Anti korupsi

Produk kecantikan Dunia dan Akhirat

Produk  kecantikan Dunia dan Akhirat adalah air wudhu...

H. Arsyad bin Laude

Nene' Ecca ...!

Indonesiaku

Indonesiaku
For : Akhmad Yasin Rubas

De' lominasai engkako ri wanuwaku
Makkerri ulaweng ri tanaku

Hai.... Balanda lapute mata
Lisuno ri kampongmu !
Rekko maeloko salama'
Aja' lalo mucoba cobai
Solo'na dara ku
Pellana Cai'ku ..
Darana Indonesiaku ..

Wanuwaku Indonesiaku ...

Dapatkah catrid warna di isi demgan tinta hitam, apakah dapat dïgunakan?

Status NUPTK

Status NUPTK masih satu bintang padahal sudah aktivasi akun PTK..

Jika anda menemukan permasalahan seperti diatas memang sangat mengganggu takut jika data yang diimput  berdampak buruk pada PTK tersebut....

Tapi tidak usah khawatir  itu cuma masalah teknis di server..
Lanjutkan terus selama akun PTK Masih bisa di akses dengan normal.... Ya namanya juga masih perbaikan... Jangan terlalu banyak khawatir bukan anda saja yang mengalami...
Dan sudah saya laporkan di dinas katanya itu tidak masalah...

Maju terus pantang menyerah para operator sekolah.

American A Guide for Foreigners in the United States Ways

When I am working with a group of foreign students who
are nearing graduation and getting ready to go home, I
sometimes ask them to help me make a list, on the chalkboard,
of those aspects of American life that they would
not like to take home with them. Some of the many items
the students usually call out are these:
• Excessive individualism
• Weak family ties
• Treatment of older people
• Materialism
• Competitiveness
• Rapid pace of life
• Divorce
• “Free” male-female relations
• Impersonality
Then I ask the students to list those aspects of American life that they would like to see incorporated at home.
• Opportunity for individuals to raise their station in
life
• Efficiency of organizations
• Hard work and productivity
• Freedom to express opinions openly
• General sense of freedom
Finally I ask the students to study the two lists and see
if they notice any connections between them. After several
moments someone will usually say, “Yes. American
organizations are efficient because of their impersonality
and fast pace.”
Someone else will observe, “There would not be so
much possibility for individuals to get better positions if
family ties were stronger, and if people had to stay where
their parents are. People would not move around so much
to get better jobs. Maybe even divorce is related to that!”
Still another will say, “Maybe it’s their materialism that
motivates people to work so hard.” And another: “Individualism
goes with the sense of freedom.”
And so on. Most of the items on the don’t-want list
are related to items on the do-want list. So it is with the
various aspects of what we call culture. They fit together.
They overlap and reinforce each other. It is not possible
to take one or two aspects of a culture and transplant
them somewhere else. They will not fit.
If you make the effort to understand Americans, you
will begin to see how various aspects of American culture
fit together. The patterns that underlie people’s behavior
will become more visible, and you will become increasingly
able to predict what other people will do. Your interpretations
will become more accurate, and you will be
more willing to delay judgment. All this helps you to in CONCLUSION
teract more constructively with Americans and to achieve
your purposes in visiting the United States.

from :

GARY ALTHEN
with Amanda R. Doran and Susan J. Szmania

American A Guide for Foreigners in the United States Ways

How Americans See Themselves

How Americans See Themselves
It is usually helpful, when trying to understand others, to
understand how we see ourselves. A few comments about
Americans’ self-perceptions appear here; others come
later.

AMERICAN WAYS

Americans do not usually see themselves, when they
are in the United States, as representatives of their country,
even though they are quite patriotic at times. For a
period following the September 11, 2001, terrorist attacks,
Americans displayed considerable emotional attachment
to their country. But that began to fade after several
months. Usually, Americans see themselves as individuals
(we will stress this point later) who are different from
all other individuals, American or foreign. Americans often
say they have no culture, since they often conceive of
culture as an overlay of arbitrary customs to be found
only in other countries. Individual Americans may think
they chose their own values rather than having had their
values and the assumptions on which they are based imposed
on them by the society in which they were born. If
asked to say something about American culture, they may
be unable to answer and they may even deny that there is
an American culture and become annoyed at being asked
such a question. “We’re all individuals,” they will say.
Because they think they are responsible as individuals
for having chosen their basic values and their way of life,
many Americans resent generalizations others make about
them. Generalizations such as the ones in this book may
disturb them. They may be offended by the notion that
they hold certain ideas and behave in certain ways simply
because they were born and raised in the United States
and not because they had consciously thought about
those ideas and behaviors and chosen the ones they preferred.
At the same time, Americans will readily generalize
about various subgroups within their own country. Northerners
have stereotypes (that is, overgeneralized, simplified
notions) about Southerners, and vice versa. There are

from :

