1:21 AM
Indra Saputra
Tampilkan postingan dengan label english. Tampilkan semua postingan
Tampilkan postingan dengan label english. Tampilkan semua postingan
Senin, 30 September 2013
Senin, 01 Juli 2013
Family (Vocabulary)
father =
ayah
dad = ayah mother = ibu mum, mummy, mom (american) = ibu parent = orang tua (salah satu) parents = kedua orang tua child = anak children = anak (jamak) son = putra daughter = putri brother = saudara lelaki sister = saudara perempuan |
grandfather = kakek
granddad, grandpa = kakek
grandmother = nenek
grandma, granny = nenek grandson = cucu lelaki granddaughter = cucu perempuan grandchild = cucu uncle = paman aunt = bibi nephew = keponakan laki-laki niece = keponakan perempuan wife = istri husband = suami |
Dialog:
Minggu, 19 Februari 2012
Tips Meningkatkan Kemampuan Mendengarkan (Listening)
Mendengarkan adalah ketrampilan mendapatkan suatu informasi. Anda dapat melakukannya dengan baik jika Anda berusaha untuk berbicara banyak. Siswa dalam kelas
Essay about Ideal Class Rules
IDEAL CLASS RULES MUST BE LESS THAN 25 STUDENTS PER CLASS
Department of Education issued a decree that the content restrictions on the number of learners in one class. Rules include an equal level of education
Sabtu, 11 Februari 2012
Common Mistakes in English
Dalam berbicara bahasa Inggris mungkin saja kita sudah merasa benar. Karena sudah menggunakan kamus dan menyusun tata bahasanya. Tetapi dalam penggunaanya
Selasa, 07 Februari 2012
Tips Meningkatkan Kemampuan Membaca (reading)
Membaca tulisan dalam bahasa asing merupakan ketrampilan analitikal. Anda dapat menguasai ketrampilan membaca jika Anda menggunakan logika Anda serta mencermati kalimat.
Kata Mutiara Bahasa Inggris
IDEAS ARE ONLY SEEDS, TO PICK THE CROPS NEEDS PERSPIRATION.
GAGASAN-GAGASAN HANYALAH BIBIT, MENUAI HASILNYA MEMBUTUHKAN KERINGAT.
LAZINESS MAKES A MAN SO SLOW THAT POV ERTY SOON OVERTAKE HIM.
GAGASAN-GAGASAN HANYALAH BIBIT, MENUAI HASILNYA MEMBUTUHKAN KERINGAT.
LAZINESS MAKES A MAN SO SLOW THAT POV ERTY SOON OVERTAKE HIM.
Kamis, 02 Februari 2012
Language Change
Language change is the phenomenon whereby phonetic, morphological, semantic, syntactic, and other features of language vary over time. The effect on language over time known as diachronic change.
In 1786, Sir William Jones, a British government official, suggested that a number of languages from very different geographical areas must have some common ancestor. This common ancestor could not be described from any existing record, but had to be hypothesized on the basis of similar features existing in records of languages which were believed to be descendants. Linguistic investigation of this type focuses on the historical development of languages and attempts to charactenze the regular process which are involved in language change.
Causes of language change
- Economy: Speakers tend to make their utterances as efficient and effective as possible to reach communicative goals. Purposeful speaking therefore involves a trade-off of costs and benefits.
- the principle of least effort: Speakers especially use economy in their articulation, which tends to result in phonetic reduction of speech forms. See vowel reduction, cluster reduction, lenition, and elision. After some time a change may become widely accepted (it becomes a regular sound change) and may end up treated as a standard. For instance: going to [ˈɡoʊ.ɪntʊ] → gonna [ˈɡʌnə], with examples of both vowel reduction [ʊ] → [ə] and elision [nt] → [n], [oʊ.ɪ] → [ʌ].
- Analogy - reducing word forms by likening different forms of the word to the root.
- Language contact - the borrowing of words from foreign languages.
- The medium of communication
- Cultural environment: Groups of speakers will reflect new places, situations, and objects in their language, whether they encounter different people there or not.
ENGLISH FOR INFANT
I. DEFINITION
An infant or baby is the very young offspring of humans. A newborn is an infant who is within hours, days, or up to a few weeks from birth. In medical contexts, newborn or neonate (from Latin, neonatus, newborn) refers to an infant in the first 28 days after birth.[1] The term "newborn" includes premature infants, postmature infants and full term newborns. The term infant is derived from the Latin word infans, meaning "unable to speak" or "speechless." It is typically applied to children between the ages of 1 month and 12 months; however, definitions vary between birth and 3 years of age. "Infant" is also a legal term referring to any child under the age of legal adulthood.
