crowned?
6. What tenses are mostly used in the text?
7. Can you find adjectives in the text? Mention them.
8.
KEY:
1. Borobudur
2. In Magelang, Central Java
3.
4. They are are square and surrounded by walls adorned with Buddhist sculpture in bas-relief …..
5. At the center of the top circle.
6. Present Tense
7. Yes, I can. Eight, five, square, circular, entire, top, Indonesian.
ACTIVITY 11
Analyze the schematic structure and of descriptive text. Then answer the questions below.
Spring Garden Apartment
The Spring Garden Apartment Complex offers you and your family country living at its best.
Surrounded by beautiful woods and hills, Spring Garden is located ten miles outside the city but is only minutes from downtown on the freeway.
Unfurnished two-bedroom apartments are available. Each apartment has a dishwasher, central heating, air conditioning, and a laundry room. Children and pets are welcome.
In addition, there are tennis and basketball courts, two swimming pools, and a playground. There are two parking spaces for each apartment.
(Source: Interchange 3: English for International Communication, 1995)
1. What does the writer want with this text?
2. What does the text describe?
3. Where can you possibly find this kind of text?
4. Mention some adjectives in the text.
5. What tenses are mostly used? Give examples.
KEY:
1. He wants to advertise something.
2. It describes the Spring Garden Apartment.
3. In the newspaper, magazines and brochures.
4. unfurnished, two-bedroom, available, two
5. Present Tense.
6. example: The Spring Garden Apartment Complex offers you and your family country living at its best
ACTIVITY 12
Try to make a descriptive text of one particular place in pairs. First, find some detailed information about it. Complete the table below:
Location Weather Distance from the closest big city population Interesting places Other features
After you complete the table, try to make it into paragraph. Don’t forget to use the generic structure and language features that you have learned.
Generic structure:
1. identification
2. description
Language feature:
1. Adjectives
2. Present Tense.
When you have finished, ask other pairs to read your writing and ask the to give some comments. Finally, rewrite your text.
ACTIVITY 13
Assignment
Do the following activity individually.
Try again the activity 12 but this time, please work invidually. When you feel ready, exchange your text with your friend.
POST TEST
READ THE TEXT AND ANSWER THE QUESTIONS THAT FOLLOW
TEXT 1
London, the capital city of England, has been one of the major cities in Europe for centuries. Because of its long history, it has many old buildings.
The historical centre of London is now relatively small area still known as the City, which covers only about 2.6 sq km (about 1 sq mi). The City is capitalized, to distinguish it from the larger metropolis. This is where London began as a Roman colonial town around AD 50, at the point where the Romans built the first bridge in London. Today this area is one of the world’s leading financial centres. Most of the financial activities are crowded along Threadneedle Street, near the intersection known as the Bank, which includes the huge Bank of England complex, the Royal Exchange, and the Stock Exchange. The permanent residential population of the city is now less than 6000, but about 350,000 commute here daily to work. The only large residential portion of the City is the Barbican Centre, a concrete complex of towers, parking garages, and pedestrian walkways located on the northern edge of the City. The Barbican was built to replace older buildings destroyed in World War II (1939-1945), when Germans heavily bombed London.
1. The first paragraph of the text as …
a. description
b. orientation
c. reorientation
d. identification
e. complication
2. Threadneedle Street is very famous because …
a. it is near the intersection as the Bank
b. the Romans built the first bridge in London
c. the only large residential portion of the City is the Barbican Centre
d. most of the financial activities are crowded
e. buildings were destroyed in World War II (1939-1945)
3. The only large residential portion of the City is the Barbican Centre, a concrete complex of towers, parking garages, and pedestrian walkways … .
The underlined word has the similar meaning with ….
a. walker
b. tourist
c. banker
d. citizen
e. stalker
TEXT 2
Lake Toba, which is situated in the centre of Bukit Barisan mountain range, is an interesting mountain ____8____ with Samosir island in centre of the lake. It boasts many modern hotels and has facilities for water sports such as boating, water skiing and swimming.
In West Sumatra, the centre of culture and tourism in Bukit Tinggi, situated in the highlands north of the provincial ____9____ of Padang. West Sumatra is a land of scenic beauty with green lakes and blue mountains.
Java has a great number of attractions, including the world renowned Botanical Gardens in Bogor, and the wildlife reserve of Ujung Kulon in the south-west of the island. There is also Borobudur, a gigantic Buddhist shrine, is situated 42 kilometers north -west of Yogyakarta.
The Ijen crater lies in East Java and provides hot springs, waterfalls and free roaming deers as well as a sulphur crater. A three hour drive from Surabaya and a pony ride from the village of Ngadisari will take you to mount Bromo, which is an active volcano with sulphur fumes and smoke emited from its depths. The inhabitants of the ____10____ area believe in the Got of Bromo and bring offerings to his deity.
Bali is different from the rest of Indonesia because of its ____11____ form of Hinduism called “Hindu Dharma.” Religion is the main source of traditional customs in family and community life. Religion is the soul of a Balinese and it finds its expression in art. Many articles and books have been written on Bali.
4. a. crater d. volcano
b. rim e. resort
c. flowers
5. a. capital d. area
b. city e. location
c. town
6. a. farthest d. poor
b. suburb e. crowded
c. surrounding
7. a. famous d. various
b. similar e. good
c. unique
THE FOLLOWING ITEMS ARE NOT RELATED TO THE TEXT
8 Every night the watchman turns on the light and . . . around the building every half hour.
a Walks
b Is walking
c To be walking
d Walking
e To walk
9 Arif : Do you have to work late today?
Jihan : . . . .
a Yes, I have.
b No, I haven’t.
c Yes, I do.
d No, I don’t have.
e Yes, I do have.
