mingu 21 10 12

pg mpe smg- k kos by rian- thx u lord- pg k lawang sewu uts speaking- thx u lord- siang k kfc- thx u lord- sore k olip- thx u lord-

sabtu 20 10 12

a senen jkt- a kalimalang by busway4x angkot x2x- thx u lord- seminar d bsi mpe sore- thx u lord- a senen by angkot 1 x busway 2 x- thx u lord- s smg by train- thx u lord-

jumat 19 10 12

pg k wrg- k unaki'- thx u lord- siang k laundry- k majt- k wrg- k pom- thx u lord- sore k alfa- k dinus- thx u lord- mlm k tawang by ryan- k jkt by train- thx u lord-

kamis 18 10 12

pg k unAKI- THX U LORD- siang k lombok ijo w warih- warih k kos- thx u lord- sore k ikip- thx u lord- mlm k pak rabil w rian- thx u lord-

Prepositions A-Z With Examples

What is a preposition A preposition links nouns, pronouns and phrases to other words in a sentence. The word or phrase that the preposition introduces is called the object of the preposition. A preposition usually indicates the temporal, spatial or logical relationship of its object to the rest of the sentence. These relationships include direction, place, time, cause, manner and amount. A preposition always goes with a noun or pronoun which is called the object of the preposition. There are about 150 prepositions in English. Yet this is a very small number when you think of the thousands of other words in the English language. Many of these prepositions have more than one meaning. Please refer to a dictionary for precise meaning and usage. Examples of Prepositions 1. The book is on the table. 2. The book is beneath the table. 3. The book is leaning against the table. 4. The book is beside the table. 5. She held the book over the table. 6. She read the book during class. List of Single word prepositions a abaft aboard about above absent across afore after against along alongside amid amidst among amongst an apropos around as aside astride at athwart atop barring before behind below beneath beside besides between betwixt beyond but by circa concerning despite down during except excluding failing following for from given in including inside into like mid midst minus near next notwithstanding of off on onto opposite out outside over pace past per plus pro qua regarding round sans save since than through, thru throughout till times to toward towards under underneath unlike until up upon versus via vice, meaning “in place of” with within without worth List of Two word prepositions according to ahead of as of as per as regards aside from because of close to due to except for far from in to inside of instead of left of near to next to on to out from out of outside of owing to prior to pursuant to regardless of right of subsequent to thanks to that of where as List of three word prepositions as far as as well as by means of in accordance with in addition to in case of in front of in lieu of in place of in point of in spite of on account of on behalf of on top of with regard to with respect to Preposition Song Lyrics Sung to the tune of “Yankee Doodle” Aboard, about, above, across Against, along, around Amid, among, after, at Except, for, during, down Behind, below, beneath, beside Between, before, beyond By, in, from, off, on, over, of Until, unto, upon Under, underneath, since, up Like, near, past, throughout, through With, within, without, instead Toward, inside, into, to http://www.thefreeresource.com/prepositions-what-are-prepositions-and-a-list-of-prepositions-with-examples

Prepositional Phrases List

Prepositions bear a great deal of significance in English grammar. They aid in proper construction of sentences and make them grammatically correct. Check out these list of prepositional phrases in this article. Ads by Google Instant Grammar Checker Corrects All Grammar Errors! Check Your Writing For Free Now. www.Grammarly.com/Grammar_Checker Before going through the list of prepositional phrases, I must tell you what a prepositional phrase is. I shall try my best to explain you with some simple examples. For example: she is laughing at me; she is laughing along with me. These two sentences have different meanings. The words, at and along with, are the two prepositions that bring about difference in the meanings of both the sentences. Thus, we can say that prepositional phrases establish a relationship between the subject and the verb by modifying the noun and the verb. They are powerful phrases that introduce sentences in different ways. Parts of Prepositional Phrases A prepositional phrase consists of two parts, namely a preposition and an object of preposition. Preposition is the word that introduces the object of a prepositional phrase and the noun or pronoun that precedes the preposition is known as the object of preposition. Here's the example that will make your concept clear - behind the door. In this sentence, behind is the preposition, and the door, is the noun that acts as an object of preposition. List of Prepositional Phrases Prepositional phrases can be made up of single, double or triple words. The most important aspect of a prepositional phrase is its placement. A grammatically correct sentence conveying the desired meaning can be structured by choosing the right preposition and using it appropriately. • abroad • about • absent • above • across • after • against • along • alongside • amidst • around • among • amongst • aside • astride • as • at • athwart • atop • before • behind • barring • below • beneath • besides • before • beneath • beside • between • betwixt • beyond • by • but • concerning • circa • down • despite • during • excluding • except • failing • following • for • from • given • in • inside • including • into • like • minus • mid • next • near • notwithstanding • of • off • on • opposite • onto • outside • out • over • pace • per • plus • past • pro • qua • regarding • round • since • save • than • throughout • through • than • till • to • times • towards • toward • unlike • under • underneath • up • until • via • versus • vice • with • within • worth • without Double Word Prepositions • along with • ahead of • according to • as of • as per • aside from • as regards • because of • close to • due to • except for • far from • far away • inside of • next to • near to • on to • out from • owing to • out of • outside of • pursuant to • prior to • regard of • regardless of • subsequent to • thanks to • that of Triple Word Prepositions • as well as • as far as • by means of • in addition to • in accordance with • in case of • in front of • in lieu of • in point of • in place of • on behalf of • on account of • on top of • with respect to • with regard to Functions of Prepositions Before embedding prepositions in sentences, you ought to know how prepositions function. They can function as adjectives, adverbs, verbs and nominals. Check out the following sentences to know the correct usage of prepositions. Prepositions as Adjectives When prepositions function as adjectives, they play the role of modifying the nouns. For example: look at the girl with golden hair. In this sentence, the preposition, with, placed just before the adjective, golden, functions to modify the noun, hair. Prepositions as Adverbs When prepositional phrases function as adverbs, they modify the verbs. For example: the tiger runs after the rabbit. In this sentence, the preposition, after, modifies the verb, runs. Prepositions as Verbs When prepositions act as verbs, they give an idiomatic expression to the sentence. It is a combination of verb and preposition that makes a new verb having a distinct meaning. The preposition in a prepositional verb is preceded by a noun or a pronoun. Thus, a prepositional verb is always transitive. In case of such phrases, the object is also placed after the prepositional verb. For example: Ariel has cared for her sister. In this sentence, cared for is the prepositional verb, and sister is the noun. Few other examples of prepositional verbs are: believe in, send for, rely on, look at, care about, etc. Prepositions as Nominals There are some words that function as nouns, but they are not actually nouns. Such words are called nominals in English grammar and they function as nominals when they are placed before prepositional phrases. Prepositional phrases can also be used in conjunction with a verb. For example: the school is next to the park. In this sentence, next to is the preposition, that acts as nominal. Another example is, the melodrama is before the last scene, shows that the preposition, before, is in conjunction with the verb. I hope the aforementioned lists have definitely helped you in understanding correct usage of prepositions within sentences. Wrong prepositions can change the entire meaning of sentences and can lead to incorrect grammatical sentences. We end the article with a small passage. The old building stood for years, after the renovation, by the river bank, beyond the road, over the new bridge, at the end of the farming land, towards the estuary, down the low valley, under the new town, outside the city and past the end of the country road. By Saptakee Sengupta Read more at Buzzle: http://www.buzzle.com/articles/prepositional-phrases-list.html http://www.buzzle.com/articles/prepositional-phrases-list.html

List of Prepositional

Phrases AT at (a) high speed at (the) risk (of) at / by one’s side at / for a fraction of at / from the outset at / in the end at / on sight at / on the double at a / one time at a disadvantage at a discount at a distance at a glance at a guess at a loose and at a loss at a low ebb at a moment’s notice at a price at a rate of at a speed of at a standstill at all costs at all events at an advantage at any cost at any rate at breakfast at ease (with) at face value at fault at full strength at hand at heart at home (with) at issue at large at least at length at liberty at most at night at noon at odds with at once at one’s best at one’s discretion at one’s disposal at one’s leisure at one’s request at peace / war (with) at play at present at random at sea at the / in front of at the age of at the beginning at the expense of at the foot of at the hands of at the height of at the latest at the mercy of at the peak of at the same time at the thought of at the time of at the top of at this juncture at times at war with at work behind the scenes List of Prepositional Phrases BY by (any) chance by / under the name of by / with luck by accident by air /sea /land by all accounts by all means by any standard by appointment by birth by check by coincidence by courtesy of by definition by degrees by design by dint of by far by force by hand by heart by law by marriage by means of by mistake by my watch by nature by no means by oneself by order of by process of by profession by reason of by request by rights by sight by surprise by the side of by virtue of by way of List of Prepositional Phrases FOR for / in a good cause for / to the benefit (of) for a (good) reason for a change for certain / sure for fear of for good for granted for hire for lack of for life for love for my / your, etc. part for real for the good of for the sake of for want of from experience from memory List of Prepositional Phrases IN in (no) time in / at the forefront of in / on demand in / out of focus in / out of one’s element in / out of prison in / out of season in / out of stock in / out of touch (with) in / out of use in / with difficulty in / within sight (of) in a deep sleep in a flash in a heap in a hurry in a mess in a pile in a sense in a temper in abeyance in abundance in accordance with in action in addition to in advance in agony in agreement with in aid of in all likelihood in an instant in an uproar in answer to in anticipation of in arrears in awe of in blossom in brief in bulk in cash in character in charge of in code in collaboration with in combination with in comfort in command of in common in comparison with in compensation for in conclusion in confidence in confinement in confusion in conjunction with in connection with in consequence of in contact with in contrast with / to in control of in convoy in custody in danger in debt in decline in defense of in detail in disgrace in disguise in disorder in dispute in distress in doubt in due course in duplicate in earnest in effect in error in essence in excess of in exchange for in existence in fact in fairness to in favor of in fear of in flames in flower in full in future in gear in general in good / bad condition in good faith in hand in harmony (with) in haste in hiding in high spirits in honor of in horror (of) in ink / pencil in isolation in its infancy in jeopardy in keeping with in labor in league with in length in line with in love with in memory of in mid-air in mind in moderation in mourning (for) in name in office in one’s absence / presence in one’s spare time in operation in opposition to in origin in other words in pain in Parliament in particular in person in pieces in place of in possession of in poverty in practice in preference to in preparation for in principle in private in progress in proportion to / with in public in pursuit of in quantity in question in reality in recognition of in relation to in reply to in reserve in residence in respect of in response to in retrospect in return in revenge for in reverse in ruins in safety in sb’s interest in sb’s opinion in search of in secret in self-defense in settlement of in short in silence in small change in store for in succession in support of in suspense in sympathy with in tears in terms of in terror in the absence of in the aftermath in the balance in the case of in the course of in the distance in the event of in the extreme in the eyes of in the flesh in the form of in the habit of in the interests of in the lead in the light of in the long run in the making in the meantime in the midst of in the mood for in the name of in the night in the open in the process of in the right in the seclusion of in the shade in the space of in the wake of in the way of in the wrong in theory in time for in times of in town in trouble in tune with in turmoil in turn in two minds in twos / threes / tens in uniform in unison in vain in view of in vogue in words of the opinion off / on duty off school off duty off their rocker off their meds List of Prepositional Phrases ON on (the) watch (for) on / behind schedule on / off the record on / off the road on / under oath on / under pain of on /of the air on /off balance on a diet on a journey / trip / cruise on a large / small scale on a pension on a regular basis on a spree on account of on an expedition on an island on approval on average on bail on behalf of on board on business on condition that on credit on display on edge on end on file on fire on foot on good terms on guard on hand on horseback on impulse on leave on loan on no account on occasion on one’s (own) terms on one’s own on one’s own initiative on order on paper on parade on patrol on principle on purpose on reflection on remand on sale on second thoughts on show on strike on suspicion of on the agenda on the assumption on the brink of on the dot on the edge of on the eve of on the grounds of on the horizon on the hour on the increase on the job on the move on the off-chance on the outskirts on the part of on the phone on the point of on the run on the strength of on the stroke of on the tip of on the top of on the understanding that on the verge of on the way to on time on tiptoe on trial on vacation List of Prepositional Phrases OUT out of / in fashion out of / in print out of / in step out of breath out of context out of control out of curiosity / jealousy / love /hatred out of date out of doors out of duty out of hand out of ideas out of one’s mind out of order out of pity out of place out of practice out of reach out of respect for out of sight out of spite out of stock out of the ordinary out of the question out of work through no fault of List of Prepositional Phrases TO to / on the contrary to an extent to date to excess to one’s astonishment to one’s credit to one’s dismay to sb’s face to the / this day to the accompaniment of to the best of to the detriment of to the exclusion of to the full to the satisfaction of List of Prepositional Phrases UNDER under / in the circumstances under age under arrest under consideration under construction under cover of under discussion under lock and key under one’s protection under orders under pressure under regulations under repair under strain under stress under suspicion under the command of under the impression that under the influence (of) under the misapprehension under treatment List of Prepositional Phrases WITH with / in reference to with / without success with a view to with an eye to with regard to with regret with respect to with the aid of with the compliments of with the exception of with the help of with the intention of List of Prepositional Phrases WITHIN within / out of earshot within / without reason within grasp within limits within one’s budget within one’s power within one’s rights within reach (of) within site within walking / striking distance List of Prepositional Phrases WITHOUT without (a) doubt without a break without a hitch without delay without exception without fail without foundation without precedent without question without respite without warning http://www.advanced-english-grammar.com/list-of-prepositional-phrases.html