II. TEACHING ENGLISH FOR INFANT
An early childhood educator prior to carrying out learning activities first need to consider the characteristics of children who are educated and taught for the learning program in accordance with the development dimension of the kids that includes dimensions of cognitive, language, creativity, emotional and social.
The general characteristics of early age children may include:
A. From the cognitive aspect:
1. They already have the ability to interpret the meaning / significance.
2. They have the power of attention and concentrations are limited.
3. They already have the power of imagination.
4. They understand the situation
B. From the affective aspects:
1. They were happy to find and create something
2. They love to talk
3. They love to play and work alone
4. They are interested in activities that are relevant to them
C. From the aspect of psycho-motor:
1. They have skills in using language in a limited but creative.
2. They can learn by doing something
3. They learn English by using it
4. They can work with adults
5. They will learn best when they engage in activities that are relevant to themselves
By considering the characteristics of these children, English language learning goals for early childhood, generally can be determined as follows:
1. Makes children feel competent and confident in learning English
2. Provide a safe learning environment, is entertaining and recreational and educational
3. English language learners to create long-term
While the scope of English language learning for early childhood skills include listening, speaking, reading and writing as well as components of vocabulary, pronunciation and language structure. Everything has to be adjusted to the ability of children who are taught.
The methods of English learning for early childhood, which can be used, are:
1. Playing (and singing)
2. Converse
3. Tell
4. Demonstration
5. Study tours
6. Project
7. Granting duty
III. IMPACT
1. Positive Impact
Children's brain like a bottle that is still empty, not filled by anything. If we are content with English lessons so their absorption is very high. With thinking like that, children are more likely to learn English. Moreover, if the child enjoys the lessons we give, certainly the children master English more quickly.
Kindergarten age children usually easier to digest the lessons at school, including home. The kids at that age tend to follow the Things They like. For example, at this time have a lot of tv shows That teach English. Moreover, many cartoon shows, that using two languages, Indonesia and English.
With so many opinions from experts on language learning in children, proving that the languages taught home to Children is Easier than teach it to Adults. Although, in a study of children would rather play than learning. However, we can teach Home in a Way That They like. For example, just by watching tv, it's been a lot of tv shows That language use England. That may be one way for children's learning.
Because children tend to follow what they see and hear. By doing so, saw that the English language that is critically important and very useful for us. At this time, if we do not speak English we will be hard to get a job. Because the proposed requirements companies now is to speak English.
It appears that teaching English to children more easily controlled than teach it to adults. It is not wrong for us if teaching English language support to the children of today. Because at the age of their children tend to be more control and want to always do the things they like. Make English the fun things for them.
2. Negative Impact
Although the multilingual capabilities, it is believed will of some bring a positive impact on children, but also feared to give a negative impact. One negative impact is the semi-language. Children are taught Home but not cans their master's language intact. As a result, the ability becomes all-round responsibility and mixed-steering language.
Many children - children now feel more confident and WHO slang when using these mixed languages. This clearly reduces the rules and validity of the will of some of the national Indonesian language itself.
Examples of the influence of the English language, namely: If the boy wanted to scold or speak harshly spoken is "Shit", "damn" or a foreign language means harsh words.
According to Gabriel, when children start school and introduced a new language in school, exposure of the mother tongue gradually began to decrease. "Maybe this will make an impact, of the limitations of children to master both languages. This can lead to difficulties in the field of academic and social abilities of children later, "said Gabriel. Therefore, according to Gabriel, a child should have first mastered his native language, before it was introduced in additional languages.
III. CONCLUSION
From the brief description above, we can conclude that in accordance with the characteristics of early childhood, English language learning activities should be entertaining, recreational, and educational for their motivation at this time will be maintained or even improved in the future so that the learning English will continue throughout their lives.
Finally, English language learning for infant is a dynamic field so that we can be sure will have always experienced changes. However, the task of educators for young children remains the same i.e. foster understanding and use of their language through planning, supervision and provision of adequate support facilities.
REFERENCES
Klein, Kerstin. 2005. Teaching the World’s Children. English Teaching Forum
Moon, Jayne. 2000. Children Learning English. Oxford: Macmillan Publishers Limited
Carme Flores, et al. Learning a Foreign Language in Infant. University Ramon Llull.