10 The city is more . . . . after the authority put some more Said trees and water spring in front of the city hall.
a attract
b attracts
c attraction
d attractive
e attracted
ESSAY
Write a text of description on the following information. Use the correct generis structure and language feature that you have learned.
Official Name : Indonesia
Area : 1,904,443 sq km
Population : 238,452,950
Languages : Bahasa Indonesia (modified form of Malay; official), English, Dutch, Sundanese, Arabic, Chinese, and local dialects, especially Javanese (about 300 languages and dialects are spoken).
Main cities : Jakarta, Bandung, Semarang, Surabaya, Medan, Palembang
Religion : Muslim: 87 percent, Protestant: 6 percent, Roman Catholic: 3 percent, Hindu: 2 percent, Buddhist: 1 percent, Other 1: percent
Major export : Petroleum and petroleum products, natural and manufactured gas, wood and wood products, food products, textiles, metal ores, footwear, electrical and electronic products
My motherland, Indonesia
Indonesia is a great country.
This country is archipelagic. It has lots of islands. The country’s territory is very wide. It covers 1,904,443 sq km. …………………………………………………..
………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………
KEY:
1.
2.
GLOSSARY
Adjectives : words that modify nouns
Present Tense : the sentence structure that is used in expressing general truth and habitual action
Descriptive text : a type of text that is used to describe one prticular thing, person or place.
Generis structure: a common structure that is usually used by most descriptive text.
Language feature : some featurs in the text which délas with linguistic terms.
Identification : general description on something
Description : detailed description of something which may incluye physical feature, habit etc.
BIBLIOGRAPHY
Microsoft® Encarta® Reference Library 2003. © 1993-2002 Microsoft Corporation. All rights reserved.
Hartono, Rudy, English for the Tenth Grade of SMA/KTSP-2007
Setiawan Djauhari, Otong, Bimbingan Pemantapan Bahasa Inggris, Yrama Yudha 2002
ARTIKEL ILMIAH
PTK
(PENELITIAN TINDAKAN KELAS)
Judul : Tujuan Dan Manfaat Dan Persyaratan Penelitian Tindakan Kelas
Tujuan Dan Manfaat Dan Persyaratan Penelitian Tindakan Kelas
A. Prolog
Guru merupakan komponen penting dalam sistem pendidikan. Keberhasilan suatu pendidikan tidak dapat dilepaskan dari peran guru. Guru harus senantiasa didorong untuk mampu mengembangkan dirinya sendiri untuk mencapai tingkat kualitas tertentu, mempertahankan dan memelihara kualitas itu dalam bentuk penjaminan kualitas, untuk senantiasa melakukan upaya peningkatan kualitas kerjanya secara berkelanjutan. Kualitas kinerja professional seorang guru tidak hanya sebatas menguasai bahan ajar dan menerapkan metode pembelajaran yang baik.
Lebih dari itu, guru harus memahami keadaan dan kebutuhan peserta didik yang unik dan bervariasi antara siswa yang satu dengan yang lainnya dan selalu berkembang dengan cepat dan sulit untuk diperkirakan sebelumnya. Pendekatan kearah pencapaian kualitas guru seperti itu akan berhasil melalui metode penelitian tindakan kelas (PTK) atau classroom action research (CAR). Dalam pendekatan ini, guru senantiasa berusaha untuk mengintegrasikan ilmu ke dalam praktek, baik ilmu tentang bahan yang diajarkan, maupun ilmu tentang bagaimana mengajar, dan bagaimana bergaul dengan peserta didik. Dengan demikian, dia akan menjadi guru peneliti yang reflektif (reflective teacher - researcher).
B. Content
1. Pengertian Penelitian Tindakan Kelas
Dalam bidang pendidikan, khususnya dalam praktik pembelajaran, penelitian tindakan berkembang menjadi Penelitian Tindakan Kelas (PTK) atau Classroom Action Reserach (CAR). PTK adalah penelitian tindakan yang dilaksanakan di dalam kelas ketika pembelajaran berlangsung. PTK dilakukan dengan tujuan untuk memperbaiki atau meningkatkan kualitas pembelajaran. PTK berfokus pada kelas atau pada proses pembelajaran yang terjadi adi di dalam kelas.
Suharsimi (2002) menjelaskan PTK melalui gabungan definisi dari tiga kata yaitu "Penelitian" + "Tindakan" + "Kelas". Makna setiap kata tersebut adalah sebagai berikut.
Penelitian; kegiatan mencermati suatu obyek dengan menggunakan cara clan metodologi tertentu untuk memperoleh data atau informasi yang bermanfaat dalam memecahkan suatu masalah.
Tindakan; sesuatu gerak kegiatan yang sengaja dilakukan dengan tujuan tertentu. Tindakan yang dilaksanakan dalam PTK berbentuk suatu rangkaian siklus kegiatan.
Kelas; sekelompok siswa yang dalam waktu yang sama, menerima pelajaran yang sama dari guru yang sama pula. Siswa yang belajar tidak hanya terbatas dalam sebuah ruangan kelas saja, melainkan dapat juga ketika siswa seclang, melakukan karyawisata, praktikum di laboratorium, atau belajar tempat lain di bawah arahan guru.
Berdasarkan pengertian di atas, komponen yang terdapat dalam sebuah kelas yang dapat clijadikan sasasaran PTK adalah sebagai berikut.
1. Siswa, dapat dicermati obyeknya ketika siswa sedang mengikuti proses pembelajaran. Contoh permasalahan tentang siswa yang dapat menjadi sasaran PTK antara lain perilaku disiplin siswa, motivasi atau semangat belajar siswa, keterampilan berpikir kritis, kemampuan memecahkan masalah clan lain-lain.
2. Guru, dapat dicermati ketika yang bersangkutan sedang mengajar atau membimbing siswa. Contoh permasalahan tentang guru yang dapat menjadi sasaran PTK antara lain penggunaan metode atau strategi pembelajaran, penggunaan pendekatan pembelajaran, clan sebagainya.