Pola Pembelajaran Bahasa Inggris di Indonesia

PDF Cetak E-mail Penilaian Pembaca: / 0 BurukTerbaik Ditulis Oleh Andri Suherman 11-10-2012, Bahasa Inggris sebagai salah satu mata pelajaran wajib di jenjang SMP dan SMA pada dasarnya memiliki tujuan membuat peserta didik menguasai 4 kemampuan berbahasa; speaking, listening, writing, dan reading. Namun demikian, dalam proses pembelajaran di kelas, nampak ada keganjilan terkait pada pola pengajarannya. Secara umum, terdapat dua pola yang berbeda dalam pengajaran bahasa Inggris di Indonesia. Pola pertama bertujuan membuat siswa bisa mengerjakan tes tertentu, sementara pola kedua bertujuan membuat siswa bisa berkomunikasi bahasa Inggris dengan lancar. Dalam konteks pendidikan informal, kedua pola ini bisa ditemukan pada 2 jenis lembaga: 1. Lembaga Bimbingan Belajar seperti Ganesha Operation (GO), Primagama, Binaul Fikri (BIFI), dan Enstein College. Guru Bahasa Inggris fokus membuat siswa bisa mengerjakan soal-soal seperti Ujian Nasional (UN) dan Seleksi Nasional Masuk Perguruan Tinggi Negeri (SNMPTN). Materinya pun kemudian hanya sebatas mengerjakan soal tata bahasa (grammar) dan wacana (reading comprehension). Bahasa pengantarnyapun menggunakan Bahasa Indonesia 2. Lembaga Kursus Bahasa Inggris seperti Smart English dan FLI Rinjani. Guru Bahasa Inggris fokus membuat siswa bisa berbicara (speaking). Sehingga, Bahasa pengantarnyapun menggunakan Bahasa Inggris. Selain itu, mereka juga mempunyai program bimbingan tes seperti TOEFL yang menguji semua kemampuan berbahasa; speaking, listening, writing, dan reading tentu saja berbeda dari UN dan SNMPTN yang hanya menguji grammar dan reading. Ironis memang jika kita saksikan bersama bahwa guru di sekolah formal meniru pola mengajar pada lembaga bimbingan belajar. Siswa lebih difokuskan mengerjakan soal-soal grammar dan reading. Karena memang soal-soal tersebut akan muncul di UN. Sementara kemampuan speaking dan writing, dianggap kurang sebegitu penting. Karena memang, tidak diujikan di UN dan hanya sebatas ujian praktik. Padahal idealnya cara mengajar yang ditiru guru di sekolah formal semestinya cara mengajar di lembaga kursus Bahasa Inggris. Sehingga tujuan pembelajaran bahasa yang bertujuan membuat siswa bisa berkomunikasi dalam bahasa Inggris baik lisan maupun tulisan, dapat tercapai. Ini kemudian juga menyiratkan indikator kesuksesan siswa belajar bahasa Inggris di sekolah memang bertentangan dengan prinsip dasar pembelajaran bahasa. Siswa yang mendapatkan nilai sempurna saat ujian praktik berbicara dan menulis dalam bahasa Inggris, tetapi memperoleh nilai yang tak memenuhi standar kelulusan UN, dianggap gagal. Akan tetapi siswa yang mendapat nilai mencukupi standar UN, sementara nilainya rendah dalam ujian praktik berbicara dan menulis, dianggap lulus dan berhasil. Tentu bagi yang mengetahui, ini sesuatu hal yang miris. Hal lain yang umumnya juga disalahinterpretasikan adalah kurikulum yang selama ini digunakan. Dalam kurikulum tingkat satuan pendidikan (KTSP) mata pelajaran bahasa Inggris, yang memang mempunyai tendensi, disebut sebagai kurikulum berbasis teks (text based learning curriculum), guru mengasumsikan bahwa siswa harus mendapat porsi lebih banyak pada pemahaman wacana. Apabila dicermati kembali, standar kompetensi yang diminta kurikulum mencakup empat kemampuan dasar berbahasa Inggris; listening, speaking, reading, dan writing. Pendekatan pembelajaran berbasis teks ini, menurut Paul Knight (2009), berasal dari konsep model systemic functional grammar yang juga sebenarnya mengarah kepada penggunaan bahasa dalam interaksi sosial. Pendekatan pembelajaran menggunakan teks dimaksudkan agar siswa mampu memahami budaya. Di mana, bahasa itu digunakan agar siswa mendapatkan model pemakaian bahasa yang cukup (sufficient comprehensible input) yang bisa membantu proses pemerolehan bahasa (Halliday 1973). Hasil akhir yang diharapkan, tentu saja kemampuan menggunakan bahasa untuk berkomunikasi baik lisan maupun tulisan. Kecenderungan salah interpretasi ini bisa terjadi karena banyak guru yang masih menganggap bahwa perangkat pembelajaran yang terdiri atas silabus, rencana pelaksanaan pembelajaran dan materi evaluasi hanyalah berkas formalitas yang perlu disetorkan ke kepala sekolah. Banyak bahkan kemudian yang menggunakan perangkat pembelajaran tahun-tahun sebelumnya atau memanfaatkan forum MGMP sebagai tempat berbagi perangkat pembelajaran. Sehingga, akan terdengar lucu apabila guru dalam satu kabupaten kemudian mempunyai perangkat pembelajaran yang sama. Sementara, fasilitas di sekolah di pusat kota dengan sekolah yang berada di desa sudah bisa dipastikan berbeda. Dengan demikian, perangkat pembelajaran yang digunakan idealnya juga berbeda. Dengan anggapan perangkat pembelajaran sebagai berkas formalitas, maka yang terjadi kemudian adalah ketergantungan guru akan pemakaian buku teks dan lembar kerja siswa (LKS). Tidak jarang bahkan, dalam kegiatan belajar-mengajar di kelas, pertemuan pertama yang dalam pemetaan pembelajaran idealnya mempelajari narrative text tetapi justru guru mengajarkan descriptive text. Hal ini bisa terjadi karena pembahasan pertama dalam buku teks adalah descriptive text dan bukan narrative text. Artinya, guru mengajar berdasar halaman dalam buku teks dan bukan berdasarkan apa yang mereka tuliskan dalam perangkat pembelajaran. Latihan yang diberikan kepada siswa pun kemudian juga berdasarkan latihan yang ada dalam buku teks dan juga LKS yang umumnya adalah soal wacana dan tata bahasa. Apabila guru lalu mengajar hanya berdasarkan halaman di buku dan terfokus pada soal wacana dan tata bahasa, maka sudah bisa dipastikan murid tidak akan memiliki kesempatan untuk mempraktikkan penggunaan Bahasa Inggris dalam komunikasi. Hasilnya, ketika lulus SMP dan SMA, siswa tidak mampu menggunakan bahasa Inggris secara aktif. Terlebih apabila materi dalam buku teks juga tidak sesuai dengan kemampuan siswa. Jadi memang harus di akui bahwa kesalahan pembelajaran model ini sudah terpola. http://citizennews.suaramerdeka.com/?option=com_content&task=view&id=1669

