Saturday, December 24, 2011

The Secret Language by Barry J. Blake

Hi guys! i'm about to share an e-book here.
If you're interested in semiotics, i think it's quite good to read this book.

Language is a means of communication, but a good deal of language use is deliberately obscure if not actually encrypted in some form of cipher or code. This book explores the reasons for obscurity and secrecy, and touches on some of the fascinating beliefs that underlie the constraints on using language freely.

Just go directly to the link below to download the book, okay?
http://www.ziddu.com/download/17936765/SecretLanguage.pdf.html

Friday, December 23, 2011

Slides for English 3

Tuesday, December 13, 2011

Sentence Structure in Paragraph

To understand a paragraph, it is first important to understand sentences because a paragraph is defined as the a group of sentences. A group of sentences? Yes it is, therefore i italicize the word sentences. Why should i understand the sentences? it is simply because by knowing sentences you can develop your sentences into paragraph interestingly. Once again, remember a paragraph consists of a group of SENTENCES, and therefore it will not consist of FRAGMENT or dependent clause. What is a fragment and what is dependent clause? are they type of sentences? No, they aren't because they can't stand alone as a sentence, even they have subject and verb but they are not exactly a sentence because they don't have or express the idea. For instance; "when i came to the party last night" these words have both S and V, but they do not exactly express any idea and they cannot stand alone as a sentence, namely they are a called dependent clause or incomplete sentence." I call it incomplete because you need to add an independent clause to make it up as a sentence; when i came to tthe party last night, i met Mrs. Cockney, now it has become a sentence for it has the idea and expresses the complete thought. What is an independent clause? it is also called a sentence, it is a clause that has an idea and can stand alone as a sentence, i.e you put it separately into I met Mrs. Cockney. Now, does it have any idea? yes it does.

What are types of sentence in a paragraph? are they called imperative, declarative and so on? No, they are namely sentence structures, they may consist of simple sentence, compound sentence, complex sentence, and compound-complex sentence.

Click the link below for further explanation:
http://www.ziddu.com/download/17804693/ReviewingYourParagraph.ppt.html

Saturday, December 10, 2011

Homeless child

It's now 2.00 am. when I crossed the road
The rain fell down softly wetting the earth
I felt so cold behind my rain coat
I found them stiil standing there
On a wet face with no single tear appeared

They walked through the traffic without shoes
With no umbrella nor one to hold
Raising their hands for some coins
People rode by them
Not giving any damn
Just crossing ignorantly when green turned on
Some gave them dirty looks
And some gave them money

O'dear, You should be in bed all nice and tight.
God, where's Your love?
You let them stand there all alone
It’s such a sad sight
To be out, on this cold night,

Tuesday, December 6, 2011

Writing a Letter in English

In English there are a number of conventions that should be used when writing a formal letter or business letter. It is very suggested that you should write as clear as possible. And, make sure you don’t make it longer than it is necessary. In addition, you have to avoid the use of informal language like contractions

Click the link below to download the material:

http://www.ziddu.com/download/17713733/Writingformalandinformalletter.doc.html

Monday, December 5, 2011

Narrative Writing

What comes to your mind when we are talking about narrative essay? Pocahontas, Harry Potter, or what? Yep, some might want to talk about folktale, fable, myth, legend, and so on because they are parts of narrative story. Simply a narrative means story. Therefore, when you are asked to write a narrative essay, it means you have to tell about a story. But what makes it different from the other story? Narrative essays are presented through a defined point of view, often the author's, so there is feeling as well as specific and often sensory details provided to get the reader involved in the elements and sequence of the story. On the other hand, the narrative essay makes a point and that point is often defined in the opening sentence, but can also be found as the last sentence in the opening paragraph. It has some elements that one needs to consider, as the beginner you might want to pay attention of five elements of narrative story; setting, theme, mood, character, and plot.

Summarizing or Rewriting?

Simply to say a summary is a shortened form of a piece of writing, but is that all a summary about? No, it is not. Many students often misinterpret what the summary is. What they do is actually rewriting the text but it is still far way to say "Yep, It is a summary!" What i would try to emphasize is that "a summary is not rewriting an original piece of writing" even you have made it short but when you concern with the original one, it can't be called a summary. So how to make a summary then? In writing a summary, you should use your OWN WORDS to express the main ideas and relevant details to what you have read.

When you're trying to write a summary make sure that you break down the paragraph into main points, and after all you can use your own words to give the basic ideas of the writing. To start, you might probably want to focus on the common questions What? Who? Why? When? Where? and How? questions. And therefore, you should make your reader know that you're summarizing not REWRITING.

What you need to consider when writing a summary is the main point of a writing. The ideas or the main points may be placed anywhere. generally, tthe central idea is stated in the beginning, introduction or first paragraph, and the supporting ideas of this central idea are presented one by one in the following paragraphs. Always read the introductory paragraph thoughtfully and look for a thesis statement. Finding the thesis statement is like finding a key to a locked door. Frequently, however, the thesis, or central idea, is implied or suggested. Thus, you will have to work harder to figure out what the author wants readers to understand. Use any hints that may shed light on the meaning of the piece: pay attention to the title and any headings and to the opening and closing lines of paragraphs.

Here are several steps that you have to consider in writing a summary:
1. Read and try to understand what the text is telling you about
2. Take notes as you go along to break the text into points
3. Begin by writing your THESIS STATEMENT
4. Write down the important details you need to include in the summary. Put them in a
logical order. Example: Topic Sentence followed by the evidence that may require detail 1, detail 2, and so on.
5. Now write the summary

Argumentative Essay

Argumentative essay is an essay which means to present an argument with the PROS (supporting ideas) and CONS (opposing ideas) of an argumentative issue. We should clearly take our stand and write as if we are trying to persuade an opposing audience to adopt new beliefs or behavior. The primary objective is to persuade people to change beliefs that many of them do not want to change.

Click the link below to download the file:
http://www.ziddu.com/download/17620414/ARGUMENTATIVEESSAY.ppt.html

Monday, November 21, 2011

Traditional American Cultures and Beliefs

Individual Freedom and Self-Reliance
The earliest settlers came to the North American continent to establish colonies that were free from the controls that existed in European societies. They wanted to escape the controls placed on their lives by kings and governments, priests and churches, noblemen and aristocrats. To a great extent, they succeeded. In 1776, the British colonial settlers declared their independence from England and established a new nation, the United States of America. In 1789, when they wrote the Constitution for their new nation, they separated church and state so that there would never be a government-supported church. By limiting the power of the government and the churches, they created a climate of freedom where the emphasis was on the individual. Individual freedom is probably the most basic of all the American values. By freedom, Americans mean the desire and the ability of all individuals to control their own destiny without outside interference from the government, a ruling noble class, the church, or any other organized authority.
There is, however, a price to be paid for this individual freedom: self-reliance. Individuals must learn to rely on themselves or risk losing freedom. This means achieving both financial and emotional independence from their parents as early as possible, usually by age 18 or 21. It means that Americans believe they should take care of themselves, solve their own problems, and "stand on their own two feet." They think:
They owe nothing to any man, they expect nothing from any man; they acquire the habit of always considering themselves as standing alone, and they are apt to imagine that their whole destiny is in their own hands.
This strong belief in self-reliance continues today as a traditional basic American value. It is perhaps one of the most difficult aspects of the American character to understand, but it is profoundly important. Most Americans believe that they must be self-reliant in order to keep their freedom. If they rely too much on the support of their families or the government or any organization, they may lose some of their freedom to do what they want.
If people are dependent, they risk losing freedom as well as the respect of their peers. Even if they are not truly self-reliant, most Americans believe they must at least appear to be so. In order to be in the mainstream of American life — to have power and/or respect — individuals must be seen as self-reliant. Although receiving financial support from charity, family, or the government is allowed, it is never admired. Many people believe that such individuals are setting a bad example, which may weaken the American character as a whole.