3. Materi pelajaran, dapat dicermati ketika guru sedang mengajar atau menyajikan materi pelajaran yang ditugaskan pada siswa. Contoh permasalahan tentang materi yang dapat menjadi sasaran PTK misalnya urutan dalam penyajian materi, pengorganisasian materi, integrasi materi, clan lain sebagainya.
4. Peralatan atau sarana pendidikan, dapat dicermati ketika guru sedang mengajar dangan menggunakan peralatan atau sarana pendidikan tertentu. Contoh permasalahan tentang peralatan atau sarana pendidikan yang dapat menjadi sasaran PTK antara lain pemanfaatan laboratorium, penggunaan media pembelajaran, clan penggunaan sumber belajar.
5. Hasil pembelajaran yang ditinjau dari tiga ranch (kognitif, afektif, psikomotorik), merupakan produk yang harus ditingkatkan melalui PTK. Hasil pembelajaran akan terkait dengan tindakan yang dilakukan serta unsur lain dalam proses pembelajaran seperti metode, media, guru, atau perilaku belajar siswa itu sendiri.
6. Lingkungan, baik lingkungan siswa di kelas, sekolah, maupun yang lingkungan siswa di rumah. Dalam PTK, bentuk perlakuan atau tindakan yang dilakukan adalah mengubah kondisi lingkungan menjadi lebih kondusif misalnya melalui penataan ruang kelas, penataan lingkungan sekolah, dan tindakan lainnya.
7. Pengelolaan, merupakan kegiatan dapat diatur/direkayasa dengan bentuk tindakan. Contoh permasalahan tentang pengelolaan yang dapat menjadi sasaran PTK antara lain pengelompokan siswa, pengaturan jadwal pelajaran, pengaturan tempat duduk siswa, penataan ruang kelas, dan lain sebagainya.
Karena makna "kelas" dalam PTK adalah sekelompok peserta didik yang sedang belajar serta guru yang sedang memfasilitasi kegiatan belajar, maka permasalahan PTK cukup lugs. Permasalahan tersebut di antaranya adalah sebagai berikut.
1. Masalah belajar siswa di sekolah, seperti misalnya permasalahan pem¬belajaran di kelas, kesalahan-kesalahan dalam pembelajaran, miskonsepsi, misstrategi, dan lain sebagainya.
2. Pengembangan profesionalisme guru dalam rangka peningkatan mutu perencanaan, pelaksanaan serta evaluasi program clan hasil pembela¬jaran.
3. Pengelolaan dan pengendalian, misalnya pengenalan teknik modifi¬kasi perilaku, teknik memotivasi, clan teknik pengembangan potensi diri.
4. Desain dan strategi pembelajaran di kelas, misalnya masalah pengelo¬laan dan prosedur pembelajaran, implementasi clan inovasi penggunaan metode pembelajaran (misalnya penggantian metode mengajar tradisional dengan metode mengajar barn), interaksi di dalam kelas (misalnya penggunaan stretegi pengajaran yang didasarkan pada pendekatan tertentu).
5. Penanaman dan pengembangan sikap Berta nilai-nilai, misalnya pengembangan pola berpikir ilmiah dalam diri siswa.
6. Alat bantu, media clan sumber belajar, misalnya penggunaan media perpustakaan, dan sumber belajar di dalam/luar kelas.
7. Sistem assesment atau evaluasi proses dan hasil pembelajaran, seperti misalnya masalah evaluasi awal dan hasil pembelajaran, pengembangan instrumen penilaian berbasis kompetensi, atau penggunaan alai, metode evaluasi tertentu
8. Masalah kurikulum, misalnya implementasi KBK, urutan penyajian meteri pokok, interaksi antara guru dengan siswa, interaksi antara siswa dengan materi pelajaran, atau interaksi antara siswa dengan lingkungan belajar.
Berdasarkan cakupan permasalannya, seorang guru akan dapat menemukan penyelesaian masalah yang terjadi di kelasnya melalui PTK. Hal ini dapat dilakukan dengan menerapkan berbagai ragam teori dan teknik pembelajaran yang relevan. Selain itu, PTK dilaksanakan secara bersamaan dangan pelaksanaan tugas utama guru yaitu mengajar di dalam kelas, ticlak perlu hares meninggalkan siswa. Dengan demikian, PTK merupakan suatu bentuk penelitian yang melekat pada guru, yaitu mengangkat masalah¬masalah aktual yang dialami oleh guru di lapangan. Dengan melaksanakan PTK, diharapkan guru memiliki peran ganda yaitu sebagai praktisi clan sekaligus peneliti.
C. Tujuan dan Manfaat Penelitian Tindakan Kalas
Tujuan utama PTK adalah untuk memecahkan permasalahan nyata yang terjadi di dalam kelas sekaligus mencari jawaban ilmiah mengapa hal tersebut dapat dipecahkan melalui tindakan yang akan dilakukan. PTK juga bertujuan untuk meningkatkan kegiatan nyata guru dalam pengembangan profesinya. Tujuan khusus PTK adalah untuk mengatasi berbagai persoalan nyata guna memperbaiki atau meningkatkan kualitas proses pembelajaran di kelas. Secara lebih rinci tujuan PTK antara lain:
(1) Meningkatkan mutu isi, masukan, proses, dan hasil pendidikan dan pembelajaran di sekolah.
(2) Membantu guru dan tenaga kependidikan lainnya dalam mengatasi masalah pembelajaran dan pendidikan di dalam dan luar kelas.
(3) Meningkatkan sikap profesional pendidik dan tenaga kependidikan.