GARY ALTHEN
with Amanda R. Doran and Susan J. Szmania

American
A Guide
for Foreigners
in the United States
Ways

Obat tradisional untuk anak

1. Obat demam disertai kejang kejang :
Anak kecil biasanya menggigil di saat demam coba obat tradisional berikut ini ;
Beras merah 2 sendok di rendam air panas di dalam setengah gelas... Dan minumkan pada anak.. :-)

2. Obat mencret untuk anak:
Campurkan gula merah dengan sedikit minyak kelapa kemudian minumkan pada anak...

3. Obat penurunan panas.
Paccukka adalah asam mangga yg digunakan masyarakat bugis yang digunakan untuk mengobati demam dengan cara meremas Paccukka tersebut di dalam mangkuk kemudian usapkan pada badan anak....

Lagi makan jagung

Definition of reading

a.      Definition of reading

Reading is one of the important skills in learning the English language besides listening, speaking and writing skills. The fundamental objective of reading activity is to find specified and detailed information to understand and to comprehend a passage, before coming to the aspects related to reading especially reading comprehension it is useful and necessary to present the definition of reading.

Although” no singular, acceptable definition of reading is currently available to help students plan for reading instruction, there are some basic aspects of reading with most authorities in the academic field agree on.

1.      Reading is interacting with language that has been coded into print.

2.      The result of interacting with the printed language should be comprehension.

3.      Reading ability is closely related to oral language ability.

4.      Reading is an active and on going process that is affected directly by an individual’s instraction with his environment (17).

There are some definitions of reading given by some authors. They are as follows:

1)      Haris and Sipay (1980) explained that reading is the meaningful interpretation of written verbal symbol. Reading is a result of interaction between the perception of the graphic symbols that represent language and the reader’s language skill language and his knowledge of the world.

2)      Kustaryo (1988: 273) says that, reading is a complex process in which recognition and comprehension of written symbols are influenced by the reader’s language background, mind sets, and reasoning abilities, and he anticipates meaning based on what has been read.

3)      Richards (2002: 273) says that reading is a skill that is highly valued by students and teachers alike. Reading comprehension is a complex process in which the reader uses his mental ability to obtain information. It means that the reader must be able to recognize the meaning of printed words.

4)      Chambers and Lowry (in Megawati 1997:7) state that reading is more than morally recognizing the words for which certain combination of thinking responses. Those thinking responses are feeling and defining and some need, identifying a selection for meeting the need, selecting from alternative means experimenting with choices, rejecting or reining the chosen route, and devising some means of evaluating the result.

Based on the definitions of reading above, the researcher assumes that reading is the process or activity to get meaning of materials, whether printed or written and verbal symbol. Reading skills is the ability of process the written or printed material from what was been read and improve a construct of ideas depend on the experience or prior knowledge of the reader.

b.   Kinds of Reading

There are many different kind of reading, each requiring different approaches, techniques and level of concentration. Some of the different types of reading may use are listed below.

1.      Silent reading

These kinds of reading lead the reader to better comprehension. Silent reading is a skill to criticize what is written to discuss. Something written means to draw inferences and as well as to express a new idea on the basic of what is read.

2.      Speed reading

These kinds reading is use to improve speed and comprehension in reading. This skill very important for students. The skill of speed reading must run side with the main purpose of reading that is comprehension. The rate of reading speed, however, depends on the kinds of reading material. The rate of speed of reading a story of narration will be different from the reading scientific materials.

3.      Critical reading

Other kind of reading is critical reading. In critical reading, the reader may find a certain article that tends to stir him/her to action. Many periodical articles, book, and advertising material are leaded with carefully worded propaganda device.

4.      Oral reading

In other reading, the reader will get experience in producing the sound which should be practice as time possible. It is help teachers to find out who among his students has difficulty in reading.

c.    Principle of Reading

According to Heilmen, W Arthur, et.al, (1981:7) here some guidelines or principles of reading:

1.      Reading is a language process. Student being taught to read must understand the relationship between their and their language.