perbedaan akademik, universitas, institut, politeknik, dan sekolah tinggi

11:32 kaki kanan kiri No comments mungkin agan-agan ada yang bingung sekarang ini antara masuk universitas, institut atau politeknik. oke kali ini saya akan sedikit memberi informasi tentang Perbedaan akademik, universitas, institut, politeknik, dan sekolah tinggi. Menurut Peraturan Pemerintah NOMOR 60 TAHUN 1999 Pasal 6. sebagai berikut bunyinya: (1) Satuan pendidikan yang menyelenggarakan pendidikan tinggi disebut perguruan tinggi, yang dapat berbentuk akademi, politeknik, sekolah tinggi, institut atau universitas. (2) Akademi menyelenggarakan program pendidikan profesional dalam satu cabang atau sebagian cabang ilmu pengetahuan, teknologi, dan/atau kesenian tertentu. (3) Politeknik menyelenggarakan program pendidikan profesional dalam sejumlah bidang pengetahuan khusus. (4) Sekolah Tinggi menyelenggarakan program pendidikan akademik dan/ atau profesional dalam lingkup satu disiplin ilmu tertentu. (5) Institut menyelenggarakan program pendidikan akademik dan/atau profesional dalam sekelompok disiplin ilmu pengetahuan, teknologi dan/atau kesenian yang sejenis. (6) Universitas menyelenggarakan program pendidikan akademik dan/atau profesional dalam sejumlah disiplin ilmu pengetahuan, teknologi dan/atau kesenian tertentu http://kakikanankiri.blogspot.com/2011/05/perbedaan-akademik-universitas-institut.html Perbedaan Institut, Perguruan Tinggi, Universitas, Sekolah Tinggi, Akademi dan Politeknik M Imam Baihaki 24 Mar 2012 at 11:34 Perguruan tinggi Satuan pendidikan penyelenggara pendidikan tinggi. Peserta didik perguruan tinggi disebut mahasiswa, sedangkan tenaga pendidik perguruan tinggi disebut dosen. Di Indonesia, perguruan tinggi dapat berbentuk akademi, institut, politeknik, sekolah tinggi, dan universitas. Perguruan tinggi dapat menyelenggarakan pendidikan akademik, profesi, dan vokasi dengan program pendidikan diploma (D1, D2, D3, D4), sarjana (S1), magister (S2), doktor (S3), dan spesialis. Institut Perguruan tinggi yang menyelenggarakan pendidikan akademik dan/atau vokasi dalam sekelompok disiplin ilmu pengetahuan, teknologi, dan/atau seni dan jika memenuhi syarat dapat menyelenggarakan pendidikan profesi. Universitas Suatu institusi pendidikan tinggi dan penelitian, yang memberikan gelar akademik dalam berbagai bidang. Sebuah universitas menyediakan pendidikan sarjana dan pascasarjana. Kata universitas berasal dari bahasa Latin universitas magistrorum et scholarium, yang berarti "komunitas guru dan akademisi". Sekolah Tinggi Pendidikan di Indonesia adalah perguruan tinggi yang menyelenggarakan pendidikan akademik dan/atau vokasi dalam lingkup satu disiplin ilmu pengetahuan, teknologi, dan/atau seni dan jika memenuhi syarat dapat menyelenggarakan pendidikan profesi. Akademi Suatu institusi pendidikan tinggi, penelitian, atau keanggotaan kehormatan. Nama ini berasal dari sekolah filsafat Plato yang didirikan pada sekitar tahun 385 SM di Akademia, sebuah tempat suci Athena, dewi kebijaksanaan dan kemampuan, di sebelah utara Athena, Yunani. Akademi dalam pendidikan di Indonesia merupakan salah satu bentuk perguruan tinggi selain politeknik, sekolah tinggi, institut, dan universitas. Akademi adalah perguruan tinggi yang menyelenggarakan pendidikan vokasi dalam satu cabang atau sebagian cabang ilmu pengetahuan, teknologi, dan/atau seni tertentu. Politeknik Sering disamakan dengan institut teknologi adalah penamaan yang digunakan dalam berbagai institusi pendidikan yang memberikan berbagai jenis gelar dan sering beroperasi pada tingkat yang berbeda-beda dalam sistem pendidikan. Politeknik dapat merupakan institusi pendidikan tinggi dan teknik lanjutan serta penelitian ilmiah ternama dunia atau pendidikan vokasi profesional, yang memiliki spesialiasi dalam bidang ilmu pengetahuan, teknik, dan teknologi atau jurusan-jurusan teknis yang berbeda jenis. Istilah tersebut juga dapat merujuk pada sekolah pendidikan menengah yang berfokus pada pelatihan vokasional. Istilah politeknik berasal dari bahasa Yunani p??? (polú atau polý) yang berarti "banyak" dan te?????? (tekhnikós) yang berarti "seni". Istilah institut teknologi, untuk bagiannya, sering disingkat IT; istilah ini berbeda dengan teknologi informasi. Politeknik dalam pendidikan di Indonesia merupakan salah satu bentuk perguruan tinggi selain akademi, institut, sekolah tinggi, dan universitas. Politeknik menyelenggarakan pendidikan vokasi dalam sejumlah bidang pengetahuan khusus. http://www.paseban.com/snmptn/discussions/2144

Penggunaan Article A, An, dan The dalam bahasa inggris

>> Sabtu, 11 Juni 2011 Penggunaan Article A, An, dan The Dalam TOEFL, penggunaan kata sandang (article) a, an, dan the merupakan salah satu aspek yang paling sering ditanyakan. Di lain pihak, penggunaan article sering kita remehkan, walaupun harus kita akui bahwa penggunaannya sering membingungkan, khususnya dalam menentukan perlu tidaknya kita menambahkan article di depan noun. Apakah anda ingin mengetahui sejauh mana pemahaman anda tentang penggunaan article a, an, dan the sebelum melanjutkan membaca tulisan ini? Jika ya, silakan langsung kerjakan Practice test 3. Nanti anda putuskan sendiri apakah anda perlu melanjutkan membaca tulisan ini atau tidak. Good luck! Perbedaan penggunaan article A vs AN. Sebagai article, ‘ a ‘ dan ‘ an ‘ artinya adalah satu. Dalam bahasa Indonesia, kedua article ini dapat diterjemahkan menjadi sebuah/seorang/seekor/sehelai dst. Hal ini tergantung dari noun yang mengikutinya. Misalnya, an apple = sebuah apel a lady = seorang wanita a tiger = seekor harimau a leaf = sehelai daun, dst. Penggunaan A dan AN 1. a dan an hanya dapat diikuti oleh singular nouns (benda tunggal), tetapi tidak pernah secara langsung diikuti oleh uncountable nouns (benda tidak dapat dihitung). Olehnya itu, akan INCORRECT jika anda menulis, I need a water. (water: uncountable noun) I just ate a bread. (bread: uncountable noun) She just heard a bad news about her parents. (news: uncountable noun) Kalimat ini akan menjadi benar jika article a dihilangkan atau jika di depan uncountable nouns (i.e. water dan bread) ditambahkan penakar (container) atau pengukur yang berfungsi untuk menyatakan berapa banyak/volume/ukuran dari uncountable nouns tersebut. I need water. Atau I need a glass of water. I just ate bread. Atau: I just ate a big slice of bread. She just heard bad news about her parents. Atau: She just heard a piece of bad news about her parents. Kapan kita gunakan a dan kapan kita gunakan an dapat dibaca pada topik Noun (part 2): Countable. Selain itu, noun yang tergolong ke dalam uncountable noun juga harus diketahui, sebab article a dan an tidak digunakan jika diikuti oleh uncountable nouns. 2. a dan an digunakan untuk mengekspresikan sebuah singular noun secara umum (in general). Contoh: A football is usually made of leather. ( leather = kulit. Note: dalam konteks ini, jangan gunakan kata skin. Leather adalah animal skin yang sudah diolah). An artist should keep a good relationship with fans. 3. a dan an digunakan untuk merujuk ke sebuah singular noun yang belum pernah disebutkan sebelumnya. Contoh: I met a guy last night. My company just built a new skyscraper. (skyscraper = gedung pencakar langit) Penggunaan article THE Ada beberapa rules yang harus anda pahami dalam penggunaan article the. 1. The umumnya digunakan untuk merujuk noun yang sudah pernah disebutkan sebelumnya. Dengan adanya the, noun yang dimaksud menjadi lebih spesifik. Noun tersebut bisa countable, bisa juga uncountable noun. Jika countable noun, noun tersebut bisa singular, bisa juga plural. Dalam hal ini, the dapat berarti tersebut atau itu, atau kadang-kadang ini. Contoh: I met a guy last night. The guy asked my number and whether I would go out for a date. (number = nomor telepon, date = kencan). Dalam kalimat ini, the bisa digantikan dengan that. The water in my well is contaminated. (well = sumur, contaminated = terkontaminasi). Dalam kalimat ini, the tidak pas kalau digantikan dengan that, karena “water” di kalimat ini sudah diterangkan oleh “in my well“. Coba terjemahkan, terasa janggal bukan? Three students didn’t perform well in my exam. The (three) students hadn’t studied hard enough before the exam. Dalam kalimat ini, kata three adalah optional: bisa digunakan, bisa juga dihilangkan, karena maknanya sudah dipahami oleh lawan bicara atau pembaca. Di kalimat ini, the dapat digantikan dengan those/these. Jika anda masih ragu dalam penggunaan those/these, akan lebih aman jika anda gunakan the. There are many persons named Agnes Monica on Facebook. You will have hard time to find the Agnes Monica who sings Matahariku. Sebaliknya, the tidak digunakan jika kita membicarakan uncountable nouns atau plural nouns secara umum (in general). Contoh: Water needs to be conserved. (Air perlu dikonservasi/dilindungi). Sugar is sweet. (Gula (rasanya) manis). Durians are very smelly. (Duarian-durian sangat bau/baunya keras). Lazy students hardly get good grades. (Murid-murid yang malas hampir tidak pernah mendapat nilai-nilai bagus). 2. Kata seperti breakfast, lunch, dinner, supper (= dinner), school, church, home, dan college pada umumnya tidak membutuhkan article. Tetapi, jika noun ini dirujuk, barulah article the diperlukan. Contoh: We go to school everyday. Starting next week, however, the school will be bulldozed by the government. (be bulldozed = diratakan dengan tanah dengan menggunakan bulldozer). Jenny and I just finished having lunch at the cafetaria. I thanked her because she paid for the lunch. I am very tired. I’d like to go home. 3. Rules yang lain dalam menentukan apakah the digunakan atau tidak, dapat dilihat pada tabel berikut. Note: the yang digunakan pada nouns di tabel berikut pada umumnya tidak berarti “tersebut”, olehnya itu, tidak dapat digantikan dengan that. Gunakan THE untuk: Jangan gunakan THE untuk: Nama samudra, laut, sungai, teluk, plural lakes (nama danau yang terdiri dari 2 danau atau lebih). Contoh: the Atlantic Ocean, the Pacific Ocean, the Java Sea, the Persian Gulf, the Great Lakes, the Citarum River Nama danau Contoh: Lake Toba, Lake Batur, Lake Erie Nama pegunungan Contoh: the Rocky Mountains, the Andes, the Bukit Barisan Nama gunung Contoh: Mount Merapi, Mount Semeru, Mount Kilimanjaro. Mount Everest. Earth, moon, sun Contoh: the earth, the moon, the sun Nama planet (selain bumi), rasi bintang Contoh: Mars, Venus, Orion, Nama sekolah, universitas, college jika sekolah, universitas, college ditempatkan di depan. Contoh: the School of Cooper’s Art, the University of Gadjah Mada, the college of Arts and Sciences. Nama sekolah, universitas, college jika sekolah, universitas, college ditempatkan di belakang. Contoh: Cooper’s Art school, Gadjah Mada University, Sante Fe Community College. Ordinal number sebelum nouns Contoh: the Second World War, the third chapter Cardinal number setelah nouns Contoh: World War Two, Chapter three. Nama perang (kecuali perang dunia) Contoh: the Korean War, the Crimean War, the Civil War Nama negara yang terdiri dari 2 kata atau lebih (kecuali Great Britain) Contoh: the United States of America, the Central African Republic Nama negara jika hanya terdiri dari satu kata Contoh: Indonesia, China, Canada, France Nama benua Contoh: Asia, Europe, South America. Nama state/province Contoh: Florida, Ohio, California, Manitoba, Jawa Timur, Sulawesi Utara. Dokumen bersejarah Contoh: the constitution, the Magna Carta Nama Olahraga Contoh: basketball, football, tennis Noun abstract Contoh: freedom, happiness Bidang ilmu Contoh: mathematics, Economics, sociology Nama hari raya Contoh: Christmas, Thanksgiving, Idul Fitri, Independence day Contoh: Bryan Adams was born in Canada, but he lives in Great Britain. Celine Dion is also a Canadian born singer, but she lives in the United States now. The Great Lakes consist of five lakes one of which is Lake Ontario. The earth travels around the sun, and so does Mars. Definition & Meaning of an Article An Article is a word placed before a noun to show whether the noun is used in a particular or general sense. There are two articles, a or an and the. Whenever you see an article, you will find a noun with it A or an is called the indefinite article because it does not point out any particular person or thing but indicates the noun in its widest sense; therefore a man means any man whatsoever of the species or race. The is called the definite article because it points out some particular person or thing; therefore, the man means some particular individual. Definition & Meaning of an Article Examples Help! Types of Articles - the Definite Article 'The' is called the definite article because it points out some particular person or thing. The English definite article is most commonly used before singular and plural nouns. Examples: The cat on the mat is white. Examples Help! Types of Articles - the Indefinite Article 'A or an' is called the indefinite article because it does not point out any particular person or thing. Examples: “a dog” or “an apple” or “an orange.” The word 'An' is used when the next word begins with a vowel or a silent (unpronounced) h, as in “an elephant” or “an hour.” Rules re the use of the word 'An' Some rules regarding the word 'an' prior to a word beginning with H. The 'H' is never pronounced before honour, hour and heir. Examples Help - Understanding the Different Articles! Understanding the different types of Articles is a basic requirement of the English language. We hope the above information will be of some assistance. http://penggunaantensesgrammarbahasainggris.blogspot.com/2011/06/penggunaan-article-an-dan-dalam-bahasa.html