Dengan memperhatikan tujuan dan hasil yang dapai dapat dicapai melalui PTK, terdapat sejumlah manfaat PTK antara lain sebagai berikut:
(1) Menghasilkan laporan-laporan PTK yang dapat dijadikan bahan panduan bagi para pendidik (guru) untuk meningkatkan kulitas pembelajaran. Selain itu hasil-hasil PTK yang dilaporkan dapat dijadikan sebagai bahan artikel ilmiah atau makalah untuk berbagai kepentingan antara lain disajikan dalam forum ilmiah dan dimuat di jurnal ilmiah
(2) Menumbuhkembangkan kebiasaan, budaya, dan atau tradisi meneliti dan menulis artikel ilmiah di kalangan pendidik. Hal ini ikut menclukung professionalisme dan karir pendidik.
(3) Memupuk dan meningkatkan kerterlibatan, kegairahan, ketertarikan, kenyamanan dan kesenganan siswa dalam mengikuti pembelajaran di kelas. Disamping itu hasil belajar siswapun dapat meningkat.
D. Persyaratan PTK
1. Harus tertuju atau mengenai hal-hal yang terjadi di dalam pembelajaran dan diharapkan dapat meningkatkan kualitas pembelajaran.
2. Menuntut dilakukannya pencermatan secara terus menerus, ohjektif, dan sistematis. Hasil pencermatan ini digunakan sebagai bahan untuk menentukan tindak lanjut yang harus diambil segera oleh peneliti
3. Dilakukan sekurang-kurangnya dalam dua siklus tindakan yang berurutan.
4. Terjadi secara wajar, tidak mengubah aturan yang sudah ditentukan, dalam arti tidak mengubah jadwal yang berlaku.
5. Harus betul-betul disadari oleh pemberi maupun pelakunya, sehingga pihak-pihak yang bersangkutan dapat mengemukakan kembali apa yang dilakukan dibandingkan dengan rencana yang sudah dibuat sebelumnya.
6. Harus benar-benar menunjukkan adanya tindakan yang dilakukan oleh sasaran tindakan, yaitu siswa yang sedang belajar.
E. Penutup
Bagaikan mata uang yang memiliki dua sisi, begitu juga dengan penelitian tindakan kelas. Ada dua keuntungan nyata yang menjadi efek apabila seorang guru melaksanakan penelitian tindakan kelas. Pertama adalah dapat meningkatkan kualitas hasil belajar siswa dan yang kedua, adalah merupakan salah satu upaya untuk meningkatkan profesionalitas guru. Dengan catatan, bila penelitian tindakan kelas dilakukan secara baik dan benar.
PTK akan berhasil baik dan signifikan apabila sebelum melaksanakannya seorang guru harus sudah mengetahui konsep dasar tentang bagaimana melaksanakan PTK. Mulai dari pengertian PTK, tujuan, prinsip, model, persayaratan, dan sasaran/objek yang bisa dikenai tindakan.
DAFTAR PUSTAKA
Arikunto,suharsimi,suhardjon dan supardi. Penelitian tindakan kelas. Jakarta: bumi aksara. 2008
Aqib zainal. Penelitian tindakan kelas. Bandung : Yrama Widya. 2009.
Kunandar,Spd.M.Si. Langkah Mudah Penelitian Tindakan kelas sebagai pengembangan propesi guru. Jakarta : Rajawali Pers. 2008.
docs.google.com
re-searchengines.com
Jumat, 22 Juli 2011
Belajar Bahasa Jepang
1 |Ahmad Hasnan, Bahasa Jepang,Menyatakan Tujuan
http://oke.or.id
i
Copyright © Ahmad Hasnan
Artikel ini boleh dicopy ,diubah , dikutip, di cetak dalam media kertas atau yang lain,
dipublikasikan kembali dalam berbagai bentuk dengan tetap mencantumkan nama
penulis dan website oke.or.id tanpa ada tujuan komersial, untuk tujuan komersial
silahkan hubungi penulis di hasnan@gmail.com
Oleh :
Ahmad Hasnan
http://japanese-tutorial.blogspot.com/
www.oke.or.id
Menyatakan
Tujuan。
Menyambung tutorial-tutorial sebelumnya, untuk edisi kali ini saya ingin berbagi
tentang mengungkapkan tujuan, banyak cara untuk mengungkapkan tujuan, seperti
halnya di bahasa kita sendiri, misalnya “saya pergi untuk…”, “saya belajar supaya…”,
“ saya menulis agar…” demikian juga dalam bahasa jepang, banyak cara untuk
menyatakan tujuan. Lebih jelasnya perhatikan percakapan Nakamura dan Yamamoto
berikut.
中村
なかむら
： どこへ 行
い
きますか。
Nakamura : doko e ikimasuka
: mau kemana?
山本
やまもと
：プランス語
ご
学校
がっこう
です。
Yamamoto : puransugo gakkou desu.
: ke sekolah bahasa perancis
Untuk .. Tameni
V.ru ために。。。
Poiintt
Partikel e
Ditulis dari huruf
hiragana he (へ)
dibaca e, bila menjadi
artikel, cara menulis
dengan computer
masih menggunakan
kata he
partikel ini sering dipakai
untuk menyambung
dengan tujuan tempat
2 |Ahmad Hasnan, Bahasa Jepang,Menyatakan Tujuan
http://oke.or.id
中村 ：プランス語 勉強
べんきょう
するんですか
: puransugo benkyousurundesuka?
: belajar bahasa perancis ya?
山本 ：そうではないけど。。
Soudewanaikedo…
Bagaimana yah..(iya tapi..)
中村 ：ええ。。何をために ですか。
Eee.. nani o tameni desuka?
Lalu untuk apa?
山本 ：ええ。。と、プランス料理大好
りょうりだいす
きですから、プランス料理勉
強するために、プランス語
ご
を習
なら
っています。
ee..to, puransu ryouri daisuki desukara, puransu ryouri benkyousuru tameni,
puransu go o naratteimasu.