Moeslichatoen. 1999. Metode Pengajaran di Taman Kanak-Kanak. Jakarta: Penerbit Rineka Cipta
Basic Debating Skills
A debate is, basically, an argument. That is not to say that it is an undisciplined shouting match between parties that passionately believe in a particular point of view. In fact the opposite is true. Debating has strict rules of conduct and quite sophisticated arguing techniques and you will often be in a position where you will have to argue the opposite of what you believe in.
If a debate is a form of argument then it logically follows that there must be something to argue about. This is called the TOPIC. The topic changes from debate to debate. They are often about current issues of public importance ("That Canberra should have self government") or about general philosophies or ideas ("That beauty is better than brains"). All topics begin with the word "That". As in other arguments there are two sides to any topic. The team that agrees with the topic is called the AFFIRMATIVE (or the `government' in parliamentary debating) and the team that disagrees with the topic is called the NEGATIVE (or the `opposition' in parliamentary debating). When organizing a debate it is important to select a topic that is appropriate to the age and education of the debaters concerned. Often topics will cover areas that the debaters have a specific interest in or, in the case of schools debates, that have been covered in classes or are current news items.
CONCEPT: DEFINITION
If a debate is going to take place then it must be agreed in advance what the debate is going to be about. Thus it must be agreed what the topic means. This may seem obvious in a topic like "That Canberra should have self government" but with something like "That a cabbage is better than a rose" is might not be so clear. Deciding and explaining what a topic means is called `defining the topic'. The job of defining begins with the AFFIRMATIVE. The first speaker of the affirmative must explain in clear terms what they believe the topic means. In deciding this the affirmative team should always try to use the "person on the street" test. That is if this topic were presented to the average person on the street - is this what they would take it to mean. Where the topic is too obscure to allow this test then apply the `reasonability' test. The affirmative team should ask themselves "Is this definition reasonable ? Is it something the average person might expect ? Does it allow for both sides of the debate ?". If you can answer yes to these questions then the definition is probably reasonable, if not search for something more reasonable. Try to avoid the dictionary, except in cases where you don't understand a word. In your definition explain the meaning of the whole topic rather than each separate word.
The negative team may agree with or choose to challenge the definition presented. The negative team should be very careful about challenging as it is difficult to continue the debate with two definitions. Challenges may be made if the definition given is unreasonable or if it defines the opposition out of the debate. If the negative team chooses to challenge the definition it should be done by the first speaker who should clearly outline why the negative is challenging and then propose a better definition.
CONCEPT: TEAM LINE
Because debating is a team event it is important that the three speakers work together as a team. The TEAM LINE is the basic statement of "why the topic is true" (for the affirmative) and "why the topic is false" (for the negative). It should be a short sentence, presented by the first speaker of each team and used by the other two speakers to enforce the idea of teamwork.
THE PURPOSE AND BENEFIT OF DEBATE
One of the main purposes of debate in the Buddhist training is to help you to develop decisive awareness (nges-shes). You take a position and then your debate partner challenges it from many points of view. If you can defend the position against all objections and you find that it has no logical inconsistencies and there are no contradictions, you can focus on that position or view with totally decisive awareness that cannot be shaken. We also call this state of mind firm conviction (mos-pa). You need to have this convinced awareness and firm conviction when meditating single- mindedly on any topic, such as impermanence, the equality of self and others, regarding others as more precious than oneself, bodhichitta, voidness, and so on.
Further, debating provides a situation more conducive than meditation for beginners to develop concentration. The challenge of your partner in the debate and the influence of having classmates listening force you to concentrate. When meditating alone, only willpower brings you to stop mentally wandering or falling asleep. In addition, on the monastic debate grounds many debates take place very loudly next to each other. This also forces you to concentrate. If the debates around you distract you or cause you to be annoyed, you are lost. Once you develop concentration skills on the debate ground, you can apply them to meditation, even to meditating in noisy places.
Moreover, debate helps to develop your personality. You cannot remain shy and still debate. You must speak up when your opponent challenges you. On the other hand, if you are arrogant or become angry, your mind is unclear and, inevitably, your partner defeats you. At all times, you need to maintain emotional balance. Whether you win or lose, the debate provides an excellent opportunity to recognize the "I" that is to be refuted. When you think or feel "I have won; I am so clever," or "I have lost; I am so stupid," you can recognize clearly the projection of a solid, self- important "me" with which you are identifying. This is the "I" that is a pure fiction and to be refuted.