Nouns and Articles

Nouns are words that are names of people, places, things, concepts,…. In sentences, nouns are subjects of verbs, objects of verbs, subject complements, and objects of prepositions. Nouns are often preceded by determiners (see det in Correction Symbols Two). The articles (a, an, the) are important determiners. Note the noun teacher in the following sentences: The teacher is talking to the class. (subject of verb) The students are watching the teacher. (object of verb) John is a teacher. (subject complement) George gave his essay to the teacher. (object of preposition) A. There are two types of nouns. 1. Proper nouns include names of particular people, countries, states, cities, schools, rivers, lakes, mountains, oceans, languages, months, days,…. They always begin with capital letters. Here are some examples: John Fleming English De Anza College Cupertino California United States Tuesday July 2. All others are common nouns. Here are some examples: man language school city state country day month B. There are two types of common nouns. 1. Count nouns have plural forms. Most count nouns have both singular and plural forms, but a few have plural forms only: people police clothes 2. Noncount nouns have singular forms only: advice furniture information 3. Note that many noncount nouns are often used as count nouns. This is especially true of nouns that refer to things we eat and drink: coffee food fruit meat When a noncount noun is used as a plural count noun, it usually means one of the following: a. Containers two coffees, for example, can mean two cups of coffee b. Kinds several fruits, for example, can mean several kinds of fruit 4. Here are some common noncount nouns: FOOD, DRINKS: beer, bread, butter, cereal, cheese, coffee, corn, cream, flour, food, fruit, honey, ice cream, juice, margarine, meat, milk, pasta, pepper, rice, salt, spaghetti, sugar, tea, vinegar, water, wheat ABSTRACT NOUNS, EMOTIONS: advice, beauty, behavior, crime, equality, experience, freedom, fun, happiness, hate, health, help, homework, honesty, ignorance, information, insanity, insurance, love, news, patience, peace, permission, progress, unemployment, work LANGUAGES, FIELDS OF STUDY: accounting, biology, Chinese, engineering, English, geography, history, Indonesian, linguistics, literature, mathematics, music, philosophy, physics, psychology, Russian, Spanish, Turkish CATEGORIES: baggage, cloth, clothing, equipment, food, fruit, furniture, homework, jewelry, junk, luggage, machinery, mail, money, stuff, transportation, trash WEATHER, NATURAL PHENOMENA: cold, darkness, electricity, fire, fog, hail, heat, humidity, ice, lightning, rain, sleet, snow, sunshine, thunder, weather, wind SOLIDS, LIQUIDS, GASES, POWDERS, GRAINS, CLOTH: air, beer, blood, cereal, chalk, coal, copper, corn, cotton, cream, detergent, dust, flour, fog, gasoline, glass, honey, hydrogen, ice, iron, juice, leather, lotion, milk, nylon, oil, oxygen, pepper, pollution , polyester, rice, rope, salt, shampoo, silk, smog, smoke, soap, steam, string, sugar, thread, vinegar, water, wheat, wine, wood, wool C. Nouns can have three kinds of meaning. 1. Definite. A noun is definite when the writer and reader share information about the noun. Nouns can be definite for the following reasons: The noun has been mentioned before: An old man lived in a big house. The old man had three grandchildren who came to the big house every Saturday morning. A noun can be followed by a phrase or clause that makes it definite: the president of De Anza College the book that I bought yesterday The noun refers to something unique: the sun the moon The noun is definite because of its setting. In a classroom, for example, everyone will understand the same meaning for these nouns: the blackboard the teacher the clock Nouns can be definite for members of groups. A group of classmates will understand the same meaning for the following nouns: the teacher the exam the textbook The noun phrase includes a superlative or ordinal number: the slowest writer the most difficult assignment the first page 2. Indefinite. A noun is indefinite when the writer and reader don’t share information about the noun. 3. Generic. A noun is generic when it represents a whole class (not an individual or individuals). Generic meaning can be expressed in different ways (in D. below, the three sentences in which the noun bicycle is used generically all have the same meaning). D. Uses of a, an, the, and no article 1. The definite article the is used with: A few proper nouns (names of canals, deserts, forests, oceans, rivers, seas; plural names of islands, lakes, and mountains; a few countries;… ) The Mississippi River is the longest in the United States. Singular or plural count nouns (definite) The old man in the big house loved to see the children who came to visit. Noncount nouns (definite) The coffee that I had this morning was not very good. Singular count nouns (generic) The bicycle is excellent transportation. 2. The indefinite articles a and an are used with: Singular count nouns (indefinite) A man is sitting on the bench at the bus stop. Singular count nouns (generic) A bicycle is excellent transportation. 3. No Article (and no other determiner) is used with: Most proper nouns (definite) George and Fred both speak English. Plural count nouns (generic) Bicycles are excellent transportation. Noncount nouns (generic) Coffee is served in nearly all restaurants. Plural count nouns (indefinite) I talk to students every day. Noncount nouns (indefinite) I need information. http://faculty.deanza.edu/flemingjohn/stories/storyReader$21

Noun Phrase

Apa kabar pembaca bahasa Inggris online, hari ini saya akan coba menjelaskan Noun Phrase. Sengaja saya menjelaskan materi ini, karena noun phrase ini ada hubungannya dengan materi selanjutnya, yaitu quantifier. Suatu frasa/phrase adalah sekelompok kata yang di dalamnya terdapat satu kata pokok (headword) dengan kata-kata lainnya yang menjelaskan kata pokok tersebut. Bingungnya? Untuk lebih jelasnya perhatikan penjelasan di bawah ini. Frasa Benda/Noun Phrase Suatu frasa benda adalah suatu frasa di mana kata pokoknya adalah kata benda dengan kata-kata lain yang menerangkan kata benda tersebut. Pembentukan Noun Phrase Frasa benda bisa di bentuk dengan susunan kata-kata seperti berikut : 1. Article + Noun a) Indifinite Article + Noun Pada materi sebelumnya saya telah menjelaskan mengenai indifinite article a dan an. Noun Phrase dapat terbentuk dengan adanya kata sandang a dan an sebelum kata benda itu. Contoh : a girl an apple a university Rangkaian kata a girl adalah suatu frasa kata benda, a menerangkan kata benda girl ; girl adalah kata pokoknya (headword) dalam frasa tersebut, a adalah kata yang menerangkan kata girl. b) Difinite Article + Noun yang dimaksud dengan Definite article adalah kata sandang The. Contoh : the house the book the boys the pens Rangkaian kata kata dia atas adalah frasa benda. The menarangkan kata benda house, book, boys, dan pens . Kata-kata house, book, boys, pens adalah kata-kata pokoknya dan “the” menerangkan kata-kata pokok tersebut. 2. Demonstrative Adjective + Noun Sudah dijelaskan juga beberapa kata demonstrative adjective antara lain kata this, these, that, dan those. Contoh : This song That poem those disasters That stranger These tragedies this liquid 3. Possessesive Adjective + Noun dan Possessive noun + noun yang dimaksud dengan possessive adjective adalah kata-kata yang menyatakan pemilik sesuatu, misalnya my, your, his, her, its, our, their, jean’s, Mr.Jones’, dsb. Contoh : Her computers your ideas Toni’s pen 4. Numerals (kata bilangan) Yang dimaksud dengan numerals adalah one, two, three, ten, dst. Contoh : two women (=dua orang wanita) Four members (=empat orang anggota) Three books (=tiga buku) 5. Quantifier + noun Adalah kata yang menyatakan banyaknya suatu benda, misalnya some, any, much, many, a lot of, few, a little, dsb. Contoh : some brothers much money many pencils 6. Adjective + Noun Adejective (=Kata sifat) adalah kata yang menjelaskan benda dengan kata lain menerangkan sifat benda tersebut. Contoh kata sifat; big (besar), tall (tinggi), old (tua), far (jauh), angry (marah), sad (sedih), dll. big houses tall men clever students kata "big" adalah kata sifat yang menjelas kan kata benda "houses" cara-cara lain pembentukan noun phrase antara lain: Article + adjective + noun (contoh; a tall man, the angry birg, dll) Pada contoh " a tall man",kata "a" adalah article/kata sandang, kata "tall" adalah adjective, semua kata-kata ini menjelaskan "man". Article + Adverb + adjective + noun (contoh; a really nice vacation) Pada noun phrase " a really nice vacation ", kata "a" adalah article, "really" adalah kata keterangan, "nice" adalaj adjective, semua kata ini mejelaskan kata benda "vacation" Quantifier + adjective + noun Contoh: some pretty girls a few new pens kata "some" adalah quantifier, "pretty" adalah kata sifat, semua kata tersebut menjelaskan kata benda "girls" Sampai disini dulu penjelasan mengenai noun phrase, semoga para pembaca bahasa Inggris online dapat memahaminya. Jangan lupa kasih comment yaa http://belajarbahasainggrisonlinegratis.blogspot.com/2012/03/noun-phrase.html

Using the Articles a, an, some, and the before Nouns

We develop web-based tutorials to provide instruction on common English grammar problems for non-native speakers of English. The following sample tutorial explains the appropriate use of the article before nouns.