Hmmmm… karena (saya) sangat suka masakan prancis, untuk belajar
masakan perancis saya belajar bahasa perancis
中村 ：あああ。。すごい ですね。。、出来
でき
たら、私も 教
おし
えてい
ただきますか。
Aaaa.. sugoi desune.., dekitara, watashimo oshiete itadakimasuka?
Wah.. hebat bener, kalau sudah bisa, ajari saya juga yah..?
山本 ：はい、出来
でき
れば。。。
Hai, dekireba…
Baik, bila bisa yah..
Tata Bahasa
Untuk mengungkapkan tujuan secara langsung, format tameni lebih tepat untuk
dipakai, sebab format ini sering digunakan untuk mengungkapkan tujuan pembicara
setelah pembicara mengungkapkan alasannya, sehingga tujuan yang dituju oleh
pembicara benar-benar jelas dan dapat dipahami dengan mudah. Perhatikan tata
bahasanya berikut ini
Kalimat A V.ru ＋tame + ni + kalimat B
…. A …. V.ru ために、….B
Bila di terjemahkan dalam bahasa Indonesia
Untuk A, kalimat B
Akhiran n
。。ん
Dipakai sebagai
pengungkapan
perasan, dan
ketertarikan terhadap
pembicaraan lawan
Nani o tameni
Salah satu bentuk
singkat untuk
bertanya ”untuk apa?”
desukara,
ungkapan alasan
sebelum memberikan
jawaban tujuan, ada
baiknya
mengungkapkan
alasanya terlebih
dahulu
sugoi
kata hiperlatif untuk
kagum, memuji
kehebatan
3 |Ahmad Hasnan, Bahasa Jepang,Menyatakan Tujuan
http://oke.or.id
Sebelum kata tame, digunakan kata kerja bentuk kamus, atau biasa disebut dengan
verb. Ru, karena umumnya kata kerja bentuk kamus berakhiran ru,
Contoh Penggunaan
Berikut adalah contoh penggunaan dari pola kalimat yang menggunakan tame (ni)
1. われ われは何をために ここでいますか。
Ware ware wa nani o tameni kokode imasuka
Untuk apakah kita berada disini?
2. コーヒ 飲
の
む ために、クリムを買
か
います。
Ko-hi nomu tameni, kurimu o kaimasu.
Untuk minum kopi, (saya) membei krim.
3. 彼女
かのじょ
のため、ホランダへ行きます。
Kanojyonotame, horanda e ikimasu.
Untuk dia, (aku) pergi ke Belanda.
Kosa Kata
彼女
かのじょ
Kanojyo Dia (perempuan)
ホランダ Horanda Belanda
飲
の
む
Nomu Minum
習
なら
う
Narau Mempelajari (learn)
料理
りょうり
Ryouri Masakan
勉強
べんきょう
する
Benkyousuru Belajar (study)
iPenulis menerima saran, kritik, request artikel untuk perbaikan penulisan artikel selanjutnya, silahkan
hubungi penulis di hasnan@gmail.com
Partikel o (を)
Partikel ini diambil
dari hiragana wo,
ingat partikel ini di
baca o, bukan wo,
namun penulisanya
baik di computer
maupun bukan
tetap menggunakan
huruf wo.
Saya
Subyek saya, dalam
bahasa jepang
jarang ditulis,
namun kalimat yang
ada tetap
mengandung
subyek
tersembunyi.
Kanojyo
Kata ini bisa berarti
dia untukkata
penganti
perempuan, namun
bila ada penekanan
dalam kalimat,
kanojyo berarti dia
yang special, bisa
diartikan sebagai
belahan jiwa, pacar,
atau sahabat yang
sangat berarti.http://www.google.co.id/url?sa=t&source=web&cd=6&ved=0CDUQFjAF&url=ftp%3A%2F%2F119.2.47.29%2Fpublic_files_smkn1pungging%2Fumum%2Fb_jepang%2Funtuk-tameni.pdf&rct=j&q=%22belajar%20bahasa%20perancis%22filetype%3Apdf&ei=UUkqTqKqBMr3rQfB3_GxDQ&usg=AFQjCNHkWcjhli_sVxFWW3k1cAzWRkHptA&cad=rja
http://oke.or.id
i
Copyright © Ahmad Hasnan
Artikel ini boleh dicopy ,diubah , dikutip, di cetak dalam media kertas atau yang lain,
dipublikasikan kembali dalam berbagai bentuk dengan tetap mencantumkan nama
penulis dan website oke.or.id tanpa ada tujuan komersial, untuk tujuan komersial
silahkan hubungi penulis di hasnan@gmail.com
Oleh :
Ahmad Hasnan
http://japanese-tutorial.blogspot.com/
www.oke.or.id
Menyatakan
Tujuan。
Menyambung tutorial-tutorial sebelumnya, untuk edisi kali ini saya ingin berbagi
tentang mengungkapkan tujuan, banyak cara untuk mengungkapkan tujuan, seperti
halnya di bahasa kita sendiri, misalnya “saya pergi untuk…”, “saya belajar supaya…”,
“ saya menulis agar…” demikian juga dalam bahasa jepang, banyak cara untuk
menyatakan tujuan. Lebih jelasnya perhatikan percakapan Nakamura dan Yamamoto
berikut.
中村
なかむら
： どこへ 行
い
きますか。
Nakamura : doko e ikimasuka
: mau kemana?
山本
やまもと
：プランス語
ご
学校
がっこう
です。
Yamamoto : puransugo gakkou desu.