2.      Instruction should lead students to understand that reading must result in meaning.

3.      During every reading instruction period, students should read or be read something that grabs their minds.

4.      Pupil differences must be a primary consideration in reading instruction.

5.      Proper reading instruction depends on the ongoing diagnosis of each student’s reading strengths, weakness, and needs.

6.      The best diagnosis is useless unless it is use as blueprint for instruction.

7.      Any given technique, practice or procedures likely to work better with some student than with others.

8.      Early in the learning process the students must acquire ways of gaining independence in identifying words whose meaning re known to him but which are unknown to him as sight words.

9.      Learning to read is a long term developmental process extending over a period of years.

10.  The concept of readiness should be extended upward to all grades.

11.  Emphasis should be on prevention rather than cure. Reading problems should be detected early and corrected before they deteriorate into failure, frustration, and reaction cases.

12.  No student should be expected or forced to attempt to read material that he is incapable of reading.

13.  Provisions for the needs of exceptional student must be incorporated into regular classroom reading instruction.

14.  Learning to read is a complicated process, one sensitive to a variety of pressures.

15.  Culturally and linguistically different students should be accommodated in the reading program rather than forced to meet the demands of the curriculum.

16.  Reading instruction should be thought of as an organized, systematic, growth, and producing activity.

17.  The adoption of certain instructional materials inevitably has an impact and influence on a school’s instructional philosophy.

18.  The key to successful reading instruction is the teacher.

d.      Types of Reading

1.      According Brown, H. Douglas (2004 : 289) here some types of reading: Perspective. Perspective reading tasks involve attending to the components of large stretches of discourse: letters, words, punctuation, and other graphemic. symbols.

2.      Selective. This category is largely an artifact of assessment formats. In order to ascertain one’s reading cognition of lexical, grammatical or discourse features, of language within a very short stretch of language, certain typical tasks are used picture-cued tasks, matching, true/ false, multiple, choice, etc.

3.      Interactive. Included among interactive reading types are stretches of Language if several paragraphs to one page or more in which the reader must, in psycholinguistic sense, interact with the text. That is reading is process of negotiating meaning; the reader brings to the text a set of schemata for understanding it, and in take is the product of that interaction. Typical genres that lend themselves to active reading are anecdotes short narratives and description, excerpt, from longer texts, questioners, memos, announcements, direction, recipes and the like.

4.      Extensive. Applies to text of more than a page, up to and including professional articles, essay, technical reports, short stories, and books.

2.      Reading Comprehension

a.      Definition of Reading Comprehension

(Sheldon H. Horowitz in www.education.comlreference/article/reading-comprehension-for-meaning) say that reading comprehension is a complex cognitive process that depends upon a number of ingredients all working together in a synchronous, even automatic way. Vocabulary clearly plays a critical role in understanding what has been read. The reader must also be intentional and thoughtful while reading, monitoring the words and their meaning as reading progresses. And the reader must apply reading comprehension strategies ac ways to be sure that what is being read matches their expectations and builds on their growing body of knowledge that is being stored for immediate or future reference.

Reading comprehension is a dialogue author and reader. The activity needs ability to communicate with an author. While reading silently rather than orally (Smith and Thonson in Hendra 2009: 16) it is a complex process in which the readers use his mental content to obtain from written material.

b.      Strategy of Reading Comprehension

Following are ten such strategies Brown, H Douglas (2001 : 306-310) each of which can be practically applied to our classroom techniques.

1.      Identify purpose of reading.

Efficient reading consists of clearly identifying the purpose in reading something. By doing so, students know what they are looking for and can weed out potential distracting information. Whenever you are teaching a reading technique, make sure students know their purpose in reading something.

2.      Use graphemic rules and patterns to aid in bottom-up decoding (especially for beginning level learners).

At the beginning levels of learning English, one of difficulties students encounter in learning to read is making the correspondences between spoken and written English.

3.      Use efficient silent reading techniques for relatively rapid comprehension (for intermediate to advance to advance levels)

If the teacher teaching beginning level students, this particular strategy will not apply because the students still struggling with the control of a limited vocabulary and grammatical patterns.

4.      Skimming the text for main ideas

Skimming gives readers the advantage of being able to predict the purpose of the passage. the main topic or massage, and possibly some of developing or supporting idea. This gives students a head start as they embark on more focused reading.