Media Visual & Proses Belajar-Mengajar

Kehidupan seorang siswa di lingkungan sekolah, maupun kehidupan seorang mahasiswa dalam lingkungan perguruan tinggi di satu sisi tampaknya merupakan salah satu bagian kehidupan yang sangat menyenangkan, tetapi mungkin pula menjadi hal yang paling mencemaskan. Setiap hari mereka dapat belajar dengan bebas, mengikuti kegiatan belajar di kelas, belajar di perpustakaan dan lain-lain yang kesemuanya menjadi masukan bagi perkembangan pengetahuannya.

Di lain sisi, siswa atau mahasiswa juga dituntut menyelesai-kan segala tugas sekolah maupun kuliah, yang diperoleh dari kegiatan proses mengajar. Hal yang menjadi kendala bagi mereka apabila pelajaran yang diterimanya itu sulit untuk dipahami mungkin karena dalam proses belajar mengajar tersebut kurang menarik, membosankan, materi yang diajarkan bersifat monoton, sehingga hal ini menjadi masalah yang serius untuk membuka jalan penyelesaian baik bagi guru di lingkungan sekolah maupun para pengajar dalam lingkungan perguruan tinggi.

Hal ini jelas dirasakan siswa/murid karena kenyataan sekarang adalah sangat langkah guru yang sering menggunakan media pengajaran di dalam melaksanakan tugasnya sebagai tenaga pengajar, padahal salah satu konsep kunci operasional pembelajaran yang harus dihayati oleh seorang guru atau pendidik adalah bagaimana mendesain pembelajaran agar dapat berjalan seefektif dan seefisien mungkin untuk mencapai tujuan (Porwanto, 1989: 15). Persoalan ini tampak kelihatan mudah, tetapi sesungguh-nya merupakan kegiatan yang sulit dan konplit, sebab membutuhkan profesionalisme dan penghayatan yang seksama menyangkut aspek-aspek kompetensi belajar dan mengajar.

Guru dituntut sikap profesionalisme dan kompetensi dalam pembelajaran, sebab gurulah yang menjadi kunci yang amat menentukan proses, arah dan aktifitas pembelajaran itu (Slameto, 1997: 25). Sementara itu, kualitas dan kuantitas pendidikan sampai saat ini masih tetap merupakan bahan perbincangan sebagai pencerminan dari kondisi pendidikan kita saat ini yang fenomenal dan problematis. Keduanya merupakan sasaran usaha pembaharuan atau reformasi pendidikan nasional. Betapa tidak, kedua masalah tersebut sulit ditangani secara tuntas, sebab terkait dengan variabel lain sebagaimana yang disebutkan di atas. Di samping itu terjadinya krisis multi dimensional yang melanda kehidupan berbangsa, yang sedikit banyak bermuara pada penurunan kualitas pendidikan. Karena itu, tidak heran kalau masalah pendidikan tidak pernah tuntas di manapun, bahkan di negara-negara maju sekalipun.

Di antara komponen pembelajaran yang sering berbenturan dengan persoalan-persoalan pendidikan ialah guru dalam kaitannya dengan tugas, mengola interaksi dalam proses belajar mengajar termasuk segala sistem yang mengikat untuk bagaimana proses belajar mengajar dapat membawa hasil maksimal sebagaimana yang diinginkan.

Salah satu jalan yang ditempuh ialah dengan menggunakan berbagai media pembelajaran dalam kegiatan belajar mengajar, baik media audio (media melalui pendengaran), maupun media visual (media yang dapat dilihat), dan lain-lain yang dapat menunjang terlaksananya proses pembelajaran.

Close Reading by John Barrels

In the beginning, John Barrell explains what makes English literature be academically called a discipline. For such reason, it is called so because it requires the English students to reach the specific skills in order to grasp the meaning of a text in literary work. These specific skills involve its own rules which should consist of the skill of close critical reading. In addition, the emphasis of close reading is concerned on how a text of a literary work has a meaning. However, a literary text, according to the advocate of practical criticism, does not merely lay on any kind of argument it develops because it is much concerned to bring an experience, actual or fictional, feeling, perception, and reflection.

As what John explains, the competent close readers will concern to show that the question of what and how are inseparable and cannot be separated each other. Therefore, the reader should be able to describe and to evaluate the literary work. In short, the close critical reading should not be ignorantly concerned to understand literary work in relation to the specific historical moment of its production and the meaning of a text does not depend to any important extent on anything external to it. However, if the text fails to embody its content fully in its form, the representation is that inadequate to the reality. John points out what properly literary text is based in part of the claim that the former aim at the resolution of conflicting constructions of experience, or, where that is impossible is irresoluble at the balance of opposing constructions. In conclusion, as what it is mentioned previously, that the competent readers are those who recognize that their political affiliations and their shifting political situations as defined in particular by class and gender, are somehow contingent to their identity as readers.

Kata (review from Goenawan Mohammad's Article)

This article invites us to talk about the power of the meaning and communicative effect in relation to the political and social life. It is previously mentioned that every violence, let’s say war, must have an end and its limit. When it ends, we tend to find the meaning beyond everything that had happened as a reflection to what we have done. Furthermore, Discourse with the use of words, according to Goenawan Muhammad, is far cheaper rather than the war in which one will not always go along with another only because of the authority or being afraid of another. Therefore, when it all ends, words play the significant role both in political and social life. But, Goenawan once doubts if the words−as what written by Chairil Anwar in his writing−might answer the basic problems of political matter, politic in terms of its relation to human life as a social being. Communication does take the important place while the authority and religious matter no longer have any impact or we can say they already fall down to somewhere where no one might consider. When it happens, communication replaces its places in which people might tend to share their opinion, and argue one another to find what they want to achieve. However, it will be not easy to do such thing. Goenawan argues that it is “meaning or sense” which is not easy to stand on it or as it is interpreted as a norm to reach the truth since the truth itself might possibly be designated by the authority.