Even when you prove to your debate partner that his position is illogical, you need to remember that this does not prove that you are the smarter one and that he is stupid. Your motivation must always be to help your partner to develop clear understanding and firm conviction in what can be logically proven.
In a debating team each speaker has specified roles that they must fulfil to play their part in the team. They are laid out below in the order that the speakers will speak.
1st Affirmative must:
- define the topic.
- present the affirmative's team line.
- outline briefly what each speaker in their team will talk about.
- present the first half of the affirmative case.
1st negative must:
- accept or reject the definition. If you don't do this it is assumed that you accept the definition.
- present the negative team line.
- outline briefly what each of the negative speakers will say.
- rebut a few of the main points of the first affirmative speaker.
- the 1st negative should spend about one quarter of their time rebutting.
- present the first half of the negative team's case.
2nd affirmative must:
- reaffirm the affimative's team line.
- rebut the main points presented by the 1st negative.
- the 2nd affirmative should spend about one third of their time rebutting.
- present the second half of the affirmative's case.
2nd negative must:
- reaffirm the negative's team line.
- rebut some of the main points of the affirmative's case.
- the 2nd negative should spend about one third of their time rebutting.
- present the second half of the negative's case.
3rd affirmative must:
- reaffirm the affirmative's team line.
- rebut all the remaining points of the negative's case.
- the 3rd affirmative should spend about two thirds to three quarters of their time rebutting.
- present a summary of the affirmative's case.
- round off the debate for the affirmative.
3rd negative must:
- reaffirm the negative's team line.
- rebut all the remaining points of the affirmative's case.
- the 3rd negative should spend about two thirds to three quarters of their time rebutting.
- present a summary of the negative's case.
- round off the debate for the negative.
Neither third speaker may introduce any new parts of their team's cases.
In debating each team will present points in favors of their case. They will also spend some time criticizing the arguments presented by the other team. This is called rebuttal. There are a few things to remember about rebuttal.
1. Logic - to say that the other side is wrong is not enough. You have to show why the other side is wrong. This is best done by taking a main point of the other side's argument and showing that it does not make sense. Because a lot of the thinking for this needs to be done quickly this is one of the most challenging and enjoyable aspects of debating.
2. Pick the important points - try to rebut the most important points of the other side's case. You will find that after a while these are easier and easier to spot. One obvious spot to find them is when the first speaker of the other team outlines briefly what the rest of the team will say. But do not rebut those points until after they have actually been presented by the other team.
3. `Play the ball' - do not criticize the individual speakers, criticize what they say. To call someone fat, ugly or a nerd does not make what they say wrong and it will also lose you marks.
TECHNIQUES : THE INDIVIDUAL SPEAKER
There are many techniques that each speaker can use in their speech but there are three main areas that you will be marked on and they are matter, method and manner.
Matter is what you say, it is the substance of your speech. You should divide your matter into arguments and examples.
An argument is a statement "The topic is true (or false depending on which side you are on) because of x", where the argument fills in for the x . For example in the topic "That the zoos should be closed" an argument may be: "the zoos should be closed because they confine the animals in an unnatural environment".
An example is a fact or piece of evidence which supports an argument. If our argument is: "that zoos should be closed because they confine the animals in an unnatural environment" then an example might be: "that in the lion cage at Taronga Park Zoo in Sydney the animals only have about 200 square meters where in the wild they would have 2000 square kilometers to roam in.".
Any examples that you use should be relevant to the topic at hand. Examples which have very little or nothing to do with the topic only make a speech look weak and lacking substance.
Matter cannot be just a long list of examples. You do not win a debate by creating the biggest pile of facts. Facts are like bricks in a wall, if you don't use them, cement them together properly then they are useless. Similarly you cannot win a debate solely by proving that some of the facts of the opposition are wrong. It may weaken their case a little, the same way that removing some of the bricks from a wall will, but you really need to attack the main arguments that the other side presents to bring the whole wall crashing down.
Many debates are on currently important issues so it is good for any debater to keep themselves informed of what is happening in the world around them and what are the issues involved. Watching the news helps (but watch a credible broadcast like the ABC , you are hardly likely to get a topic on some heartwarming story about a lost cat in western Sydney) as does reading a good paper or periodical like the Canberra Times or the Sydney Morning Herald.
Where matter is what you say method is how you organize what you say. There are many delicious pieces of the method pie; here are a few tantalizing crumbs.