: ke sekolah bahasa perancis
Untuk .. Tameni
V.ru ために。。。
Poiintt
Partikel e
Ditulis dari huruf
hiragana he (へ)
dibaca e, bila menjadi
artikel, cara menulis
dengan computer
masih menggunakan
kata he
partikel ini sering dipakai
untuk menyambung
dengan tujuan tempat
2 |Ahmad Hasnan, Bahasa Jepang,Menyatakan Tujuan
http://oke.or.id
中村 ：プランス語 勉強
べんきょう
するんですか
: puransugo benkyousurundesuka?
: belajar bahasa perancis ya?
山本 ：そうではないけど。。
Soudewanaikedo…
Bagaimana yah..(iya tapi..)
中村 ：ええ。。何をために ですか。
Eee.. nani o tameni desuka?
Lalu untuk apa?
山本 ：ええ。。と、プランス料理大好
りょうりだいす
きですから、プランス料理勉
強するために、プランス語
ご
を習
なら
っています。
ee..to, puransu ryouri daisuki desukara, puransu ryouri benkyousuru tameni,
puransu go o naratteimasu.
Hmmmm… karena (saya) sangat suka masakan prancis, untuk belajar
masakan perancis saya belajar bahasa perancis
中村 ：あああ。。すごい ですね。。、出来
でき
たら、私も 教
おし
えてい
ただきますか。
Aaaa.. sugoi desune.., dekitara, watashimo oshiete itadakimasuka?
Wah.. hebat bener, kalau sudah bisa, ajari saya juga yah..?
山本 ：はい、出来
でき
れば。。。
Hai, dekireba…
Baik, bila bisa yah..
Tata Bahasa
Untuk mengungkapkan tujuan secara langsung, format tameni lebih tepat untuk
dipakai, sebab format ini sering digunakan untuk mengungkapkan tujuan pembicara
setelah pembicara mengungkapkan alasannya, sehingga tujuan yang dituju oleh
pembicara benar-benar jelas dan dapat dipahami dengan mudah. Perhatikan tata
bahasanya berikut ini
Kalimat A V.ru ＋tame + ni + kalimat B
…. A …. V.ru ために、….B
Bila di terjemahkan dalam bahasa Indonesia
Untuk A, kalimat B
Akhiran n
。。ん
Dipakai sebagai
pengungkapan
perasan, dan
ketertarikan terhadap
pembicaraan lawan
Nani o tameni
Salah satu bentuk
singkat untuk
bertanya ”untuk apa?”
desukara,
ungkapan alasan
sebelum memberikan
jawaban tujuan, ada
baiknya
mengungkapkan
alasanya terlebih
dahulu
sugoi
kata hiperlatif untuk
kagum, memuji
kehebatan
3 |Ahmad Hasnan, Bahasa Jepang,Menyatakan Tujuan
http://oke.or.id
Sebelum kata tame, digunakan kata kerja bentuk kamus, atau biasa disebut dengan
verb. Ru, karena umumnya kata kerja bentuk kamus berakhiran ru,
Contoh Penggunaan
Berikut adalah contoh penggunaan dari pola kalimat yang menggunakan tame (ni)
1. われ われは何をために ここでいますか。
Ware ware wa nani o tameni kokode imasuka
Untuk apakah kita berada disini?
2. コーヒ 飲
の
む ために、クリムを買
か
います。
Ko-hi nomu tameni, kurimu o kaimasu.
Untuk minum kopi, (saya) membei krim.
3. 彼女
かのじょ
のため、ホランダへ行きます。
Kanojyonotame, horanda e ikimasu.
Untuk dia, (aku) pergi ke Belanda.
Kosa Kata
彼女
かのじょ
Kanojyo Dia (perempuan)
ホランダ Horanda Belanda
飲
の
む
Nomu Minum
習
なら
う
Narau Mempelajari (learn)
料理
りょうり
Ryouri Masakan
勉強
べんきょう
する
Benkyousuru Belajar (study)
iPenulis menerima saran, kritik, request artikel untuk perbaikan penulisan artikel selanjutnya, silahkan
hubungi penulis di hasnan@gmail.com
Partikel o (を)
Partikel ini diambil
dari hiragana wo,
ingat partikel ini di
baca o, bukan wo,
namun penulisanya
baik di computer
maupun bukan
tetap menggunakan
huruf wo.
Saya
Subyek saya, dalam
bahasa jepang
jarang ditulis,
namun kalimat yang
ada tetap
mengandung
subyek
tersembunyi.
Kanojyo
Kata ini bisa berarti
dia untukkata
penganti
perempuan, namun
bila ada penekanan
dalam kalimat,
kanojyo berarti dia
yang special, bisa
diartikan sebagai
belahan jiwa, pacar,
atau sahabat yang
sangat berarti.http://www.google.co.id/url?sa=t&source=web&cd=6&ved=0CDUQFjAF&url=ftp%3A%2F%2F119.2.47.29%2Fpublic_files_smkn1pungging%2Fumum%2Fb_jepang%2Funtuk-tameni.pdf&rct=j&q=%22belajar%20bahasa%20perancis%22filetype%3Apdf&ei=UUkqTqKqBMr3rQfB3_GxDQ&usg=AFQjCNHkWcjhli_sVxFWW3k1cAzWRkHptA&cad=rja
{running} mommy.: breast review.
{running} mommy.: breast review.: "so a few of you expressed interest in my breasts. what they look and feel like, and how i'm recovering. while i'm perfectly comfortable show..."