However, some believe that communicative action in terms of discussion or deliberation, regarded as the way of achieving the common goals, might bring different heads (thought) into such agreement or consensus. Indirectly, to say, it means that words might have something influential that makes them have such effect without any force to accept them, later be called communicative power. In contrast, Goenawan doesn’t agree with Chairil if the written words might serve as the communicative action since we can’t control it instead we are under control of our own language. He further quotes the writing of Sastrowardjojo which puts emphasis that we are trapped within our own words. We only recall the information in the past hoping that it would fit with the present condition, unfortunately it will never do. Therefore, what we should do is first to form the new one, not to recall the previous one. In short, it would be dangerous and too risky if political matter is arranged under the control of the previous norm for it should be based on the new one in the new form as a result of pain, failure, and conflicts.

To conclude, even we are trying hard to escape from what had happened by discussing one another in a group, called communicative action as the process of reflection to what we have done, but it is not easy to be implemented into the political matter, since we are often trapped by the past or previous norm rather than we are forming the new one as the new way to achieve the goals.

Ketoprak

What is "Ketoprak?" is it a kind of food from indonesia? (hmm.. start starving now..hehe). Well, i'm not talking about food now (maybe later...yap, i promise!)Ketoprak is a Javanese cultural performance which has existed from the past up to the present time. In one occasion, Ketoprak is presented by some acts in the play followed by the Javanese traditional songs. Since it is originated from the Javanese cultures, the story does not run far away from Javanese life or it can be called as the reflection of the Javanese real life. However, do not try to think that Ketoprak is a kind of melancholy, talk show, or something else, even in some occasion Ketoprak could be more a serious play. It is more than that kind of. Mostly, in Ketoprak performance, there are some values or norms that are passed down to the audiences through the implied intentions by performer. Ketoprak is mostly performed by using Javanese language and sometimes code-switched into Bahasa Indonesia by the performer. You might find different feelings when you are engaged with the Ketoprak Performance, since it is not a boring performance because you can find the jokes shared by the performer (luckily if you know the language). The story presented within the Ketoprak is mostly taken from the story of the Javanese myth or history of Javanese cultures. Basically, Ketoprak is originally taken from the puppet show which then well-performed by the artists in the theater. Historically, Ketoprak is only performed in the King’s private house or his kingdom called keraton as it serves as the social status. However, now the time is changing, everyone could enjoy the performance.

Unfortunately, the values of the people towards the Ketoprak itself remain changing. There are only a small number of people who still enjoy the Ketoprak. To get deeper, I once interviewed a friend of mine about Ketoprak, and he came from Kendal (Central Java), I chose him because he claims that he is familiar with Ketoprak. Firstly, I ask whether he still watches a Ketoprak performance, he said that he frequently still watches Ketoprak. It is because the story is very interesting , and there are some values and norms shared during the performance. Secondly, I ask him how he watches Ketoprak performance, and he said that when he was child, he used to watch Ketoprak performance in his village which was performed up to one month. When I asked him to mention one example of Ketoprak performance, he directly mentioned “Parikesit” as one of the example of Ketoprak he was familiar with. This story, Parikesit, tells about the figure of Gatot Kaca when he was born to the world. Unfortunately, he added, now he no longer finds the same thing about the Ketoprak. It is hardly found, many people now are familiar with Ketoprak only by television. In short, even though in the previous times Ketoprak was a well-known cultural performance, but in the present time less of people go to watch Ketoprak. Even if it is performed in a theater, most of people prefer to watch this kind of cultural performance in the television. However, the problem does not only come from counting how many people still go to watch Ketoprak, but it might also come as result of the performers who are assumed to have less quality in performing Ketoprak. Consequently, most of its audiences lose their taste of “Ketoprak”. If they, audiences, still watch Ketoprak, because the performers are well-known who might be able to give something to attract the audiences. Extremely, there are only a small number of young or new generations who still care to this kind of performance in globalization era. Even most of them might not be familiar what a Ketoprak is.

Ketoprak is a cultural performance originated from Javanese culture, and performed by people in a theater. In the past time, it was well-known and, unfortunately many people have lost their interest or “taste” of watching Ketoprak. Consequently, Ketoprak is no longer well-known as it was and less of people go to wacth Ketoprak. Since it is related to the word “culture” which is performed, what I would like to suggest is that there should be a solution to keep this cultural performance existence. If now it is no longer popular, I can hardly imagine what will happen to this kind of performance 10 years ahead. Therefore, I think the best solution is that Ketoprak should not only be performed but also socialized and get the young generation involved within the performance and they might feel and know their own culture.

Sleepless in Seatle; Magic of the True Love (Movie Review)

The most interesting point in the movie, Sleepless in Seattle, is about the theme in which some might have different perspectives in understanding the movie. However, I prefer to put much attention on the belief in the myth of a true love in western culture. To begin, let me talk a little bit about it. This movie dramatically begins its story through the character of the hopeless Sam who has just lost his wife in death. After the death of his wife, Sam becomes workaholic guy in order to forget about the memories. It is worse compared to his son, Jonah, who does not seem to have such trauma as what Sam does. Here is how the story begins, Sam’s partner suggests him to take a free time somewhere in order to forget or at least to minimize the memories that just happen, and he firstly refuses this offer before he takes it because of his Son request. In short, they (Sam & his son) finally go and stay in Seattle, a place where he finally meets the girl named Annie (Sam’s obsessed girl). Actually, she wants to get married soon with another guy until finally she breaks up the relationship because of her belief in magic of a true love. She strongly believes that the magic that disturbs her mind would lead her to such true love in which she will find much happiness inside. In addition, This movie also indirectly implies Sam’s perspective about what a true love is. He says “ it was like coming home…. It was just a magic.” Here how we can find another view about spiritual image of love. It is really interesting since this film also shares western tradition in which people are getting more and more interested to share their problems whatever they are on the phone on that time. This tradition is soon adapted in our own culture.

I think this movie is made upon our real life, the day in which people tend to go somewhere in order to forget the problems. In the other hand, even though the culture is much changing from radio to the internet era but there is still the same shared values. In the past time when the film was made people would feel comfortable to express their feelings or emotions by sharing them to the other people through the media whatever it is. Now we are familiar with such media called facebook because we are now in the modern era. As what I mention previously that people are mostly trapped on the existence of the media, they tend to use it to express their feelings. There are still many people believe in the myth of the media itself. Why I do I call it myth? There are many people put much of their attention on the media, they believe to the people they never meet before.