Because of differences in languages, knowing how to use articles before nouns can be difficult to learn for non-native speakers of English. Many languages have rules about using definite (the) and indefinite articles (a, an, or some) before nouns. For example, in French, an article (a, an, some, or the) always precedes a noun. In English, only some nouns require an article. In other languages, articles may not even exist. The following tutorial introduces some general guidelines on how to use articles before nouns in English. Please click on each step to learn the rules or click on the fourth button below ("Test Yourself!") to first see if you know the rules! First, learn to identify "countable" and "non-countable" nouns and when to use the articles a, an, some and the or no article before these nouns. Second, learn when "countable" nouns can also act as "non-countable" nouns. Third, learn how to use the definite article the before nouns. Test yourself! Identify when to use the indefinite articles (a, an, or some) and the definite article the before nouns. Summary: learn a recap of the basic rules of using articles before nouns. [ Scientific Writing Courses | Writing and Editing | Software Documentation ] [ On-line Writing Instruction | Test Yourself! | On-line ESL Instruction ] [ Home | Contact Us ] Copyright 2008-2009 Biotext Writing Consultants http://bio-text.com/ESL.html

List of the oldest madrasahs in continuous operation in the Muslim world

From Wikipedia, the free encyclopedia (Redirected from List of oldest madrasahs in continuous operation) Jump to: navigation, search Unbalanced scales.svg The neutrality of this article is disputed. Relevant discussion may be found on the talk page. Please do not remove this message until the dispute is resolved. (July 2012) This is a list of madrasahs of the Muslim world which have been operating continuously since their founding. Madrasahs before 1500 Year Current Location Name Other notes 859 Morocco Fes, Morocco Madrasah of Al-Karaouine Founded by Fatima al-Fihri, originally as a mosque. In addition to a place for worship, the mosque soon developed into a place for religious instruction and political discussion, gradually extending its education to a broad range of subjects, particularly the natural sciences. Al-Karaouine played, in medieval times, a leading role in the cultural exchange and transfer of knowledge between Muslims and Europeans. Pioneer scholars such as Ibn Maimun (Maimonides), (1135–1204),[6] Al-Idrissi (d.1166 AD), Ibn al-Arabi (1165-1240 AD), Ibn Khaldun (1332-1395 AD), Ibn al-Khatib, Al-Bitruji (Alpetragius), Ibn Hirzihim, and Al-Wazzan were all connected with the university either as students or lecturers. Among Christian scholars visiting Al-Karaouine were the Belgian Nicolas Cleynaerts and the Dutchman Golius. Among the subjects taught, alongside the Qur'an and Fiqh (Islamic jurisprudence), are grammar, rhetoric, logic, medicine, mathematics, astronomy, chemistry, history, geography and music. However, only a degree in Islamic religious law, the Sharia, was ever granted, which is true for any madrasah.[1] This madrasah is considered the oldest continuously-operating degree-granting madrasah in the world.[2] 970-972 Egypt Cairo, Egypt Al-Azhar Madrasah Founded by the Fatimid dynasty of Egypt, this madrasa served as a center for Arabic literature and Sunni Islamic learning.The Encyclopedia of Islam calls it at most a "religious university", but more often a madrasa and center of higher learning.[3] The transition to an actual university took place in the 1950s, a development termed as "from madrasa to university".[4] The college (Jami'ah) had faculties in Islamic law and jurisprudence, Arabic grammar, Islamic astronomy, Islamic philosophy, and logic.This madrasah is considered by some the world’s second oldest surviving degree-granting institute.[citation needed] Its foundation as a university dates to 1961 when many modern secular faculties were added, such as medicine, engineering and agriculture. http://en.wikipedia.org/wiki/List_of_oldest_madrasahs_in_continuous_operation

Instructional scaffolding

From Wikipedia, the free encyclopedia Jump to: navigation, search Instructional scaffolding is a learning process designed to promote a deeper learning. Scaffolding is the support given during the learning process which is tailored to the needs of the student with the intention of helping the student achieve his/her learning goals (Sawyer, 2006). Instructional scaffolding is the provision of sufficient support to promote learning when concepts and skills are being first introduced to students. These supports may include the following: Resources A compelling task Templates and guides Guidance on the development of cognitive and social skills Use of instructional scaffolding in various contexts: Modeling a task Giving advice Providing coaching These supports are gradually removed as students develop autonomous learning strategies, thus promoting their own cognitive, affective and psychomotor learning skills and knowledge. Teachers help the students master a task or a concept by providing support. The support can take many forms such as outlines, recommended documents, storyboards, or key questions. Contents 1 Effective Scaffolding 2 Theory of Scaffolding 3 Levels and types of scaffolding in the educational setting 4 Scaffolding and problem-based learning in the educational setting 5 Promoting Better Learning: Scaffolding 6 See also 7 Notes 8 References 9 External links Effective Scaffolding The best and most effective use of instructional scaffolding helps the learner figure out the task at hand on their own. It is best to think of the use of instructional scaffolding in an effective learning environment as one would think of the importance of scaffolding in the support of the construction of a new building. Instructional scaffolding is most effective when it contributes to the learning environment. In an effective learning environment, scaffolding is gradually added, then modified, and finally removed according to the needs of the learner. Eventually, instructional scaffolding will fade away. This learning process should never be in place permanently. Eventually, the goal should be to no longer need the instructional scaffolding. Theory of Scaffolding Scaffolding Theory was first introduced in the late 1950s by Jerome Bruner, a cognitive psychologist. He used the term to describe young children's oral language acquisition. Helped by their parents when they first start learning to speak, young children are provided with instinctive structures to learn a language. Bed-time stories and read alouds are classic examples (Daniels, 1994). Scaffolding comes from Vygotsky's (1978) concept of an expert assisting a novice, or an apprentice. Wood, Bruner, and Ross's (1976) idea of scaffolding parallels the work of Vygotsky. They described scaffolding as the support given to a younger learner by an older, more experienced adult. This concept has been further developed by Jesper Hoffmeyer as 'semiotic scaffolding'. Though the term was never used by Vygotsky, interactional support and the process by which adults mediate a child’s attempts to take on new learning has come to be termed “scaffolding.” Scaffolding represents the helpful interactions between adult and child that enable the child to do something beyond his or her independent efforts. A scaffold is a temporary framework that is put up for support and access to meaning and taken away as needed when the child secures control of success with a task. Cazden (1983) defined a scaffold as “a temporary framework for construction in progress” (p. 6). For example, parents seem to know intuitively how to scaffold their children’s attempts at negotiating meaning through oral language. The construction of a scaffold occurs at a time where the child may not be able to articulate or explore learning independently. The scaffolds provided by the tutor do not change the nature or difficulty level of the task; instead, the scaffolds provided allow the student to successfully complete the task. In writing instruction, typically support is presented in verbal form (discourse). The writing tutor engages the learner’s attention, calibrates the task, motivates the student, identifies relevant task features, controls for frustration, and demonstrates as needed (Rodgers, 2004). Through joint activities, the teacher scaffolds conversation to maximize the development of a child’s intrapsychological functioning. In this process, the adult controls the elements of the task that are beyond the child’s ability all the while increasing the expectations of what the child is able to do. Speech, a critical tool to scaffold thinking and responding, plays a crucial role in the development of higher psychological processes (Luria, 1979) because it enables thinking to be more abstract, flexible, and independent (Bodrova & Leong, 1996). From a Vygotskian perspective, talk and action work together with the sociocultural fabric of the writing event to shape a child’s construction of awareness and performance (Dorn, 1996). Dialogue may range from casual talk to deliberate explanations about features of written language. The talk embedded in the actions of the literacy event shapes the child’s learning as the tutor regulates her language to conform to the child’s degrees of understanding. Clay (2005) shows that what may seem like casual conversational exchanges between tutor and student actually offer many opportunities for fostering cognitive development, language learning, story composition for writing, and reading comprehension. Conversations facilitate generative, constructive, experimental, and developmental speech and writing in the development of new ideas (Smagorinsky, 2007). Children use oral language as a vehicle for discovering and negotiating emergent written language and understandings for getting meaning on paper (Cox, 1994; Dyson, 1983, 1991). Writing and speech as tools can lead to discovery of new thinking. The teacher offers levels of verbal and non-verbal demonstrations and directions as the child observes, mimics, or shares the writing task. With increased understanding and control, the child needs less assistance. The teacher’s level and type of support change over time from direction, to suggestion, to encouragement, to observation. Optimum scaffolds adapt to the child’s tempo, moving from other-regulation to self-regulation. The child eventually provides self-scaffolding through internal thought (Wertsch, 1985). Within these scaffolding events, teaching and learning - both inseparable components - emphasize both the child’s personal construction of literacy and the adult’s contributions to the child’s developing understandings of print. The child contributes what she can and the adult contributes so as to sustain the task (Teale & Sulzby, 1986). Using a Vygotskian theoretical framework, Wertsch and Stone (1984) examine scaffolded instruction in a one-to-one remedial clinic setting with a learning-disabled child. The researchers show how adult language directs the child to strategically monitor actions. Analysis of communicative patterns shows a transition and progression in the source of strategic responsibility from teacher or other-regulated to child or self-regulated behaviors. In Vygotsky’s words, “what the child is able to do in collaboration today he will be able to do independently tomorrow” (Vygotsky, 1987, p. 211). Some ingredients of scaffolding are predictability, playfulness, focus on meaning, role reversal, modeling, and nomenclature. Daniels, H. (1994). Literature Circles: Voice and choice in the student-centered classroom. Markham: Pembroke Publishers Ltd. Levels and types of scaffolding in the educational setting According to Saye and Brush, there are two levels of scaffolding: soft and hard (2002). An example of soft scaffolding in the classroom would be when a teacher circulates the room and converses with his or her students (Simon and Klein, 2007). The teacher may question their approach to a difficult problem and provide constructive feedback. According to Van Lier, this type of scaffolding can also be referred to as contingent scaffolding. The type and amount of support needed is dependent on the needs of the students during the time of instruction (Van Lier, 1996). Unfortunately, applying scaffolding correctly and consistently can be difficult when the classroom is large and students have various needs (Gallagher, 1997). Scaffolding can be applied to a majority of the students, but the teacher is left with the responsibility to identify additional scaffolding. In contrast with contingent or soft scaffolding, embedded or hard scaffolding is planned in advance to help students with a learning task that is known in advance to be difficult (Saye and Brush, 2002). For example, when students are discovering the formula for the Pythagorean Theorem in math class, the teacher may identify hints or cues to help the student reach an even higher level of thinking. In both situations, the idea of "expert scaffolding" is being implemented (Holton and Clarke, 2006): the teacher in the classroom is considered the expert and is responsible for providing scaffolding for the students. Reciprocal scaffolding, a method first coined by Holton and Thomas, is a method that involves a group of two or more collaboratively working together. In this situation, the group can learn from each other's experiences and knowledge. The scaffolding is shared by each member and changes constantly as the group works on a task (Holton and Clarke, 2006). According to Vygotsky, students develop higher-level thinking skills when scaffolding occurs with an adult expert or with a peer of higher capabilities (Stone, 1998). Conversely, Piaget believes that students discard their ideas when paired with an adult or student of more expertise (Piaget, 1928). Instead, students should be paired with others who have different perspectives. Conflicts would then take place between students allowing them to think constructively at a higher level. Technical scaffolding is a newer approach in which computers replace the teachers as the experts or guides, and students can be guided with web links, online tutorials, or help pages (Yelland and Masters, 2007). Educational software can help students follow a clear structure and allows students to plan properly (Lai and Law, 2006). Scaffolding and problem-based learning in the educational setting Scaffolding is often used in order to support problem-based learning (PBL). When using PBL, learners in the classroom become researchers and often work in small groups to analyze problems, determine solutions, and evaluate solutions (Hoffman and Ritchie, 1997). In one study, medical students using PBL were shown to develop a deeper understanding, improve retention of material, and increase overall attitude, compared to other students who did not use PBL (Albanese and Mitchell, 1993). Many educators incorporate PBL in their classrooms in order to engage students and help them become better problem solvers. Scaffolding may help the success of PBL in the classroom. Teachers must identify the content that needs scaffolding (support), choose the appropriate time to implement the support, decide the right method to follow, and determine when the scaffold can be removed (Lajoie, 2005). Promoting Better Learning: Scaffolding Effective learning environments use instructional scaffolding to aid the student in his/her construction of new knowledge. Avoid telling the learner exactly how to accomplish the task; do not solve the problem for the learner. This may help the learner immediately, but it hinders the learning process. It is important to promote better learning by helping the learner achieve his/her learning goal through the use of instructional scaffolding. The use of scaffolding helps the learner to actively build and construct new knowledge. http://en.wikipedia.org/wiki/Instructional_scaffolding

Important Changes to Microsoft Services Agreement?