Rabu, 20 Juli 2011
Perpustakaan Dalam Dunia Pendidikan Islam
Perpustakaan Dalam Dunia Pendidikan Islam: "PERPUSTAKAAN DALAM DUNIA PENDIDIKAN ISLAM; Pengembangan Perpustakaan Pondok Pesantren Raudhatul ‘Ulum (PPRU) Oleh: Elfi Moralita Pustakawan Muda UPT Perpustakaan Universitas Sriwijaya Abstrak Tulisan ini membahas perpustakaan dalam dunia pendidikan Islam secara umum dan pengembangan perpustakaan Pondok Pesantren Raudhtaul Ulum secara khusus. Perpustakaan dalam dunia pendidikan Islam telah maju sejak berabad yang lalu. Namun aktifitas perpustakaan itu sempat terhenti karena perang dan sebab lainnya yang berimbas juga pada kemunduran dalam dunia pendidikan Islam. Saat ini kesadaran umat Islam un"
Selasa, 19 Juli 2011
How to Teach Reading
How to Teach Reading: "
"
Traditionally, the purpose of learning to read in a language has been to have access to the literature written in that language. In language instruction, reading materials have traditionally been chosen from literary texts that represent 'higher' forms of culture.
This approach assumes that students learn to read a language by studying its vocabulary, grammar, and sentence structure, not by actually reading it. In this approach, lower level learners read only sentences and paragraphs generated by textbook writers and instructors. The reading of authentic materials is limited to the works of great authors and reserved for upper level students who have developed the language skills needed to read them.
The communicative approach to language teaching has given instructors a different understanding of the role of reading in the language classroom and the types of texts that can be used in instruction. When the goal of instruction is communicative competence, everyday materials such as train schedules, newspaper articles, and travel and tourism Web sites become appropriate classroom materials, because reading them is one way communicative competence is developed. Instruction in reading and reading practice thus become essential parts of language teaching at every level.
Reading Purpose and Reading Comprehension
Reading is an activity with a purpose. A person may read in order to gain information or verify existing knowledge, or in order to critique a writer's ideas or writing style. A person may also read for enjoyment, or to enhance knowledge of the language being read. The purpose(s) for reading guide the reader's selection of texts.
The purpose for reading also determines the appropriate approach to reading comprehension. A person who needs to know whether she can afford to eat at a particular restaurant needs to comprehend the pricing information provided on the menu, but does not need to recognize the name of every appetizer listed. A person reading poetry for enjoyment needs to recognize the words the poet uses and the ways they are put together, but does not need to identify main idea and supporting details. However, a person using a scientific article to support an opinion needs to know the vocabulary that is used, understand the facts and cause-effect sequences that are presented, and recognize ideas that are presented as hypotheses and givens.
Reading research shows that good readers
- Read extensively
- Integrate information in the text with existing knowledge
- Have a flexible reading style, depending on what they are reading
- Are motivated
- Rely on different skills interacting: perceptual processing, phonemic processing, recall
- Read for a purpose; reading serves a function
Reading as a Process
Reading is an interactive process that goes on between the reader and the text, resulting in comprehension. The text presents letters, words, sentences, and paragraphs that encode meaning. The reader uses knowledge, skills, and strategies to determine what that meaning is.
Reader knowledge, skills, and strategies include
- Linguistic competence: the ability to recognize the elements of the writing system; knowledge of vocabulary; knowledge of how words are structured into sentences
- Discourse competence: knowledge of discourse markers and how they connect parts of the text to one another
- Sociolinguistic competence: knowledge about different types of texts and their usual structure and content
- Strategic competence: the ability to use top-down strategies for descriptions), as well as knowledge of the language (a bottom-up strategy)
The purpose(s) for reading and the type of text determine the specific knowledge, skills, and strategies that readers need to apply to achieve comprehension. Reading comprehension is thus much more than decoding. Reading comprehension results when the reader knows which skills and strategies are appropriate for the type of text, and understands how to apply them to accomplish the reading purpose.
Indirect speech exercise
Indirect speech exercise: "Change the following sentences into indirect speech. 1. He said to me, ‘You are very ambitious.’ 2. He said to me, ‘Your father has sent you a gift.’ 3. James said, ‘I am working against heavy odds.’ 4. He said to me, ‘I have often told you not to play with fire.’ 5. ‘You have [...]"
Soon, Early and Quickly
Soon, Early and Quickly: "Soon means ‘a short time after now’. Get well soon. (NOT Get well early.) We will launch a new edition of this book sometime soon. Soon can also mean ‘a short time after then’. It was difficult in the beginning, but I soon got used to it. (NOT It was difficult in the beginning, but [...]"
Sample of Discussion Text: Homework Should Be banned
Text: Homework Should Be banned: "Previous Discussion: Example of Discussion: homework
Source: Jennifer Eather
"
Our class had a debate in the assembly hall today. The topic was that homework should be banned.
Our class argued that homework should be banned because:
- It's too hard for some kids to do homework at home and everyone else knows the work anyway
- It doesn't teach you good study habits. You learn them at school.
- You need more time at home to relax and get outside to exercise and keep fit
- The opposition argued that we should get more homework because:
- Practice makes perfect therefore we need to practice more so we do well at school
- It teaches you good study habits and how to manage your time better
- It keeps you occupied in educational way so you keep out of trouble
Source: Jennifer Eather
Sample of NarrativeText: The Lion and The Mouse
NarrativeText: The Lion and The Mouse: "The Lion and The Mouse
Orientation:
Resolution:
Conflict:
Resolution:
'I have kept my promise, king!' said the mouse.
'Thank you very much.' said the king.
Summaried from buku bahaa Inggris Kelas X SMA (Mitra Pusaka)
"
Orientation:
Once when a lion was asleep, a little mouse began running up and down upon him. This soon awakened the lion.
Conflict:
The Lion was angry. Then he then placed his huge paw upon the little mouse and opened his big jaws to swallow him. 'Pardon, Oh King,' Cried the little mouse, 'Forgive me this time and I promise that I will never do it again. Someday if you need help, I will probably help you, King.'
Conflict:
The Lion was angry. Then he then placed his huge paw upon the little mouse and opened his big jaws to swallow him. 'Pardon, Oh King,' Cried the little mouse, 'Forgive me this time and I promise that I will never do it again. Someday if you need help, I will probably help you, King.'