Wednesday, June 29, 2011

SPEAKING VS GRAMMATICAL ERRORS

As language learners, we must have encountered some problems on learning a new language. Just imagine, when you are speaking, are you sure that you use the language appropriately? Probably you aren’t. In contrast, we frequently find that most of the students (even language learners) are stuck whenever they are asked to speak (don’t be mad guys, it’s true for sure!). What’s the matter? It might be because the nature of speaking which consists of complex range of language sub-skills. Let’s say that those sub-skills, mainly used in communication, are vocabulary mastery, pronunciation, and grammar. Among those three which one do you think the most difficult? I think all of you would agree with me that grammar turns out to be the most difficult to use in speaking. A student is asking to his friend “hey mate, I came to your house yesterday but you weren’t at home, where were you? Another student in reply says “I’m going’ to Doni’s house” is an example of how grammar is used in speaking. There is a student who might possess a good sentence with appropriate use of grammar in his utterances while another might not. In another occasion it might be worse when the problems in grammar sometimes create communicative problems to some of the students. While speaking, some of the students might speak in a lot of pauses and posses ungrammatical sentence in their utterances because grammar interfere their mind when they are trying to speak. The result on my research, in which the data was obtained from the English students who participated in speaking III classes, shows how grammar becomes one of the communicative problems in speaking. Most of the students failed to appropriately use some features of English grammar in their spoken utterances. There are some patterns of grammatical errors occurring in student’s spoken utterances and each of the students has different grammatical problems.
In tenses, the problems are due to tense-shifting. The students mostly use inappropriate tenses or even mix-up the tenses when they are talking about an event in certain time-lines (be consistent guys!). For example, the student A often uses simple present-tense although he/she is asked to tell about something related to the past. i.e. “Where did you spend your vacation (lecturer)?” last year I go to Bali with my sisters (student respond).” In another case, the problems on the use of verbs are mainly caused by omission and addition of be verbs. It is because –be verbs are often treated as the general marker both in simple present tense and past tense. i.e. ‘I was* work as a ticketing staff in Batam.” The problems on verb errors might also be caused by subject-verb agreement. In English the verbs must agree with the subject (for example, third person singular person requires the inflectional –s/es/ies added at the end of the verbs or is/was as the -be verbs). The errors on word-choices might also turn out to be the problems in spoken utterances. It comes as a result of having lack of vocabularies. Students frequently ignore the meaning of the words when they are speaking (it is not the way out guys!) Memorizing a lot of vocabularies is not the best strategy to overcome this problem for the errors on word choices might only be caused of the faulty of differentiating adjectives and adverbs even though some of them are caused by inappropriate expression of the words (example; I work as usually*, diplomat is all about international relationship*, etc.)
Why those errors occur? The errors have several reasons of their occurrence. The first is ignorance. In this stage, the students often create their own rules instead of using the rules which exist in a language. They tend to over simplify the rules in a language (examples: omission of be verbs, incorrect main verbs; my name [-] Anton, I searching some documents, etc). Don’t do it guys because the ignorance, in a language, would result in the bad habit. The second reason is caused by what so called first language interference. The different grammatical system between Indonesian and English is the best example in this viewpoint. The example of first language interference is the problem in tenses. In Indonesia, the time-line is marked by time marker (kemarin, sekarang, besok). However, it is different in English because English has many kinds of tenses as the great deals when we want to talk about something related to certain time-lines. The third is translation. It seems to be the most common sources of errors produced by students. It usually occurs as the result of a situation when students are asked to communicate but they sometimes do not know an appropriate expression within their utterances.

Sunday, March 6, 2011

2012 – 2013 Global Undergraduate Exchange Program Global UGRAD

Program Description:

The Office of Academic Exchange Programs in the Bureau of Educational and Cultural Affairs of the U. S. Department of State, is pleased to announce a new exchange program for undergraduate students-the 2012 Global Undergraduate Exchange Program (Global UGRAD)

The Global UGRAD Program provides scholarships for one semester or one academic year of U.S. Study in a NON-DEGREE Program. The goals of the program are to provide a diverse group of emerging student leaders, from non-elite and underrepresented groups in Indonesia and East Asia.

All global UGRAD Program participants will be enrolled full-time in undergraduate course work chosen from the institution’s (US) existing curriculum to allow students ample opportunity for ongoing interaction with U.S. Faculty and student peers, and for exposure to U.S. academic and classroom culture.

To ensure that students succeed in their new academic environments, host institutions will offer tailored instruction on topics including academic research and writing, critical thinking, time management, note taking, and studying for and taking tests. Participants will live on campus with American peers.

Students will also be provided with opportunities to participate in up to ten hours of community service per semester. Additionally, an internship component will be offered to all academic-year participants during the academic component of the program. Internships will be related to each participant’s field of study and/or career plans.
Participants may be eligible for up to 4 weeks of intensive English Language instruction in the United States prior to the start of academic portion of their program.

Eligibility:

1/ Scholarships will be granted to students who currently are enrolled in S-1 degree programs only, and have completed their first semester and up to their firth semester of undergraduate study at an Indonesian university.

2/ Applicants should demonstrate leadership potential through academic work, community involvement, and extracurricular activities.

3/ Applicants must have minimum ITP/IBT TOEFL score of 500-score or IELTS 5.0 less than two years old. In some cases a personal interview by a fluent qualified Native English Speaker who can confirm that the nominee would be able to achieve that score when tested is acceptable. Candidates must also meet all the requirements of the institution where admission is being sought.

4/ Preference will be given to those who have had little or NO experience in the U.S. or outside of their home countries.

5/ Applications can be for either for one semester or two semesters based on nominee’s availability. No applications should be submitted for both one semester and full year programs.

6/ Applicants are required to return to Indonesia after the completion of the one or two semester program.

Submission of Applications

An original application and two copies should be submitted to the address below by: November 1, 2011

American Indonesian Exchange Foundation (AMINEF)
CIMB NIAGA Plaza, Lantai 3
Jl. Jend. Sudirman Kav. 25
Jakarta 12920
For additional information, contactinfofulbright_ind@aminef.or.id.

Original website: http://www.aminef.or.id/fulbright.php?site=fulbright&m=ip-pro-sp-globalunderex

Saturday, March 5, 2011

Semiotika Mistis Jogja!

Noth dalam bukunya Handbook of Semiotics mengatakan bahwa istilah semiotik berasal dari bahasa latin yaitu Semeion (tanda). Nah, dari hal ini bisa dikatakan bahwa segala apapun yang ada di dunia ini pasti memiliki arti di balik tanda tersebut.. (hurray, plok..plok..plok). Selain itu, di dalam istilah semiotik ada dua hal yang sangat penting yg kata empunya, Ferdinand De Saussure, kedua hal tersebut adalah merupakan prinsip dasar dari teori semiotic. Kedua hal ini adalah; signifier (penanda) bentuk dan signified (petanda) makna atau arti.