5.      Scan the text for specific information

The second in the most valuable category is scanning or quickly searching for some particular piece of information in a text. Scanning exercise may ask student to look for names, or dates, to find a definition of a key concept, or to list a certain number of supporting the details. The purpose of scanning is to extract specific information without reading through the whole the text.

6.      Use semantic mapping or clustering

Readers can easily be overwhelmed by a long string of ideas or events. The strategy of semantic mapping or grouping ideas into meaningful clusters helps the reader to provide some order to the chaos. Making such semantic maps can be done individually, but they make for a productivity group ,work technique as students collectively induce order and hierarchy to a passage. Early drafts of these maps can be quite messy which is perfectly acceptable.

7.      Guess when teacher aren’t certain

This is an extremely broad category. Learns can be use guessing to their advantage to:

a.       Guess the meaning of a word

b.      Guess a grammatical relationship

c.       Guess a discourse relationship

d.      Infer implied meaning (between the lines)

e.       Guess about a cultural reference

f.       Guess content massage

8.      Analyze vocabulary

One way for learners to make guessing pay off when they don’t immediately recognize a word is to analyze it in terms of what they know about it. Several techniques are useful here:

a.       Looking for prefixes (co-, inter-, un-, etc.) that ay gives clues

b.      Looking for suffixes (-tion, -tive, -ally, etc.) that may indicate what part of speech it is.

c.       Look for roots that are familiar (e.g., intervening may be a word a student doesn’t know, but recognizing that the root van comes from Latin to come would yield the meaning to come in between)

d.      Look for grammatical context that may signal information.

e.       Look at the semantic context (topic) clues.

9.      Distinguish between literal and implied meanings.

This requires the application of sophisticated top-down processing skills. The fact that not all language can be interpreted appropriately by attending to its literal, syntactic surface structure makes special demands on readers.

10.  Capitalize on discourse markers to process relationships

Many relationship among ideas as expressed through phrases, clause, and sentences. A clear comprehension of such markers can greatly enhance learners’ reading efficiency.

c.       Levels of Reading Comprehension

According Heilment, W Arthur, et.al, (1981:) here some levels of reading comprehension, as follow:

1.      Literal comprehension. Understanding the ideas and information explicitly stated iii the passage.

Abilities:

Knowledge of word meanings

Recall of the tails directly stated or paraphrased in own words

Understanding of grammatical clues-subject, verbs, pronouns, conjunctions, and so forth.

Really of main idea explicitly stated.

Knowledge of sequence of information presented in passage.

2.      Interpretative comprehension. Understanding of ideas and information not explicitly stated in the passage.

Abilities:

Reason with information presented to understand the author’s tone, purpose, and attitude.

Infer factual information, main ideas, comparisons, cause-effect relationship not explicitly stated in the passage.

Summarization of story content.

3.      Critically comprehension. Analyzing, evaluating, and personally reacting to information presented in a passage.

Abilities:

Personally reacting to information in a passage indicating its meaning to the reader.

Analyzing and evaluating the quality of written information in terms of some standards.

d.      Principle Strategies For Reading Comprehension

According Brown, H Douglas (2004: 188-189) there some principle strategies for reading comprehension, as follow:

1.      Identify purpose in a reading a text.

2.      Apply spelling rules and conventions for bottom-up deciding.

3.      Use lexical analyze (prefix, roots, suffix, etc) to determining meaning

4.      Guess at meaning (of words, idioms, etc)

5.      Skim the text for the gist and for main ideas.

6.      Scan the text for specific information (names, dates, key words)

7.      Use silent reading techniques for rapid processing.

8.      Use marginal notes, outline, charts, or semantics maps for understanding and retaining information.

9.      Distinguish between literal and implied meanings.

10.  Capitalize on discourse markers to process relationship.

e.       Developing Reading Comprehension

There some methods for improving comprehension according to the language experts. Smith (1980: 138-166) points out that three eight comprehension skills students need to learn to become good readers. They are:

1.      Student must learn to read sentences with appropriate intonation pattern. Oral reading is probably the only way to teach students to read with appropriate intonation patterns but is also should always be followed by silent reading for specific purpose.

2.      Students mist learn to form mental pictures of situations or condition that are described in a sentence or large passage. Forming mental images as one reads is important because many written materials requires visualization on order to be comprehended.

3.      Student must learn to answer questions about the facts or details presented in a sentence or a large passage. Students are hoped gain not only a general impression from the material and for certain reading process, but also factual information and many details are important for a good understanding for the subject matter.