1. TEAM. Good team method involves unity and logic. Unity is created by all members being aware of the definition, what the other speakers have said and what the team line is. Each member of the team needs to reinforce the team line and be consistent with what has already been said and what will be said by the other members of their team. You may as well shoot yourself in the foot as change the team line mid debate just because you think it isn't working. Your team will look poorly organized and will be severely penalized by the adjudicator.
2. INDIVIDUAL. You must structure your own speech well. The first step is to have a clear idea of your own arguments and which examples you will be using to support those arguments. As you speak make a clear division between arguments and let the audience know when you are moving from one argument to the next, this is called sign posting and is a very important debating tool. The key thing to remember is that although you know exactly what you are saying the audience has never heard it before and will only hear it once so you have to be very clear about it.
When you are presenting one particular argument make sure that the argument is logical (makes sense) and that you make clear links between your team line and the argument, and between the argument and the examples that you will use to support it.
Rebuttal should be organized the same way. Attack each argument that the opposition presents in turn. Spend a little while on each and then move on to the next. That way the other team's case is completely demolished.
Also organize your speech well in terms of time. Adjudicators can pick up when you are waffling just to fill in time.... and can see when you've spent too long on one point and then have to rush through all your other points and rebuttal just to finish your speech in time. Whew!! You will probably make a few mistakes with this early on but practice makes perfect.
Manner is how you present what you say and there are various aspects of manner that you need to be aware of. There is no one prescribed way of presenting your argument. It is not true, no matter what Paul Keating thinks, that the best way of being convincing is to shout and thump on the table. The best advice you can get is to develop a manner style that is natural to you. Here are some tips and pointers.
1. CUE CARDS. Do not write out your speech on cue cards. There is even a current, and indeed deplorable, trend towards computer generated cue cards. Debating is an exercise in lively interaction between two teams and between the teams and the audience, not in reading a speech. Use cue cards the same way you would use a prompt it a play, they are there for reference if you lose your spot. You can tell when someone is reading.. remember the television announcements by the politicians in the recent ACT elections?
2 EYE CONTACT. Is very closely related to cue cards. If you look at the audience you will hold their attention. If you spend your time reading from cue cards or looking at a point just above the audience's head they will lose concentration very quickly. When you've got them by the eyeballs their hearts and minds will follow.
3 VOICE. There are many things you can do with your voice to make it effective. You must project so that you can be heard but 4 minutes of constant shouting will become very annoying very quickly. ( Like a butcher shouting out the daily specials ). Use volume, pitch and speed to emphasize important points in your speech. A sudden loud burst will grab your audience's attention while a period of quiet speaking can draw your audience in and make them listen carefully.
4. BODY. "Work it baby, work it!". ( Although any other links between the movie Pretty Woman and debating end here ! Your body is a tool for you to use. Make hand gestures deliberately and with confidence (a fine example of someone who can't is that idiot on the Canberra Toyota ads at the moment). Move your head and upper body to maintain eye contact with all members of the audience (although automatically moving your head from side to side makes the adjudicator want to pop a ping-pong ball in there). If you want to walk up and down do so but move with effect and deliberately, don't wear worry lines into the carpet. If you are going to stand still, stand with confidence. Don't let your body apologize for your presence by appearing nervous.
5 NERVOUS HABITS. Avoid them like the plague. Playing with your cue cards, pulling on a stray strand of hair, fiddling with your watch, bouncing up and down on the balls of your feet or bouncing your cue cards off the nose of the nearest audience member as you are finished with them only distracts from your presentation. Use your whole person to effect, don't let any one thing detract from your ability to persuade the audience.
6 ELOCUTION AND OTHER BIG WORDS. This is not an exercise in grammar or elocution. Try to avoid being too informal but don't go overboard the other way. There are no marks to be gained from trying to use big words you don't understand or can't pronounce. In the same way it is a huge mistake to let someone else write your speech. People that do that aren't entering the spirit or developing the skills of debating and end up looking really silly getting stuck on a word they just can't say.
Every adjudicator marks to a standard. You will get a mark out of 40 for matter, 40 for manner and 20 for method, a mark out of 100 total. The average for any speaker is 75 and most marks won't go much outside 6 or 7 marks either side of that. Don't spend your debating life worrying about numbers, like most statistics they are meaningless unless you understand the reasons behind them. Adjudicators are friendly people who will happily speak with you after the debate and tell you about your individual performance.
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