Udah gitu aja kali ye. Ane gak mau jauh-jauh, ribet-ribet ngebahas abis dan mendalam tentang semiotik (bilang aja agan gk tau T,T). Bukan gitu. Ane mau langsung kasi contoh simpel aja deh, yang pasti ada kaitannya dan gak jauh-jauh amat dari semiotik. Contohnya ane ambil dari buku yang judulnya ‘’Urip Mung Mampir Ngguyu karya Dr. Sidik Jatmika M.Si (kok jadi promosi ?huakakak). Katanya beliau sih, kejadian berikut ini pernah di angkat sebagai judul disertasi S-3 bidang Ilmu Hukum (S-3 cuy, ane aja masih pake ijazah SMA.. !) dengan peringkat summa cum laude (ckckckck) yang judulnya “Para Pelaku Anarkis Jogja; secara empiris ternyata lebih menaati aturan hukum yang di terbitkan oleh para penegak hukum ALAM GHAIB daripada upaya law-enforcement melalui perda yang di terbitkan oleh pemerintah dan DPRD di alam dunia nyata ini

Langsung aja yak. Gimana agan-agan ini setuju gak orang Jogja pada susah di atur? (Ups, maaf. Ane sih gk setuju karena gak semuanya). Ya bias iya bisa engga. Contoh simpelnya gini, suatu ketika Kepala Dinas Kebersihan Jogja dibuat pusing karena ulah para oknum yang pipis sembarangan di sepanjang tempat di Malioboro (ckckc, jangan di tiru yak!). Hasil rekaman CCTV yang di pasang tersembunyi di balik tembok pasar Beringharjo menunjukan ada banyak sekali pelaku yang frontalis ini berasal dari kalangan sopir, kondektur bus kota, maupun tukang becak yang semuanya mengandalkan muka tebal alias cuek nempel kayak cicak di sembarang pagar atau tembok buat mengurangi beban kehidupan yang sudah sangat memaksa (baca; pipis..hehe)

Seolah ingin menyukseskan program emansipasi, kaum hawa pun tak mau kalah di buatnya. Sepulang dari pasar Beringharjo, beberapa “Mbo Bakul” pun memanfaatkan fasilitas toilet- portable (wc jinjing) yang menempel di lilitan kain kebayanya. Merekapun tak kalah agresifnya dengan para pria, sama halnya dengan gaya tanpa dosa, cukup mepet di sembarang pojok pagar maupun tembok untuk meringankan tubuh (baca: pipis juga).

Dalam kasus di atas Kepala Dinas Kebersihan kota sudah seakan kehabisan akal bin “stuck” menghadapinya dari mulai cara alus (sosialisasi) bahkan dengan mengeluarkan aturan teruntuk para oknum tersebut. Tapi hasilnya nihil. Memang dasar para oknum tersebut, pada kenyataannya malah seakan melawan atau memberontak terhadap aturan tersebut. Contohnya, ada” warning” yang bunyinya begini DILARANG PIPIS SEMBARANGAN DI SEPANJANG MALIOBORO “Ee.. paginya udah ada gambar tanda panah sekaligus tulisannya yg bilang “DISITU BOLEH KOK KENCING SEMBARANGAN!!!. Tak kalah sadis ada warning yang dengan dongkolnya berbunyi begini “HANYA ANJING YANG KENCING SEMBARANGAN” “Ee.. paginya udah ada lagi gambar manusia dengan tulisan “MANUSIA NGGAK PAPA KOK SILAHKAN KENCING DISINI”

Karena takut kejadian ini akan mempengaruhi program “Visit Jogja” Kadin ini pun kemudian menghadap Sri Sultan untuk meminta saran beliau. Konon, dengan tersenyum simpul sang Sultan pun kemudian memerintahkan Kadin kebersihan kota yang udah dongkol ini meletakkan jembangan berisi tanah liat lengkap berisi air setengah wadah dan aneka bunga yang konon merupakan kegemaran para Dhemit (Baca: Roh Halus) di berbagai pojok yang berbau pesing tersebut.

Walhasil, sejak saat itu tidak ada lagi satu oknum pun yang berani pipis sembarangan di Malioboro. Lho kok bisa?? Menurut sumber yang gk bisa di percaya, para oknum tersebut sudah tidak berani lagi pipis di sembarang tempat di Malioboro. Entah dipaksa atau tidak, menurut mereka, mereka sudah sangat ngeri ketika mencium bau bunga dan menyan yang berasal dari jembangan tersebut. Mereka membayangkan akibat buruk yang akan terjadi jika mereka masih tetap nekad mengencingi benda-benda kramat tersebut. Yaitu, kemungkinan terjadinya kerusakan sparepart atau onderdil yang ada kaitannya dengan sarana-prasarana yang melekat pada tubuhnya yang juga tentunya berkaitan dengan aktivitas pipis sembarangan tersebut…

Nah, itulah ulasan singkat tentang contoh sederhana yang terjadi pada masyarakat Jogja. Kembali ke istilah “Semiotik.” Itulah kenapa ane lebih gampang menjelasakan dengan bercerita.

Jembangan, bunga, menyan, de el el.. tersebut bisa jadi memiliki makna yang sangat sakral bagi para oknum-oknum tersebut (yang mungkin kita tidak mengerti) sehingga mereka tidak lagi berani melakukan sifat brutalnya. Jembangan, bunga, & menyan tersebut juga mungkin menjadi sebuah simbol yang memiliki makna di balik hal-hal tersebut. Inilah yang di maksud Ferdinand sebagai signifier (penanda) dan signified (petanda). Jembangan, menyan, dan bunga merupakan signifier (penanda) dan arti di balik hal tersebut atau larangan aturan yang ada pada benda tersebut adalah signified (petanda).

Happy Reading
Source: Urip Mung Mampir Ngguyu.
Rewrite by: Fendi

Friday, March 4, 2011

Romantika Anak Kost

Hal yang patut di banggakan dari para mahasiswa di jogja,khususnya buat mereka yang pada kere (maaf gan, ane juga kok...behehehe), bahwa mereka semua adalah Mahasiswa yang cerdas (ciee pada nyengir, tapi jangan seneng dulu yak!) Cerdas, maksud ane disini adalah cerdas dalam mengelola keuangan alias strategi jitu buat survive idup jauh dari orang tua. Ada banyak cara si emang, banyak banget. Dari mulai nyambi kerja part time, mlm, etc. Tapi disini ane cuma pengen cerita tentang cara konyol yang dipake buat mereka yang udah pada kepepet, mentok, bin stuck. haha

Rumus Standar makan di warung

setengah + setengah: satu setengah. (lho kok bisa??)

Itu lah gan hebatnya. Bertahan idup juga mesti pake rumus ekonomi "mencari untung dengan modal dikit tapi untungnya banyak (begitu gak bunyinya?? ane lupa, apa aja deh pokonya begitu...hahaha)

Aplikasinya di dalam kehidupan nyata kira-kira begini gan. Kalo agan pengen dapet akumulatif sarapan yang lebih banyak, ane nyaranin jangan langsung pesen 1 piring/porsi (kenape gan?). Karena kalo gitu agan cuma dapet 1 piring/porsi aja gan (gak kenyang kan?). Saran ane agan pesen setengah dulu. Nah kalo separo porsi itu udah abis, baru agan pesen lagi setengah porsi.

Percaya ato engga, ternyata akumulasi nasi (telor/sarden/sayur; burjo banget...haha) pertama yang agan pesen di tambah dengan setengah porsi kedua bakal ngasilin itungan akumulatif "satu setengah" bukan satu. Rumus ini pastinya relevan sama rumus ekonomi yang udah ane jelasin sebelumnya (buka buku sambil nyari2 rumus)" pengorbanan seminimal mungkin bisa mendapatkan keuntungan sebesar-besarnya." Oleh karena itu ane saranin, buat semua warga miskin seantero Jogja (eit, jangan kesindir!hha) sebaiknya rumus ini agan jaga dan lestarikan buat para junior dan jangan sampe jatuh ke tangan pendekar berwatak jahat. Apalagi kalo sampe ke telinga bang "burjo/angkringan" bisa gawat. Kalo hal ini terjadi, maka berakhirlah petualangan agan-agan sekalian. Bisa repot kan??

