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Remember

Remember me when I am gone away,
Gone far away into the silent land;
When you can no more hold me by the hand,

Nor I half turn to go yet turning stay.
Remember me when no more day by day
You tell me of our future that you planned:

Only remember me; you understand
It will be late to counsel then or pray.
Yet if you should forget me for a while
And afterward remember, do not grieve:

For if the darkness and corruption leave
A vestige of the thoughts that once I had,
Better by far you should forget and smile
Than that you should remember and be sad.

ADVERTISING THEORY

Advertising is a form of communication intended to persuade an audience (viewers, readers or listeners) to purchase or take some action upon products, ideas, or services. It includes the name of a product or service and how that product or service could benefit the consumer, to persuade a target market to purchase or to consume that particular brand. These messages are usually paid for by sponsors and viewed via various media. Advertising can also serve to communicate an idea to a large number of people in an attempt to convince them to take a certain action.
Commercial advertisers often seek to generate increased consumption of their products or services through branding, which involves the repetition of an image or product name in an effort to associate related qualities with the brand in the minds of consumers. Non-commercial advertisers who spend money to advertise items other than a consumer product or service include political parties, interest groups, religious organizations and governmental agencies. Nonprofit organizations may rely on free modes of persuasion, such as a public service announcement.
Modern advertising developed with the rise of mass production in the late 19th and early 20th centuries. Mass media can be defined as any media meant to reach a mass amount of people. Different types of media can be used to deliver these messages, including traditional media such as newspapers, magazines, television, radio, outdoor or direct mail; or new media such as websites and text messages.
In 2010, spending on advertising was estimated at more than $300 billion in the United States[1] and $500 billion worldwide[citation needed].
Internasional, the largest ("big four") advertising conglomerates are Interpublic, Omnicom, Publicis, and WPP. Popular definitions of the term Advertisement-- 1.The non-personal communication of information usually paid for & usually persuasive in nature, about products (goods & services) or ideas by identified sponsor through varioous media.(Arenes (1996) 2.Any paid form of non-personal communication about an organisation, product ,service, or idea from an identified sponsor.( Blech & Blech (1998) 3.Paid non -personal communication from an identified sponsor using mass media to persuade influence an audience. (Wells , burnett, & Moriaty (1998) 4. The element of the marketing communication mix that is non personal paid for an identified sponsor, & disseminated through mass channels of communication to promote the adoption of oods, services, person or ideas.( bearden, Ingram, & Laforge (1998) 5.An informative or persuasive message carried by a non personal medium & paid for by an identified sponsor whose organisation or product is identified in some way. ( Zikmund & d'amico (1999) 6. Impersonal , one way communication about a product or organisation that is paid by marketer. ( Lamb, Hair & Mc. Daniel (2000)

theory of advertising language

Advertising is a media campaign for the circles that want to inform, among others, the idea of goods, and services. To convey information or messages in advertisements, use of language. The use of language in advertisements aimed at influencing the reader or listener. Thus, making it interesting so persuasive purpose or function can be achieved. On this occasion will be discussed in terms of advertising language structure. Language structure are discussed grouped by level of language that is; phrases, clauses and sentences. Each level will discuss the structure and meaning. He addition, information was also discussed and the intent conveyed by the ad. Because this study was designed to in the second year, the influence of advertising on society are discussed in the second year. The discussion on the language of advertising has been done in 2003 and 2006. In 2003, discussed the problem of collusion and coherence of the text ad. Subsequently, in 2006 discussed the sentence structure and function of language in the ad text. For research excellence, continued discussion on the structure of phrases, clauses and sentences in a text ad in print and electronic media.
Theories used to explain the problem that has been described is a combination of several theories that complement each other so that the problem can be explained in detail. These theories regarding language instructors. The theory of the structure of the language used, among others, phrases, clauses, and sentences. Theories about the phrase used Aliva opinion (1991), Ramlan (1996), and Parera (1993). Theories about the clauses used Ramlan opinion (1996) and Arifin (2008). Furthermore, theories about the phrase used Ramlan opinion (1996), and Arifin (2008) Discussion on the purpose of information and opinions submitted by the ad used in Djajasudarman Leech (1993), Chaer (2002), and Wijana (2008). This study aims to describe the structure of language in the ad text and intent of information conveyed by the text ad. The results could be useful for students of faculty of literature as a reference. In an effort to solve problems step-tahao research carried out in sequence. Phase method of provision of data used refer to the technique and colleagues note. Stage of analyzing the data used in frontier and distributional methods or agih. Then, the stage presentation of the results of the analysis used in formal and informal methods. Based on the results of analysis, language in the ad can be explained based on the language level of phrases, clauses, and sentences. The phrase in the ad text there are two types of phrases and eksosentris endosentris. Phrases can be differentiated into eksosntris endosentris. Endosentris phrase can be identified as a coordinative endosentris, endosentris the attributive and the apositif endosentris. Furthermore eksosentris phrase can be identified as a directive eksosentris preposional, and the nondirektid. Clause is the text ads based on categories, word or phrase that occupy P there are two types of clauses the verbal and nonverbal clauses. Verbal clause consists of clauses transitive and intransitive verbal. In contrast, nonverbal clause consists of five types, namely: adjective clauses, nominal clauses, clauses numeral, kalusa front, and clauses eknatif. Sentences in text ads based on the number of clauses forming sentences consist of single sentences and compound sentences. The information conveyed through text ads are membeikan explanation of the goods being promoted. On the contrary, the intention is to praise and delivered pengajakan against things that are promoted.