Resolution:
The lion was so tickled at the idea of the mouse that the mouse may be able to help him one day. Then, the lion lifted up his pay and let mouse go.
Conflict:
Some time after, the lion was caught in a trap and the hunters. They would carry the lion a live to the king. The Lion was tied into a tree while the hunters looked for a wagon to carry the lion on.
Resolution:
Just then, the little mouse happened to pass by and see the sad plight in which the lion was. He went up to the lion and soon bit away the ropes that bound the king of the breasts.
'I have kept my promise, king!' said the mouse.
'Thank you very much.' said the king.
Summaried from buku bahaa Inggris Kelas X SMA (Mitra Pusaka)
Sample of Report Text: Debby Putti
Sample of Report Text: Debby Putti: "Debby Putti
Identifdication:
"
Identifdication:
Debby Putti is a model from Surabaya. Now, she is a student of State Senior High School 71 Surabaya. Debby is the first daughter of Mr. Fajar Putti and Mrs. Ana Karaeng. Debby became a famous model when she won the competition of teenage Model 2005 and YTV Jrang-Jreng 2004.
Description (physical):
Debby is brown-skinned. She is tall and slender. She is 17 years old. Debby has wavy, short, black hair, a pointed nose and rather big ears. Her face is oval and her cheeks are dimpled when she smiles.
Description (The way she dresses):
Debby is an attractive girl in her blue jeans. She likes waeing a cotton jacket and T-Shirt. She always wants to feel relaxed. She is neat and well dressed.
Description (Personality):
Debby is acheerful and friendly girl. Everybody likes her because she is a humorous and creative girl, she gets on well with othe rpeople and she never forces her opinions on other. Bu sometimes Debby is ashort-tempered when she loses her personal things.
Description (Others):
Her hobbies are cooking Japanese food, shopping and singing. Debby has a beautiful voices and her favorite singer Krisdayanti.
summarized from buku bahsa Inggris Kelas X SMA (Mitar Pusaka)
Description (physical):
Debby is brown-skinned. She is tall and slender. She is 17 years old. Debby has wavy, short, black hair, a pointed nose and rather big ears. Her face is oval and her cheeks are dimpled when she smiles.
Description (The way she dresses):
Debby is an attractive girl in her blue jeans. She likes waeing a cotton jacket and T-Shirt. She always wants to feel relaxed. She is neat and well dressed.
Description (Personality):
Debby is acheerful and friendly girl. Everybody likes her because she is a humorous and creative girl, she gets on well with othe rpeople and she never forces her opinions on other. Bu sometimes Debby is ashort-tempered when she loses her personal things.
Description (Others):
Her hobbies are cooking Japanese food, shopping and singing. Debby has a beautiful voices and her favorite singer Krisdayanti.
summarized from buku bahsa Inggris Kelas X SMA (Mitar Pusaka)
Stoner wins Catalunya Grand Prix; News Item Sample
Stoner wins Catalunya Grand Prix; News Item Sample: "News item texts are often found in news paper, magazine radio news and others. News item tells the newsworthy event of the day. I have posted some news items samples and this is another one. Hopefully it helps students to get a better understanding on what and how a news item text is.
Stoner wins Catalunya Gand Prix
Casey Stoner won the Catalunya Grand Prix on Sunday for his third victory in the MotoGP championship this season.
The 2007 world champion overtook Jorge Lorenzo on the first lap and never looked back as the Australian's Honda proved too fast to catch on the 4.727-kilometer (2.937-mile) Catalunya circuit. Lorenzo was second, 2.403 seconds behind. After five races, defending champion Lorenzo holds a seven-point lead over Stoner. While american rider Ben Spies came in third for his first podium of the season.
Stoner said: 'Jorge got off to a good start and I had to wait until the end of the first lap to overtake him and then he couldn't stay with me, fortunately.'
Note: this news item sample is arranged from www.thejakartapost.com/news/2011/06/05/stoner-wins-catalunya-gp.html
"
Stoner wins Catalunya Gand Prix
Casey Stoner won the Catalunya Grand Prix on Sunday for his third victory in the MotoGP championship this season.
The 2007 world champion overtook Jorge Lorenzo on the first lap and never looked back as the Australian's Honda proved too fast to catch on the 4.727-kilometer (2.937-mile) Catalunya circuit. Lorenzo was second, 2.403 seconds behind. After five races, defending champion Lorenzo holds a seven-point lead over Stoner. While american rider Ben Spies came in third for his first podium of the season.
Stoner said: 'Jorge got off to a good start and I had to wait until the end of the first lap to overtake him and then he couldn't stay with me, fortunately.'
Note: this news item sample is arranged from www.thejakartapost.com/news/2011/06/05/stoner-wins-catalunya-gp.html
How (10 questions)
How (10 questions): "
"
Title: How
Topic: Questions
Level: Beginner
Access: Public
Information: Choose the correct answer.
Handout Link: http://www.usingenglish.com/handouts/545.html
Online Quiz Link: http://www.usingenglish.com/quizzes/545.html
To & For (10 questions)
To & For (10 questions): "
"
Title: To & For
Topic: Prepositions
Level: Beginner
Access: Public
Information: Choose the correct answer.
Handout Link: http://www.usingenglish.com/handouts/546.html
Online Quiz Link: http://www.usingenglish.com/quizzes/546.html
if you are a superhero named "super muncher and destroyer" then don't use this comic because panel 2 totally gives away your identity, but really, what kind of a superhero name is that
if you are a superhero named "super muncher and destroyer" then don't use this comic because panel 2 totally gives away your identity, but really, what kind of a superhero name is that: "
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July 19th, 2011: I am in California for Comic Con! It's pretty great because the rental place was short on regular cars so they gave me a convertible instead and I guess that is just how webcartoonists roll now – Ryan  | |||
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