Peace and respect!

Wednesday, February 23, 2011

Language Disorder

Aphasia is disorder that results from damage to portions of the brain that are responsible for language. For most people, these are areas on the left side (hemisphere) of the brain. Aphasia usually occurs suddenly, often as the result of a stroke or head injury, but it may also develop slowly, as in the case of a brain tumor, an infection, or dementia. The disorder impairs the expression and understanding of language as well as reading and writing. Aphasia may co-occur with speech disorders such as dysarthria or apraxia of speech, which also result from brain damage.

1. Who has aphasia?

Anyone can acquire aphasia, including children, but most people who have aphasia are middle-aged or older. Men and women are equally affected. According to the National Aphasia Association, approximately 80,000 individuals acquire aphasia each year from strokes. About one million people in the United States currently have aphasia.

2. What causes aphasia?

Aphasia is caused by damage to one or more of the language areas of the brain. Many times, the cause of the brain injury is a stroke. A stroke occurs when blood is unable to reach a part of the brain. Brain cells die when they do not receive their normal supply of blood, which carries oxygen and important nutrients. Other causes of brain injury are severe blows to the head, brain tumors, brain infections, and other conditions that affect the brain.

3. What types of aphasia are there?

There are two broad categories of aphasia: fluent and non-fluent.

Damage to the temporal lobe (the side portion) of the brain may result in a fluent aphasia called Wernicke’s aphasia (see figure). In most people, the damage occurs in the left temporal lobe, although it can result from damage to the right lobe as well. People with Wernicke’s aphasia may speak in long sentences that have no meaning, add unnecessary words, and even create made-up words. For example, someone with Wernicke’s aphasia may say, “You know that smoodle pinkered and that I want to get him round and take care of him like you want before.” As a result, it is often difficult to follow what the person is trying to say. People with Wernicke’s aphasia usually have great difficulty understanding speech, and they are often unaware of their mistakes. These individuals usually have no body weakness because their brain injury is not near the parts of the brain that control movement.

A type of non-fluent aphasia is Broca’s aphasia. People with Broca’s aphasia have damage to the frontal lobe of the brain. They frequently speak in short phrases that make sense but are produced with great effort. They often omit small words such as “is,” “and,” and “the.” For example, a person with Broca’s aphasia may say, “Walk dog,” meaning, “I will take the dog for a walk,” or “book book two table,” for “There are two books on the table.” People with Broca’s aphasia typically understand the speech of others fairly well. Because of this, they are often aware of their difficulties and can become easily frustrated. People with Broca’s aphasia often have right-sided weakness or paralysis of the arm and leg because the frontal lobe is also important for motor movements.

Another type of non-fluent aphasia, global aphasia, results from damage to extensive portions of the language areas of the brain. Individuals with global aphasia have severe communication difficulties and may be extremely limited in their ability to speak or comprehend language.

There are other types of aphasia, each of which results from damage to different language areas in the brain. Some people may have difficulty repeating words and sentences even though they can speak and they understand the meaning of the word or sentence. Others may have difficulty naming objects even though they know what the object is and what it may be used for.

4. How is aphasia diagnosed?

Aphasia is usually first recognized by the physician who treats the person for his or her brain injury.Frequently this is a neurologist. The physician typically performs tests that require the person to follow commands, answer questions, name objects, and carry on a conversation. If the physician suspects aphasia, the patient is often referred to a speech-language pathologist, who performs a comprehensive examination of the person’s communication abilities. The examination includes the person’s ability to speak, express ideas, converse socially, understand language, read, and write, as well as the ability to swallow and to use alternative and augmentative communication.

Tony Blank: Does he experience an aphasia?

Click here to find the source

Language Disorder

Aphasia is disorder that results from damage to portions of the brain that are responsible for language. For most people, these are areas on the left side (hemisphere) of the brain. Aphasia usually occurs suddenly, often as the result of a stroke or head injury, but it may also develop slowly, as in the case of a brain tumor, an infection, or dementia. The disorder impairs the expression and understanding of language as well as reading and writing. Aphasia may co-occur with speech disorders such as dysarthria or apraxia of speech, which also result from brain damage.

1. Who has aphasia?

2. What causes aphasia?

3. What types of aphasia are there?

There are two broad categories of aphasia: fluent and non-fluent.

4. How is aphasia diagnosed?

Sources

Aphasia as Language Disorder

Aphasia is disorder that results from damage to portions of the brain that are responsible for language. For most people, these are areas on the left side (hemisphere) of the brain. Aphasia usually occurs suddenly, often as the result of a stroke or head injury, but it may also develop slowly, as in the case of a brain tumor, an infection, or dementia. The disorder impairs the expression and understanding of language as well as reading and writing. Aphasia may co-occur with speech disorders such as dysarthria or apraxia of speech, which also result from brain damage.

1. Who has aphasia?

2. What causes aphasia?

3. What types of aphasia are there?

There are two broad categories of aphasia: fluent and non-fluent.

4. How is aphasia diagnosed?

Sunday, February 13, 2011

Celoteh Skripsi

Tar dulu lah, gampang... eh, tar deh nonton dulu.. makan dulu.. mending dengerin musik, telfon temen dulu, jajan dulu.. gak ada abisnya.. ckckck. Susah banget ya ngerjain skripsi? bukan susah mamen, tapi hal yang paling sulit, dan mungkin hal yang paling penting dan utama biasanya adalah ketidak mampuan kita untuk memaksa diri agar lebih tekun dan lebih giat lagi. Mungkin bahasa psikologinya, cara memotivasi diri. Kamu boleh setuju boleh juga engga, karena setiap orang punya alesan kenapa mereka berlarut" dalam menyelesaikan skripsinya. Tapi setidaknya, itulah yang ane rasakan dan mungkin hal yang sama bagi beberapa orang..(jah, nyari temen..haha)

Pernah satu kali ane jalan2 ke toko buku sama temen, dan waktu ngeliat buku yang judulnya cara memotivasi diri.."
si temen nyeleuk "kayaknya aku butuh buku itu deh"
ane: "kenapa?"
si temen: "biar aku bisa ngerjain skripsi"
hehe...

Yah, itulah.. sebenernya skripsi itu tidak sulit, dan yang menentukan bukanlah masalah "pinter" atau "bodoh" (maaf) di sini, ya walaupun pinter itu hal yang mutlak, tapi setidaknya kita tahu apa yang kita kerjakan dan yang paling penting adalah "tekun & giat." Percumakan pinter tapi pemalas..hehe Buat ane sendiri ngerjain skripsi itu kayak nguras bak mandi pake sendok, nguras sumur pake gayung, ato mungkin nguras laut pake ember, alias lama, ribet, dan kudu sabar. Tapi, kalo kita yakin bisa, segala sesuatu pasti tidak sesulit yang dibayangkan.
Nih ane punya beberapa tips yang ane simpulin berdasarkan perasaan ane, juga temen2 laen.