puisi

ESOK MASIH ADA
Aku takkan menangisi cinta yang t’lah berlalu
pun takkan kuratapi kesepian hati yang tak bertepi
Sendiri bukanlah sebuah akhir,
sebagaimana mencintamu hanyalah awal
Takkan juga kumenyalahkan rasa jika esok masih ada
Takkan pula kubertanya pada sang Kuasa
tentang makna dibalik perjumpaan dan perpisahan
Tujuan hidupku bukan hanya untuk cinta

SEBAB CINTA
Sebab cinta tak butuh terlalu banyak kata
Buang semua puisi yang pernah kuberi !
Lupakan semua kata mesra yang kuucap !
Perhatikan saja berapa lama aku disini
Berhentilah untuk menatap masa lalu
Rajutlah impian kita setiap waktu
Tanpa ada egomu… tanpa ada egoku
Berjalanlah bersama sebagai satu
Sebab cinta tak hanya ingin sementara
Belajarlah untuk s’lalu mengerti
Belajarlah untuk s’lalu memberi
Jadikan kesuciannya itu abadi s’lamanya

KASIH
Kasih…
kau memang bukan cinta pertama bagiku
namun, yakinlah kaulah separuh jiwaku
rasa cintaku untukmu demi mengharap ridhoNya
ku yakin atas kebesaran Allah…
kita kan dibimbingNya hingga ke dermaga terakhir cinta kita
karna kau adalah pelabuhan terakhirku…

KESALKU
kau seolah tak menyadari
disini aku terluka akan sifatmu
sifatmu yang tak pernah mengerti hadirku
tak pernah tahu kalau aku terbakar cemburu
mungkin bagimu hanya sekejap
takkan terulang lagi
tapi hati ini sulit dibelenggu
kuingin marah tapi ku tak bisa
aku terlalu takut untuk katakan
tak ingin kau membenciku

SENANTIASA
Senantiasa
Ku mencoba tuk s’lalu ada
Saat kau menangisi duka
Atau saat berbagi tawa
Senantiasa
Tak pernah cukup mudah
Namun hasrat membuatku bisa
Tentangmu adalah asa
Senantiasa
Kuhindari menorehkan luka
Membuatmu s’lalu bahagia
Kemarin, kini dan sepanjang masa

MASA LALU MENGHILANG
Kau telah pergi dari sisiku
Meninggalkanku yang bernafas untukmu
Berdarah untukmu
Ku coba tuk bertahan
Ku coba tuk melupakan
Tapi yang tersisa hanyalah jalan
Jalan penyesalan yang harus kudaki

roti bakar elektrik

ROTI BAKAR ELEKTRIK

Kenalkan nama aku Habibie yang biasanya dipanggil si Omay. Minggu ini aku ngerasain apa yang dinamakan kolaborasi yang sempurna antara bakat dan alam. Males ternyata cocok banget kalo dijodohin sama ujan, ditambah lagi weekend, maka yang akan dihasilkan adalah hibernasi ala anak kostan.
Siang dan malem udah ga ada bedanya lagi di kostan. Semua pintu, jendela dan tirai ditutup rapat-rapat. Aku sama temen-temen kostan udah seperti segerombolan vampire yg bersembunyi dari sinar matahari, dalam ruangan kecil yang gelap. Kebiasaan kami tidur berjamaah selama hari sabtu dan minggu, selalu berulang. Sehingga para tetangga kita udah paham betul dengan ritual ini. Kadang kita suka mikir, kira-kira kapan ya kelakuan ini bisa berakhir?
Kata temen gue Revaldi yang biasanya di panggil si Al, kita bakalan berhenti hibernasi kalo udah ada koran terbit dengan headline: 4 mahasiswa ditemukan membusuk di dalam kamarnya dan menggenaskan serta hampir tidak dikenali.
“Ah sial lu.. itu mah lu aja jangan ngajak-ngajak…” sahut aku sambil berusaha tidur.
“May... May...” kata Gilang atau si Boep sambil terus goyang2in pundak gue yg masih asik tidur.
“Ada apa Lang?” tanya aku males2an.
“Katanya, mau tidur?”. Tanya Boep.
“Sialan lu, ganggu aja. Nih gue lagi tidur dodol!”.
“Hehe becanda, gitu aja sewot, kayak beruang kutub kekenyangan lu molor mulu!” kata Boep terus nyeret tangan aku biar bangun.
“Ada apaan sih lu bangunin gue?” tanya aku yang baru loading 20% kayak computer lemot.
“Lu laper nggak?”.
“Sebenernya sih iya”.
“Makan yuk!” ajak Boep.
“Males jalan, ujan! lu masak mie aja, entar gue ikutan makan. Ok!”
“Mie-nya kan udah habis”.
“Yaaa udah tidur aja lagi, sapa tau entar kita mimpi makan, kan lumayan gratis”.
“Dasar malas banget lu! Yaudah lu tidur aja, gue mo masak”.
“Kalo udah mateng bangunin gue ye...”.
“Ogah!”.
Sambil tiduran aku sambil memikirkan entah apa yang bakal dimasak sama Boep tengah malam gini. Beras ga ada, mie ga ada.
Seingat aku sih cuman ada roti & selai. Aku cuman bisa berdoa Mudah-mudahan dia masih sadar dan tidak melakukan hal2 yg aneh dengan selai di dapur. Soalnya Boep suka usil. Tiba-tiba ada yang ganggu tidur aku lagi.
“Bro, bangun” kata Yanto temen aku satu lagi.
“Ada apa sih To?”.
“Ditunggu anak-anak tuh di ruang tengah”.
“Ok lu duluan deh, gue cuci muka dulu” pesen aku ke Yanto.