[Mark this message as unread] [Delete this message] [Keep this message at the top of your inbox] 9/13/2012 Reply ? Microsoft Add to contacts To absolutegreen@hotmail.co.id Microsoft We've updated the Microsoft Services Agreement, which governs many of our online services - including your Microsoft account and many of our online products and services for consumers, such as Hotmail, SkyDrive, Bing, MSN, Office.com, Windows Live Messenger, Windows Photo Gallery, Windows Movie Maker, Windows Mail Desktop and Windows Writer. Please read over the new Microsoft Services Agreement here to familiarise yourself with the changes we've made. The updated agreement will take effect on 19 October, 2012. If you continue to use our services after 19th October, you agree to the terms of the new agreement or, of course you can cancel your service at any time. We have modified the agreement to make it easier to read and understand, including using a question and answer format that we believe makes the terms much clearer. We also clarified how Microsoft uses your content to better protect consumers and improve our products, including aligning our usage to the way we're designing our cloud services to be highly integrated across many Microsoft products. We realise you may have personal conversations and store personal files using our products, and we want you to know that we prioritise your privacy. Thank you for using Microsoft products and services!

Ikatan Percintaan

June 10, 2011 Posted by djawie in Sosial Budaya. Tags: Cerita Gay, Info, Realita kehidupan, Renungan trackback dalam hakikat sebuah hubungan antara lelaki dengan perempuan …. bila seseorang lelaki sudah declare bahwa si Jamilah nie pacar dia … maka secara otomatis.. hanya si lelaki ini saja yang boleh dan bakal memiliki si Jamilah … maka di jaga dengan baik agar hubungan yang suci dapat di lahirkan.. selepas mengenali antara satu sama lain … maka si lelaki ini akan buat satu lagi declare … yang akan memberitahu semua orang bahwa perempuan ini yang akan di ajak ke penghulu…. namun harus tunangan dahulu.. makan tunanganlah lelaki tadi dengan si Jamilah…. maka si Jamilah pun berbangga hati… sebab dah bertunangan…. maka cincin belah rotan elok tersarung di jari manis menandakan si Jamilah nie sudah ada ikatan … tapi belum boleh di resmikan lagi … setelah cukup uang atau modal dan setelah konek tue gatal nak berjumpa dengan makam makam keramat … maka si lelaki ini menyegerakan urusan peresmian ikatan yang lebih sakral yaitu pernikahan…… … maka terus lah si Jamilah di declare kan sebagai ISTERI dia yang sah …. baik secara hukum ataupun agama…. bila semua orang sudah bilang SAH!! … si lelaki dah terbayang teknik-2 terkini untuk tujuan persetubuhan yang bakal di lakukan…… - T – A – M – A – T - itu kalau cerita tentang lelaki dan perempuan …. tapi kalau lelaki dengan lelaki? atau perempuan dengan perempuan plak macam mana? perlukan untuk men declare yang di ungkapkan tadi seperti si lelaki dan si Jamilah??? mungkin mudah nya di sebut couple ? memang ini sudah menjadi momok bagi setiap lingkungan masyarakat… namun mereka juga ada… bahkan tak ramai mereka mendclare hubungan mereka secara terang-terangan di jejaring sosial semisal FB sanggup meletakan “in a relationship with (blah blah blah)”….. rasa nya sampai kiamat pun tak akan terjadi… berbalik kepada soalan tadi pokok tadi…..bila seorang jantan yangudah mendeclare segala…. tapi masih menyundul dengan jantan yang lain… hemmm………..hemmmmm Aku Bukan Homo March 26, 2011 Posted by djawie in Sosial Budaya. Tags: Cerita Gay, Gay dan Homo, Kisah Hidup trackback Makian, sindiran dan cercaan yang bertubi-tubi dari warga sekitar membuat Gani kelapakan dan membuatnya stres setengah mati, tekanan terhadap diri Gani sungguh sangat berat tak hanya dari warga sekitar tekanan pun datang dari keluarga dan kerabatnya sendiri. Usia Gani yang sudah lebih dari kepala tiga dan sudah matang dalam sisi kehidupan financialnya di rasa sudah cukup untuk melepas masa lajang nya, namun sampai saat ini Gani masih belum memiliki pasangan untuk mendampingi masa hidupnya, jangankan pasangan hidup atau seorang istri Gani pun belum pernah menggandeng seorang wanita ke rumah nya. Tak heran hal tersebut membuat warga dan keluarga nya berfikiran yang enggak-enggak. Sebetulnya kepribadian Gani sangat hangat dan mudah sekali untuk bergaul, dengan paras yang cukup tampan serta memiliki tinggi dan berat badan yang ideal, mungkin akan banyak perempuan yang menyukai Gani. Tapi kenyataannya sampai saat ini Gani masih belum memiliki seorang pasangan hidup. Kebanyakan Gani hanya membawa teman-teman cowoknya untuk di ajak berkunjung ke rumah nya. Hal ini lah yang membuat keluarga Gani resah. Kadang kali kedua orang tua Gani selalu mendesak agar Gani cepat menikah, namun Gani selalu berandih ingin mengejar karir terlebih dahulu, padahal karir Gani sudah berada di puncak nya, karena Gani dipercaya untuk menjadi seorang Manajer di Perusahaan ternama di Jakarta. Keadaan ini lah yang membuat Gani kerap kali di sebut sebagai pecinta sesama jenis, atau istilah keren nya disebut kaum gay,homo atau pun sebutan yang lain nya. Namun Gani tak menghiraukan dan tidak peduli apa kata orang lain tentang dirinya, Toh keadaan sebenarnya Gani memang tidak merasa sebagai gay dan memang bukan gay. Gani selalu enjoy dengan kesendirian nya tanpa merugikan pihak manapun. Dalam hati kecil nya, Gani memang merasa malu dengan dirinya sendiri,hampir semua teman sebaya nya sudah menikah bahkan sudah ada yang memiliki 3 orang anak. Gani pun hanya bisa berusaha dan berdoa agar bisa cepat mendapatkan pasangan hidupnya. Permasalahan yang mendasar terhadap diri Gani adalah Gani selalu merasa akan takutnya untuk berumah tangga dan takut untuk gagal, karena hampir semua kakak-kakaknya selalu Gagal dalam berumah tangga dan selalu di akhiri dengan sebuah perceraian. Dibalik Jomblo adalah(bukan) Seorang Homo pada(hal) Gay May 4, 2012 Posted by djawie in Artikel Pilihan, Snap Shot, Sosial Budaya. Tags: Cerita, Info, Kehidupan Gay, Pedoman, Realita, Renungan trackback Kadang menjadi jomblo berjuta rasanya.. maksudnya berjuta rasa di curigainya… #curcol…. hahahah masih mending jika yang jomblo nya itu cewek palingan…. paling banter di katain, perawan tuae.. beda hal nya dengan seorang cowok sudah lah.. pasti jadi cibiran orang-orang dikatain gak laku lah bujang tua lah. atau apalah .. dan yang terparah di cap maho, homo, gay atau apalah sebutan nya… yang jelas… jomblo bukan maho…(meureun eta oge) hahahah… hemm sekedar berbagi saja.. sebenarnya mahluk apa gerangan yang dinamakan homo, maho, gay itu? “BENTAR-BENTAR KOK JADI NGEBAHAS YG GINIAN?, ATAU JANGAN-JANGAN LHOOO……” “ARGGGHHHH…. GUBBBRAKKKK… #GAMPAR!!!!!” ychhh niat nya berbagi aja… biar kita gak underestimate terhadap kaum yang kayak gituan atau sering di bilang kaum transgender, INGAT analogi, #seorang dokter tidak perlu mengalami penyakit ‘diabetes’ untuk mengetahui bahwa pasiennya terserang penyakit ‘diabetes’# di negara kita, ychh negara kita indonesia raya yang notabene kaum Ber-agama dan masih menjungjung tinggi hukum sosial kaum transgender ini masih dianggap sebagai sesuatu hal yang amat sangat buruk sekali karena bertolak belakang bangeut dengan realita kehidupan *itu juga menurut mereka*, berbeda dengan di negara barat yang sudah melegalkan hal tersebut *lihat saja negara yang dulu menjajah kita, negeri kincir angin* makanya perbincangan tentang hal-hal yang di anggap ‘menyimpang’ suka jadi tabuh untuk diperbincangkan, dan kaum mereka pun enggan untuk membaur alias menyembunyikan jati diri mereka di khalayak umum, atau meskipun mereka terang-terangan tentang identitas mereka, ych mungkin itu hanya sebatas dengan kaum mereka saja.. nachhh…. terus… kenapa maksain buat di bahas disini??? ychh balik lagi ke ide awal tadi setidaknya.. kita sekedar berbagi untuk mengetahui informasi, gak salah khan jika kita tahu informasi…. lets see… hemm gay bukan merupakan sesuatu hal yang baru… melainkan sudah menjadi bagian dari sejarah, di zaman dulu ada sebuah Kaum yang dinamakan Kaum Sodom, yang notabene mereka semua adalah gay, karena banyak agama yang menentang keberadaan kaum tersebut, singkatnya Tuhan pun murka dengan menurunkan azab-Nya dan menghancurkan kaum tersebut, makanya jangan kaget jika di zaman sekarang masih ada gay, ychh mungkin itu sisa dari keturunan kaum Sodom *sorry bukan maksud ngejudge :) * so….menurut etimologi, homo adalah sama atau sejenis, dan seks adalah hal yang berkaitan dengan kelamin, jadi homoseks adalah sama kelamin??? #ngawur hahaha maksudnya homoseks adalah kecenderungan orang untuk mencintai dan berhubungan dengan sesamanya, jika dia laki-laki berhubungan dengan laki-laki lagi atau biasa di sebut kaum gay, dan jika dia perempuan berhubungan dengan perempuan atau sering disebut lesbi..hemmmmmm okay.. kita tinggalin yang lesbi nya.. kita bahas yang gay nya aja??? *nah loh kok gay doang* ychh khan kembali ke judul hihihihih….. kenapa seseorang bisa menjadi seorang gay? pilihan kah atau merupakan keturunan….. di kutip dari buku “Why Men Don’t Listen and Women Can’t Read Maps ‘…Moir memaparkan hasil dari penelitiannya yang memperjelas apa yang telah diketahui oleh para ilmuwan selama bertahun-tahun ,bahwa sifat homoseksualitas ada sejak lahir, jadi bukan merupakan sebuah pilihan hidup.’ (Homoseksualitas Keturuhan atau Pilihan, hal 262) hemmm agak sullit dicerna bukan,,, masa sifat gay udah ada sejak lahir??? masa Tuhan menciptakan seorang gay?? mungkin maksud kutipan tersebut itu di lihat dari sisi medis… mungkin aja laki-laki yang jadi gay, kromosom yang bersifat perempuannya lebih dominan sehingga dia lebih menyukai laki-laki, meskipun dirinya juga laki-laki dan tidak bersifat seperti perempuan…. *lebih jelasnya baca n beli aja dech bukunya xixixxi*. nah terus ada yang berpendapat juga bahwa menjadi seorang gay adalah sebuah pilihan yang di pengaruhi oleh lingkungan sosial, pola asuh, atau bahkan karena pelecehan seksual…tapi apapun alasannya yang jelas..meraka sudah tahu segala risiko yang di tanggung atas pilhan hidup mereka bukan, kemudian bagaimana kehidupan mereka apakah sama dengan kehidupan kita??? mari kita ulas sedikit… kehidupan mereka sama aja gak ada bedanya…mereka juga manusia… sama-sama makan nasi yang beda mereka mencintai dan suka sesama aja.. tapi kenapa orang suka jijik liat mereka ychh?? hemmm…menurut beberapa sumber yang di dapat.. ada beberapa type gay yang beredar… mulai dari yang berani terang-terangan nunjukan dia gay, sembunyi-sembunyi atau bahkan yang sifat ke-gayan-nya gak terdeteksi padahal dia gay.. atau juga.. orang yang berpura-pura biar gak di bilang gay…hemmmmmm meskipun demikian… itu sudah menjadi bagian hidup dari mereka, setidaknya kita hanya bisa menghormati saja pilihan mereka, ntoh selama kehadiran mereka gak merugikan buat kita kenapa kita mesti ribut ngurusin mereka.. bener gak?? atau mungkin karena faktor agama sehingga kita harus memberantas mereka, ingat Tuhan itu gak tidur Tuhan itu selalu mengawasi, jadi mendingan kita perbaiki diri sendiri dahulu.. dari pada ngurusin orang lain,, bener gak…. jadi gimana nichh sudah ada sudut pandang yang berbeda tentang memandang kaum transgender? Dapat Rasa Lepas February 4, 2012 Posted by djawie in Zona Abu. Tags: Hasrat Hidup, Kehidupan Gay, Kisah, Lelaki, Renungan, Zona Abu trackback TERTARIK DENGAN SEBUAH BLOG KAWAN DARI ARTIKEL SEBELUM INI…pasal lelaki-lelaki yang masuk dalam kategory DAPAT –> RASA –> LEPAS (DRL)….satu golongan yang begitu ramai dalam hubungan terlarang ini…..berbeda dengan lelaki yang termasuk dalam kategory DAPAT –> RASA –> SIMPAN (DRS)… iahh itu golongan yang manjadi tumpuan dan idaman… semua pasangan bukan?? tak usah di bahas juga pasti udah pada ngerti…. JW akan berikan sedikit pengulasan dalam kasus iini… sebab.. bagi JW sendiri secara pribadi.. kita boleh menguraikan meraka yang termasuk ke dalam golongan DRL dan juga golongan DRS…..keduanya mempunyai ciri yang amat sangat brbeda… apa yang semua kita tahu tentang dua type jantan ni?? jantan yang termasuk dalam kategory DRL…memang type yang merasakan dirinya hebat di atas ranjang… dirinya boleh dapat siapa saja…..yang dia inginkan tanpa susah sayah untukmencari .. dalam arti kata biar lah orang lain yang mencari dia…..dan biarlah orang lain yang manabu pertama gebderang cinta..,, dan dia hanya bilang ‘emmmmm’…. biasanya dia tidak mengharapkan cinta sama sekali…..sebab pada dia as long dapat merasakan sekujur tubuh di depanmata…sedikit kasih sayang sdah cukup…..bila dia sudah dapat apa yang dia inginkan maka dia akan berburu mencari yang lain….. yang merana dan terrsiksa adalah orang yang sudah… menyemai cinta pada type jantan kategory DRL ini .. arggghhh bangsat!!!!!!!!! memang sakit… bro….ychh JW ngerti pa kata orang tentang akan rasa bila cinta sudah di permainkan…..bila mana apa yang kita lakukan itu adalah sia2 bukann… “mem-bual” adalah keahlian golongan jantan Type DRL ini… tak kiralah… meskipun muka dia ala kadarnya….. muka ala suam kuku kaki kali…. atau memang muka ancur…tapiu mereka pandai…. menyakinkan kita.. untuk mendapatkan kita begitu mudah…. mereka tahu akan kelemahan kita yang memang dahaga akan cinta!!!!!.. sebab pintar lah.. dia bermainkata-kata……jaga dan berhati-hatilah… kalau dah kena ‘mainan cinta’ jantan jenis DRL… sekali dua kali its ok…. tiga kali… emmmmm alamak… orang ini harus ketok kepala gajh tiga kali… agar sadar kehidupan dunia kita tuh kayak ginie!!!! Jangan Teruskan February 4, 2012 Posted by djawie in Sosial Budaya, Zona Abu. Tags: Jalan Hidup, Kehidupan Gay, Lelaki, Realita Hidup, Renungan, Zona Abu trackback SUDAH BAYAK SEKALI…. JW NULIS PASAL ARTKEL SEMACAM INI….tapi tetep aja masih ada yang gak paham akan konsepnya….. sekiranya hal-hal semacam di bawah ini berlakupada anda….ketika masoh dalam proses penjajakan atau ketika dalam proses bunga-bunga cinta sedang berkecambah dan bermekaran di harti anda…..MAKA hendaklah anda MENG-HENTI-KAN hubungan yang anda idam-idamkan dengan si dia SERTA MERTA….. karena risiko anda akan mendapat SAKIT JIWA … SAKIT HATI … GALAU.. dan berbagai macam penyakit cinta lain nya yang lebih tinggi.. jadi lebih baik berjaga-jaga sedia payung sebelum hujan… # TELPON / SMS dulu semasa belum jadian….. pastilah rajin kirim sms.. rajin telp…malah setiap malam sebelum mau pergi tidur pasti berdoa dulu kirim sms… ‘gud nite-mimpiin aku ychh’…. pasti lah kata2 seperti itu. meskipun pulsa udah hampir habis.. tetep aja isi pulsa meskipun kredit ke konter…. tapi bila udah jadian…..mulai lah si dia malan hendak ber-sms kalau nge bales sms pun setengah jam baru di blaes…. itu pun dengan kata-kata pendek saja… misal ‘ych bebp’ dll paling bangsat kalau dia alasan.. aduh baru buka sms.. aduh baru inget buat ngebales….. #KETEMUAN sebelum jumpa… dan sebelum jadian….berlomba-lomba lah kita untuk ngajak ketemuan….tak sering.. lah tempat makan di BIP semisal KFC jadi sarang untuk ketemuan……semata-mata tak sabar untuk berkenalan katanya… dengan harapan mengisi kekosongan hati…..cepat terisi hemmm tapi ELOOOOOO!!!! janganlah jadi dongo sesaat.. ingat kan… BIP itu tempat apa? .. disana ramai lah,, banyak orang apalagi sabtu malam…. berkumpumlah… mereka disana… dari yang masih muda…nyampe yang tua..ada disana… jadi alasan sebelum jadian yang sebenarnya bukan untuk mengisi kekosongan hati.. namun untuk memanjakan mata sendiri….. kalau ada…. yang berindak..kepada anda seperti dua hal di atas…. udah lah… akhiri saja hubungan nya…… maka cepat-cepat lah… cari jantan yang lain.. dan luakan dia…..dan anda teruskan…’game’ ini juga….. rasa sayang ke …. rasa dah cinta sangat ke … tue semua tolak buang jauh-jauh … sebab yang pasti cinta anda hanya bertepuk sebelah tangan!!!! … tapi apapun keputusan nya itu terserah anda dan ada ditangan anda.. JW hanya bosa beri nasihat saja.. okay HARAM – HALAL sudah jelas June 2, 2011 Posted by djawie in Sosial Budaya. Tags: Kehidupan Gay, Realita kehidupan, Renungan trackback “sudah menjadi sebuah konsumsi public? kok sekarang jadi sangat tampak?”….. bertanya kepada sekumpulan bujang-bujang di salah satu tempat makan di daerah kawasan wisata belanja bip salah satu tempat nongkrong kegemarannya pengikut nabi luth……………….. “ala…. bro.. rileks aja….kita khan cuman cari hafe fun… bukan mau jualan…..” ujar sekawan nya yang bernama Yusuf……”memang sih have fun sekalian jualan!!!!!!” terlontang suara Hakim menjawab pandai…..melengik terdengar di telinga…. “itu lah….kalian harus nya sering lah datang ke pengajian dengar tauziah…hari jum’at orang pada sembahyang…kalian malah pada merayu di Oh La La lah….bip lah…..dapla lah…” terus terlontar dari mulut menceramahi mereka….. mana atahu ada yang termakan oleh pembicaraannya….yang penting think the best for them nanti… “mari sini….mau ngobrol bentar tentang hal yang haram dan halal”…. para bujang lalu datang berkumpul bak ikan yang bergerombol untuk mencari makan……mendengarkan obrolan.. Abu Abdillah Nu’man bin Basyir radhiallahuanhu dia berkata… (bukan aku kata … tapi si Abu Abdillah Nu’man yang berkata … ) …. beliau mendengar Rasulullah Shallallahu’alaihi wasallam bersabda : Sesungguhnya yang halal itu jelas dan yang haram itu jelas. Di antara keduanya terdapat perkara-perkara yang syubhat (samar-samar) yang tidak diketahui oleh orang banyak. Maka siapa yang takut terhadap syubhat berarti dia telah menyelamatkan agama dan kehormatannya. Dan siapa yang terjerumus dalam perkara syubhat, maka akan terjerumus dalam perkara yang diharamkan. Sebagaimana penggembala yang menggembalakan hewan gembalaannya disekitar (ladang) yang dilarang untuk memasukinya, maka lambat laun dia akan memasukinya. Ketahuilah bahwa setiap raja memiliki larangan dan larangan Allah adalah apa yang Dia haramkan. Ketahuilah bahwa dalam diri ini terdapat segumpal daging, jika dia baik maka baiklah seluruh tubuh ini dan jika dia buruk, maka buruklah seluruh tubuh; ketahuilah bahwa dia adalah hati “. (Riwayat Bukhari dan Muslim) …..masih baik lah…. mau membicarakan hal ini kepada mereka…bukan mau jadi Imam untuk musim kedua…tapilah sampaikan lah walau pun hanya satu ayat…. kat…sampai disini dulu.. mau hafe fun lagi sekedar chek-in hehehehehehhe Hidup tuh Tanpa Jaminan April 3, 2011 Posted by djawie in Artikel Pilihan, Sosial Budaya. Tags: Info, Kehidupan Gay, Realita Hidup, Renungan trackback PERJALANAN HIDUP BAGAI TERSUSUN … sebagai contoh seorang ayah akan mewalikan anak perempuan bila tiba dan tika untuk menjadi isteri seseorang …. begitu juga seorang ibu bersedia untuk menjadi seorang nenek bila si anak gadis yang ditatang dengan penuh akan melahirkan seorang bayi yang cantik …. itu yang kita tanamkan… dan itu yang kita gambarkan … tapi ada juga yang berlaku .. seorang anak sibuk mengisi barang untuk ayahnya bernikah lagi satu selepas menduda lebih dari 20 tahun setelah kehilangan isteri yang tercinta …. atau mungkin kita akan dapat “adik” baru setelah ibu kita menikah dengan lelaki yang sama usia dengan kita … seperti alat elektronik … semuanya ada JAMINAN pengunaan … maksudnya kalau rusak sebelum habis tanggal garansinya … boleh di kembalikan atau dapat yang baru …. TAPI DALAM KEHIDUPAN TIDAK JAMINAN … maksudnya kita kena ambil risiko tanpa jaminan … ngerti gak pa yang jawi katakan? … okeiss!! kita ambil contoh kalau kurang ngerti,misal kita dah ambil keputusan untuk bercouple dengan seseorang … maka kita telah mengambil RISIKO TANPA JAMINAN … contoh ke dua plak … kalau orang merasa bagus tidak kawin .. sedangkan konek tue masih gatal nak korek lubang jantan … dan masih lagi sibuk kena tabuk dengan konek jantan … maka si perempuan tue kena ambil RISIKO TANPA JAMINAN … kita ambil contoh yang pertama tadi …di bawah lampu neon di tasik titiwangsa … sambil tangan si jantan tue merayap rayap seperti tue … bahwa kalian akan saling sayang menyayangi dan ingin kekal sampai bila bila …. adakah apa yang kalian impikan menjadi kenyataan? …. rasanya tidak!! sebab bila si jantan tue antarkan kamu pulang …. dia akan berjumpa jantan lain di tasik kelana jaya (plak plak) …. tapi kamu sanggup ambil risiko … kalau kita ambil contoh ke dua …. sebagai seorang perempuan … adakah kalian ingat bila laki kalian tahu bagaimana main pada malam pertama …. terbukti kejantanan dia dengan berduyun duyun anak yang di lahirkan …. sudah cukupkah boleh di katakan suami anda memang lelaki sejati yang tidak songsang? Ok… ini pun satu RISIKO TANPA JAMINAN … inilah yang coba jawi sampaikan … andai katalah kita cakap dalam hati … “ini lah cinta terakhir aku … akan aku juga jadikan yang terbaik?” … ser akhh hati sedang berbunga-bunga … si jantan tue terkentut pun … kita rasa kelakar … sebab dah sayang dan cinta … tapi betul ke ada jaminan bahwa ini cinta orang yang terakhir? …. betul kah itu jantan tak cari yang lain di belakang kita?… sekarang kalian lah yang tentukan apa yang anda akan lakukan … dan yang pasti setiap kali mendekati sesuatu komitment …. seianya tidak akan di sertai dengan RESIT JAMINAN … sebaliknya ia di sertai dengan RISIKO TANPA JAMINAN … http://djawie.wordpress.com/2011/04/03/hidup-tuh-tanpa-jaminan/#more-311