1. Jaga Semangat
Menjaga semangat itu menurut pengalaman ane susah-susah gampang, tergantung mood juga. Tapi garis besarnya masalah di bawah ini yang kadang bikin ane termotivasi buat ngerjain skripsi:
- deadline progress report presentation tinggal 2 hari lagi
- Orang tua ane telpon “kapan Ibu dateng wisudamu?”
- setiap kali ketemu teman, percakapan tidak jauh2 dari “gimana skripsi mu?”
Apapun alasannya, entah itu calon mertua yang ingin menantu seorang sarjana, jalan2 ke luar negri, apapun, jadikan itu motivasi paling ampuh untuk menjadi seorang replika karyawan seven eleven: melototin monitor komputer dari jam 7 pagi sampe 11 malam, demi skripsi.

2. Jangan diam
Kalau tidak bisa melaju kencang, berlarilah. Kalau tidak bisa berlari, berjalan cepat, atau merangkak kalau perlu. Yang pasti, jangan cuma berkutat di Bab yang melulu itu.

Intinya, kerjakan apapun yang bisa duluan. ane pernah baca bukunya gaya memimpin ala SBY:
ada quotes yang bilang gini "you can't beat something with nothing" artinya orang yang berusaha, mengerjakan sesuatu-sekecil apapun itu, pasti selangkah lebih maju dari orang yang tidak melakukan apa-apa.walaupu orang itu cerdas.. Be a swallow then you can fly and don't be calf..

2. Penelitian TA mu yang terbaik
Tidak percaya diri dengan tema penelitian sendiri? Sering dibilang “tema kacangan”? Apapun komentar negatif teman, dosen, siapapun, jangan terlalu dipedulikan. yang terpenting adalah kamu tahu apa yang kamu kerjain & yang pasti kamu bisa ngeyakinin orang bahwa skripsi mu itu bakal bermanfaat dan memberikan kontribusi nantinya, "keep fighting then"

3. Tunjukkan kepada dosen pembimbing kalo kamu bisa di andalkan
Anda sudah lama tidak menghadap dosen? Atau (lebih parah) sudah lupa nama panjang beliau? Tenang, semuanya tidak akan sesulit yang kita bayangkan. Kalau ditanya “kok ndak keliatan?”, bilang aja “saya kawin Pak” atau “saya sibuk ternak sapi”. Kalau katanya komik 20th century boys, “kalau kamu tidak punya hal baik untuk dikenang, masih ada waktu untuk membuatnya, dari sekarang”.
Kalau disuruh datang jam 12, datanglah jam 12. Kalau disuruh menunggu, menunggulah. Kalau disuruh menghapus dua halaman yang Anda buat sampai tidak tidur, hapuslah. Lakukan apapun yang disarankannya, dan jadilah robot. Santai, ini tidak akan selamanya. Yang penting, berikan persepsi bahwa kita ini bener2 niat mengerjakan skripsi. Setiap selesai bimbingan, bilang terima kasih, dan tanya kapan beliau ada waktu lagi. Bergairahlah. Dan dunia akan turut bergairah.

4. Berkumpullah bersama orang2 yang tepat
Bergaul bersama kawan2 seperdjoeangan(baca:yang juga bersemangat mengerjakan TA) tentu membantu banyak. Kamu bisa tanya kalau ada masalah, tukar pikiran bila ragu, atau koreksi bila salah. Kalau kumpul dengan yang kerjaannya maen gitar atau Football Manager, negrumpi, gosip yaah.. selamat datang saja di The Procrastinator Club. And prepare for your two digits semester..hahahaha (ngakak puas)

5. Part-time jobs are enemies
Suatu waktu, abah ane pernah bilang “biasanya kalau kamu udah bisa ngerasa cari duit sendiri, sekolahmu kacau”. Istilah lainnya, “money, woman, education. Take any two”. Kalau ada tawaran kerja sampingan, jangan diambil dulu. Nanti2 saja. Ingat, ijazah terakhir Anda baru ijazah SMA.
“Tapi, kan duitnya bisa buat tambahan beli buku, baju, beli makan?” Ya, emang sih, tapi nanti berlanjut terus untuk part-time lainnya. Kamu bakal berputar2 di situ saja, dan skripsi pun jadi terbengkalai.

6. "Enjoy the time when you're writing"

Apapun yang kita kerjakan dengan ikhlas, dan kita menikmatinya, pasti akan terasa mudah. Percaya deh. Jujur, suatu saat pasti kamu justru merasa kangen masa-masa pertama kamu ngerjain skripsi. Masa-masa mencari bahan kesana kemari, mengejar-ngejar dosen pembimbing, menunggu dosen pembimbing, begadang buat ngetik sampai pagi. Menurut saya, saat-saat itu benar-benar sangat seru dan menyenangkan.

Jadi, nikmati masa-masa kamu menulis skripsi, karena masa itu ga akan pernah terulang lagi. Apapun yang kita kerjakan dengan ikhlas, dengan perasaan senang, dan dengan usaha yang maksimal, hasilnya juga pasti akan maksimal juga kok.

Teman, tentu kalian uda pernah/mungkin sering mendengar bahwa ‘waktu ibarat pedang’. Kalau kita tidak pandai memanfaatkannya, jadilah dia musuh kita, mendzolimi kita. Namun sebaliknya, bila kita pandai memanfaatkannya, dia adalah sahabat yang baik.

Semangat kawan!!

Saturday, January 29, 2011

COMMUNITY COLLEGE INITIATIVE PROGRAM

This international educational exchange program enables individuals to study at a community college in the United States to develop professional skills. Eligible fields are Business Management and Administration; Tourism and Hospitality Management; Health Professions, including Nursing; Media; Information Technology; Agriculture; and Engineering Science.

ELIGIBILITY

To apply to the program, candidates must:

Have completed a secondary school education; D1, D2, D3 and S1
Preference will be given to High School Diploma
Applicants with a Bachelor’s degree are eligible if they are applying
Applicants with MA or PhD degrees are not eligible to participate.
Have relevant work experience in the field in which they are applying;
Have English language skills that provide a basis for enrolling in academic coursework;
Submit a complete application;
Minimum Institutional TOEFL score 500 or TOEIC score 650 atau IELTS 5.0 (only scores less than 2 years old are valid).

U.S. PROGRAM

The Community College Summit Initiative Program will provide funding for round-trip airfare to the U.S.; a living allowance during English language, academic, and practical training program components; tuition costs; health insurance; and cultural enhancement activities. Students will be hosted in groups by community colleges competitively selected to participate in the program. Students are required to return home at the end of their program and may not transfer to a four-year U.S. academic institution.