4.      Students must learn to recall with a minimum of prompting the pacts and details in a sentences or a longer passage. Post reading discussion in which students are asked to recount the selection in as much detail as they can remember are helpful in developing students’ recall power.

5.      Students must learn to paraphrase the central thought or main ideas passage. The best manifestation of true understanding of the main ideas in the passage is the ability to put the passage aside and express the essence of the massage, using one’s personal vocabulary and personal manner of expression.

6.      Students must learn to identify case-effect, comparison-contrast sequential happening, and other relationships between and among ideas. Perhaps direct questioning is the best way to teach students to find relationship between and among ideas.

7.      Student must learn to summarize the content of a passage. Probably the ability of a student to summarize a passage is the best indication of a students’ comprehension.

8.      Students must learn to test the information given or the assertions made by other authors. The teaching of this skill can be begin in early in a child’s reading development’s.

soal bahasa inggris sd kelas 6 semester 2

SOAL UJIAN MID SEMESTER GENAP

TAHUN PELAJARAN 2012/2013

                                                           Mata Pelajaran         :     BAHASA INGGRIS

                                                          Kelas/semester           :     IV/ Genap

                                                          Waktu                                    :      90 menit

A.    Pilihlah jawaban yang paling tepat!

1.      I am tall and slim. Tall and slim in Indonesian is ……

a.       Tinggi dan kurus         b. tinggi dan gemuk                c. tinggi dan besar            d.tinggi dan langsing

2.      We ……. Young . kata yang tepat pada kalimat tersebut adalah……

a.       Is                                 b. are                           c. am                            d. tobe

3.      She is pretty. Lawan kata dari pretty adalah …….

a.       Bad                              b. handsome                c. ugly                         d. beautyfull

4.      Mr. Darno and Miss. Darno ………… young.

a.       are                                b. am                          c. is                              d. has

5.      Makassar ……. Big City. Kata yang tepat pada kalimat tersebut adalah…..

a.       are                                b. am                          c. is                              d. has

6.      I am fat jika ingin di ubah kedalam bentuk Past adalah ……

a.       I are fat                        b. I was fat                  c. I were Fat                            d. I don’t fat

7.      bentuk lampau dari ” we do our homework. Ialah …..

a.       we did our homework             b. we don’t  our homework    c. we is our homework     d. we done

8.      bentuk lampau dari  “does she go ?” ialah ……

a.       do she go ?                  b. did she go ?            c. is she go ?                d. are we go ?

9.      question tag yang benar berikut ini …..  We are smart,………….?

a.       Aren’ t we ?                b. are We ?                  c. am not I?                 d. is not she ?

10.  question tag yang benar berikut ini …..  she is pretty,………….?

a.       Aren’ t we ?                b. are We ?                  c. am not I?                 d. isn’t she ?

11.  question tag yang benar berikut ini …..  I am at your home ,………….?

a.       Aren’ t we ?                b. are We ?                  c. am not I?                 d. is not she ?

12.  question tag yang benar berikut ini …..  Mr. Hasan is old,………….?

a.       Aren’ t we ?                b. isn’t he ?                  c. am not I?                 d. is not she ?

13.  question tag yang benar berikut ini …..  Mr. Hasan and Miss. Hasan are old,………….?

a.       Aren’ t they ?              b. isn’t he ?                  c. am not I?                 d. is not she ?

14.  what does Romeo look like ?   he is ……..

a.       table                             b. can                           c. have                         d. smart

15.  what does Juliet look like ?  

a.       he is pretty                   b. She is Pretty            c. have                         d. smart

II. Isian

1.      Tiara and Tara …….. smart student

2.      Miss. Rini …… Pretty

3.      Rian and I …….  Young

4.      Makassar ……..  the big city

5.      They …….. lazy,aren’t they?

6.      He is young, ……..he ?

7.      She isn’t pretty,……..she ?

8.      ……. She go at school ?

9.      …….. they come today ?

10.  What does ……… look like ?

He/She  is …………..

She/he has ……… and ……..

III. Uraian

Terjemahkan dalam bahasa Indonesia atau sebaliknya.

1.      Rini and Roni are my Family

2.      We are smart, aren’t we ?

3.      He is send letter but I buy a soft drink

4.      Saya tinggi dan langsing

5.      Di mempunyai rambut panjang dan kulit putih