Figures of Syntax

English in Use/

< English in Use Unreviewed changes are displayed on this pageThis page may need to be reviewed for quality. Jump to: navigation, search English in Use General Contents • Introduction Parts of speech Articles • Nouns • Verbs • Gerunds and participles • Pronouns • Adjectives • Adverbs • Prepositions, Conjunctions and Interjections Other topics Orthography • Punctuation • Syntax • Figures of Syntax • Glossary External Resources A figure of syntax is an intentional deviation from the ordinary construction of words. The principal figures of syntax are five; namely, el-lip'-sis, ple'-o-nasm, syl-lep'-sis, en-al'-la-ge, and hy-per'-ba-ton. Contents 1 Ellipsis 1.1 Of the article 1.2 Of the noun 1.3 Of the adjective 1.4 Of the pronoun 1.5 Of the verb 1.6 Of the participle 1.7 Of the adverb 1.8 Of the conjunction 1.9 Of the preposition 1.10 Of the interjection 1.11 Of phrases or clauses 2 Pleonasm 3 Syllepsis 4 Enallage 5 Hyperbaton 6 References Ellipsis Ellipsis is the omission of some word or words which are necessary to complete the construction, but not necessary to convey the meaning. Such words are said, in technical phrase, to be understood. Of compound sentences, a vast many are more or less elliptical. Sometimes, for brevity's sake, even the most essential parts of a simple sentence, are suppressed: as, "But more of this hereafter."—Harris's Hermes, p. 77. This means, "But I shall say more of this hereafter." "Prythee, peace."—Shak. That is, "I pray you, hold you your peace." There may be an omission of any of the parts of speech, or even of a whole clause, when this repeats what precedes. But the omission of mere articles or interjections can scarcely constitute a proper ellipsis, because these parts of speech ought to be expressed. Of the article "A man and [a] woman." "The day, [the] month, and [the] year." "She gave me an apple and [a] pear, for a fig and [an] orange."—Jaudon's Gram., p. 170. Of the noun "The common [law] and the statute law." "The twelve [apostles]." "The same [man] is he." "One [book] of my books." "A dozen [bottles] of wine." "Conscience, I say; not your own [conscience], but [the conscience] of the other."—1 Cor., x, 29. "Every moment subtracts from [our lives] what it adds to our lives."—Dillwyn's Ref., p. 8. "Bad actions mostly lead to worse" [actions].—Ib., p. 5. Of the adjective "There are subjects proper for the one, and not [proper] for the other."—Kames. "A just weight and [a just] balance are the Lord's."—Prov., xvi, 11. True ellipses of the adjective alone, are but seldom met with. Of the pronoun "Leave [you] there your gift before the altar, and go [you] your way; first be [you] reconciled to your brother, and then come [you] and offer [you] your gift,"—Matt., v, 24. "Love [you] your enemies, bless [you] them that curse you, do [you] good to them that hate you."—Ib., v. 44. "Chastisement does not always immediately follow error, but [it] sometimes comes when [it is] least expected."— Dillwyn, Ref., p. 31. "Men generally put a greater value upon the favours [which] they bestow, than upon those [which] they receive."—Art of Thinking, p. 48. "Wisdom and worth were all [that] he had."—Allen's Gram., p. 294. Of the verb "The world is crucified to me, and I [am crucified] to the world."—Gal., vi, 14. "Hearts should not [differ], though heads may, differ."—Dillwyn, p. 11. "Are you not much better than they" [are]?—Matt., vi, 26. "Tribulation works patience; and patience [works] experience; and experience [works] hope."—Romans, v, 4. "Wrongs are engraved on marble; benefits [are engraved] on sand."—Art of Thinking, p. 41. "To whom thus Eve, yet sinless" [spoke].—Milton. Of the participle "That [being] over, they part." "Animals of various natures, some adapted to the wood, and some [adapted] to the wave."—Melmoth, on Scripture, p. 13. "His knowledge [being] measured to his state and place, His time [being] a moment, and a point [being] his space."—Pope. Of the adverb "He can do this independently of me, if not [independently] of you." "She shows a body rather than a life; a statue, [rather] than a breather."—Shak., Ant. and Cleo., iii, 3. Of the conjunction "But the fruit of the Spirit is love, [and] joy, [and] peace, [and] long suffering, [and] gentleness, [and] goodness, [and] faith, [and] meekness, [and] temperance."—Gal., v, 22. The repetition of the conjunction is called polysyndeton; and the omission of it, asyndeton. Of the preposition "It shall be done [on] this very day." "We shall set off [at] some time [in] next month." "He departed [from] this life." "He gave [to] me a book." "We walked [through] a mile." "He was banished [from] the kingdom."—W. Allen. "He lived like [to] a prince."—Wells. Of the interjection "Oh! the frailty, [oh!] the wickedness of men." "Alas for Mexico! and [alas] for many of her invaders!" Of phrases or clauses "The active commonly do more than they are bound to do; the indolent [commonly do] less" [than they are bound to do]. "Young men, angry, mean less than they say; old men, [angry, mean] more" [than they say]. "It is the duty of justice, not to injure men; [it is the duty] of modesty, not to offend them."—W. Allen. Pleonasm Pleonasm is the introduction of superfluous words: as, "But of the tree of the knowledge of good and evil, you shall not eat of it."—Gen., ii, 17. This figure is allowable only, when it abruptly introduces an emphatic word, or repeats an idea to impress it more strongly: as, "He that has ears to hear, let him hear."—Bible. "All you inhabitants of the world, and dwellers on the earth."—Id. "There shall not be left one stone upon another that shall not be thrown down."—Id. "I know you who you are."—Id. A pleonasm is sometimes impressive and elegant; but an unemphatic repetition of the same idea, is one of the worst faults of bad writing. Syllepsis Syllepsis is agreement formed according to the figurative sense of a word, or the mental conception of the thing spoken of, and not according to the literal or common use of the term: as, "The Word was made flesh, and dwelt amongst us, and we beheld his glory."—John, i, 14. "Then Philip went down to the city of Samaria, and preached Christ unto them."—Acts, viii, 5. "The city of London have expressed their sentiments with freedom and firmness."—Junius, p. 159. "And I said [to backsliding Israel,] after she had done all these things, turn you to me; but she returned not: and her treacherous sister Judah saw it."—Jer., iii, 7. "And he surnamed them Boanerges, which is, The sons of thunder."—Mark, iii, 17. "While Evening draws her crimson curtains round."—Thomson, p. 63. "The Thunder raises his tremendous voice."—Id., p. 113. Enallage Enallage is the use of one part of speech, or of one modification, for another. This figure borders closely on solecism. There are, however, several forms of it which can appeal to good authority: as, "You know that you are Brutus, that say this."—Shak. "They fall successive[ly], and successive[ly] rise."—Pope. "Than whom [who] a fiend more fell is nowhere found."—Thomson. "Sure some disaster has befell" [befallen].—Gay. "So furious was that onset's shock, destruction's gates at once unlock" [unlocked].—Hogg. Hyperbaton Hyperbaton is the transposition of words: as, "He wanders earth around."—Cowper "Rings the world with the vain stir."—Id. "Whom therefore you ignorantly worship, him declare I to you."—Acts, xvii, 23. "'Happy', says Montesquieu, 'is that nation whose annals are tiresome.'"—Corwin, in Congress, 1847. This figure is much employed in poetry, but care should be taken lest it produce ambiguity or solecism. http://en.wikibooks.org/wiki/English_in_Use/Figures_of_Syntax