SUBMISSION OF APPLICATIONS

Please return to AMINEF your complete application package by the application deadline that includes:

Completed application form.
Copy of your most recent, less than two years old, TOEFL/TOEIC/IELTS score report.
Copy of high school diploma (English translation).
Copy of identity document (KTP or passport)

Deadline: 1 November 2011
Starting from January to the end of March, AMINEF office will be at Gd. Balai Pustaka, 6th Floor, Jl. Gunung Sahari Raya No. 4, Jakarta 10720. AMINEF office will be at CIMB NIAGA Plaza, 3^rd Floor, Jl. Jend. Sudirman Kav. 25, Jakarta 12920. Shall you decide to send your application by mail, please send them to the following address: AMINEF, PO BOX 2939, JKP 10029.

For additional information, contact infofulbright_ind@aminef.or.id.

source: http://www.aminef.or.id/fulbright.php?site=fulbright&m=ip-pro-sp-communitycollege

Nuffic Master Degree Programs, Netherland

Eligibility

04 Nov 2010

If you want to apply for an NFP fellowship for a master’s degree programme you must:

be a mid-career professional with at least three years' work experience;
be a national of, and working and living in one of the developing countries on the NFP country list valid at the time of application;
be nominated by your employer, who pledges to continue paying your salary and guarantees that you will be able to return to the same or an equivalent position at the end of your fellowship period;
have been unconditionally admitted by a Dutch institution to one of the Master’s Degree Programmes on the 2011-2012 course list. This means that you must have met all the requirements set by the Dutch institution;
not already have received an NFP master’s degree fellowship;
not be employed by:
- a multinational
- a UN organization
- the World Bank
- the IMF
- a bilateral or multilateral donor organization
- a large, national, commercial organization
have completed and submitted an NFP master’s degree programme application, including all the required documentation, before the fellowship application deadline;
be employed in an area to which the study will make a relevant contribution;
have a clear-cut, functional relationship with a relevant organization and be in a position to introduce the newly acquired skills and knowledge into that organization;
be available for the entire period of the programme and be physically and mentally able to take part in the entire programme;
endorse the objective and the aim of the NFP. The aim of the NFP cannot be reached if you do not return to your own country. Nuffic would like to urge you to return to your home country upon finishing the course or programme to meet the NFP aim in the most effective way;

Nuffic Master Degree Programs, Netherland

Monday, January 3, 2011

THE CORRELATION BETWEEN VOCABULARY MASTERY AND READING COMPREHENSION OF S1 ENGLISH STUDENTS OF STBA LIA YOGYAKARTA IN ACADEMIC YEAR 2010/2011

Abstract

Word knowledge has particular importance in literate societies. It contributes significantly to achievement in the subjects of the school curriculum, as well as in formal and informal speaking and writing. Most people feel that there is a common sense relationship between vocabulary and the ideas expressed in words. Further, most theorists and researchers in education have assumed that vocabulary knowledge and reading comprehension are closely related, and numerous studies have shown the strong correlation between those subjects (Baker, 1995; Nagy, 1988; Nelson-Herber, 1986).

Vocabulary knowledge and its role in reading comprehension has been one of the main areas of focus in second language teaching. Besides, vocabulary, which consists of the knowledge of meaning as the main component of a language, should be taught together with reading, structure and conversation. So, ideally vocabulary should be part of reading course because one needs the mastery of vocabulary to comprehend the reading passage.

It is beneficial for English learners to master vocabulary and reading comprehension. With their mastery of vocabulary and reading comprehension, learners will be able to catch the message of the text they read. They also can understand scientific books written in English to get information and advancement because reading comprehension is a bridge to understanding scientific books written in English either obtain information and advancement or to enjoy them or just for relaxation.

Therefore, the writer is very interested to carry out the study above into a piece of research paper which then attempts to investigate the correlation between vocabulary mastery, in particular, it attempts to investigate the percentage of vocabulary coverage (known words) readers need to ensure reading comprehension of reading passages of S1 English students of STBA LIA Yogyakarta in academic year 2010/2010.

Saturday, January 1, 2011

Ayolah..

ayolah,
apa mata kalian sudah buta?
apa hati kalian sudah mati?
apa otak kalian sudah expired untuk dipakai berfikir?
apa tangan kalian sudah cacat sehingga tidak bisa mengepalkan tangan?
apa kaki kalian sudah tidak lagi kuat dipakai berlari atw setidaknya berdiri?
apa mulut kalian sudah tidak bisa lagi berteriak?
sudah berapa lama kita dididik?
apa kalian masih juga belum mengerti untuk apa kita dididik?
disana mereka tidur di atas tempat tidur yang empuk dan selimut yang hangat dengan uang rakyat
sedangkan disini anak kecil dipaksa berjuang melawan dinginnya malam di pinggiran jalan, di dekat lampu merah hanya untuk memohon belas kasihan
disana mereka melahap sarapan ala restoran sedangkan disini si ibu menggeledah tong sampah untuk sekedar mengisi perut
aku muak melihat mereka, yang menjadikan seragam sebagai kesombongannya
kedudukan sebagai tahtanya,
mereka kira mereka siapa? kita dilahirkan bukan untuk di atur, ayolah
apa kalian memiliki fikiran yang sama sepertiku
kita bukan dilahirkan untuk mengikuti kata" mereka,
kita dilahirkan untuk menggantikan mereka yg sudah expired
menendang mereka yg sudah tidak lagi berguna bahkan hanya menjadi racun
kita tidak dilahirkan untuk diam tidak juga bersenang"
bangkitlah jika kalian merasa berguna,
jangan hanya bisa menggonggong seperti anjing" tua itu
bukannya kita diciptakan bukan hanya untuk berbicara..
jangan menjilat seperti babi yg memakan kotorannya sendiri
kita tidak dididik untuk memihak golongan kiri atau kanan
tapi kita dididik untuk menjadi diri kita sendiri, untuk memihak mereka yg menjadi budak2 penguasa
ayolah kawan, buang jauh kemalasan kalian, mw jadi apa kalian?
tidak ada kata terlambat, tidak ada kegagalan selagi masih ada usaha..
aku bersama kalian, ibu, kawan, dan kalian korban para penguasa..

Saturday, December 24, 2011

Friday, December 23, 2011

Tuesday, December 13, 2011

Saturday, December 10, 2011

Tuesday, December 6, 2011

Monday, December 5, 2011

Thursday, December 1, 2011

Wednesday, November 30, 2011

Monday, November 21, 2011

Wednesday, November 9, 2011

Wednesday, June 29, 2011

Sunday, March 6, 2011

Saturday, March 5, 2011

Friday, March 4, 2011

Wednesday, February 23, 2011

1. Who has aphasia?

2. What causes aphasia?

3. What types of aphasia are there?

4. How is aphasia diagnosed?

1. Who has aphasia?

2. What causes aphasia?

3. What types of aphasia are there?

4. How is aphasia diagnosed?

1. Who has aphasia?

2. What causes aphasia?

3. What types of aphasia are there?

4. How is aphasia diagnosed?

Sunday, February 13, 2011

Saturday, January 29, 2011

Eligibility

Monday, January 3, 2011

Saturday, January 1, 2011