Begitu aku nyampe ruang tengah ternyata personel kostan udah ngumpul. Ada si Al, si Boep dan si Yanto yang duduk melingkari sepiring roti bakar. Aku memandang penuh curiga ke Boep.
“Plis jangan bilang lu habis ngepet!” kata aku dalem hati.
“Ayo ah! buruan udah pada laper, lama nih si Omay tinggal makan aja!” teriak si Al.
“Eit, dari mana lu dapet roti bakar?” selidik aku.
“Boep, bro yang bikin” jelas Yanto, sedangkan Boep senyum-senyum ga jelas, seakan mo pamer kecerdasannya.
“Lah, kita kan ga punya pemanggang roti” kata aku penuh rasa curiga.
“Banyakan omong nih” kata Si Al terus mulai makan roti bakar, disusul kemudian Yanto.
“Jadi gini May, gue manggang rotinya pake setrika. Nyamm...” jelas Boep sambil mengunyah sepotong roti bakar.
“Rasanya enak kok Bro, ga kalah sama roti bakar Edi yang lumayan terkenal namanya”.
“Makasih deh” kata aku, “lu makan aja bertiga, gue udah kenyang”.
“Wah beneran nih?” tanya si Al.
“Iye...” jawab aku. Seneng rasanya ngeliat temen kostan kompak. Makan bareng-bareng. meskipun dalam hati ada hal yang aku rahasiain, tapi aku ga sampe hati bilang ke mereka.
“Kenapa sih lu May ga mo makan?” Tanya si Boep.
“Iya, lu ada masalah bro?” tambah Yanto.
“Enggak, gue ga ada masalah kok. Gue cuman jijik aja” kata aku keceplosan.
“Jijik kenapa? ini bersih, higienis lagi” jelas si Al.
"Higienis dari mana? Setrika itu kan abis gue pake nyetrika underwear gue yg belum kering!”.
“Wah sial lu!”.
“Huekz”.
“Sial banget! kenapa lu ga bilang dari tadi. Huekz!!!”.
“Salah ya gue?” tanya aku yang ngeliat temen-temen aku kompak muntah berjamaah.
“Ya iyalah...” jawab mereka kompak.
“huekzzz”. Dan akhirnya roti itupun di buang sama mereka bertiga dan kapok makan roti dengan menggunakan setrika lagi.

reading and writing techniques

Techniques for Teaching Reading
The teacher wants to produce students who, even if they do not have complete control of the grammar or an extensive lexicon, can fend for themselves in communication situations. In the case of reading, this means producing students who can use reading strategies to maximize their comprehension of text, identify relevant and non-relevant information, and tolerate less than word-by-word comprehension.
Focus: The Reading Process
To accomplish this goal, teachers focus on the process of reading rather than on its product.
 They develop students' awareness of the reading process and reading strategies by asking students to think and talk about how they read in their native language.
 They allow students to practice the full repertoire of reading strategies by using authentic reading tasks. They encourage students to read to learn (and have an authentic purpose for reading) by giving students some choice of reading material.
 When working with reading tasks in class, they show students the strategies that will work best for the reading purpose and the type of text. They explain how and why students should use the strategies.
 They have students practice reading strategies in class and ask them to practice outside of class in their reading assignments. They encourage students to be conscious of what they're doing while they complete reading assignments.
 They encourage students to evaluate their comprehension and self-report their use of strategies. They build comprehension checks into in-class and out-of-class reading assignments, and periodically review how and when to use particular strategies.
 They encourage the development of reading skills and the use of reading strategies by using the target language to convey instructions and course-related information in written form: office hours, homework assignments, test content.
 They do not assume that students will transfer strategy use from one task to another. They explicitly mention how a particular strategy can be used in a different type of reading task or with another skill.
By raising students' awareness of reading as a skill that requires active engagement, and by explicitly teaching reading strategies, instructors help their students develop both the ability and the confidence to handle communication situations they may encounter beyond the classroom. In this way they give their students the foundation for communicative competence in the new language. Teachers can help their students become effective readers by teaching them how to use strategies before, during, and after reading.

Before reading: Plan for the reading task
 Set a purpose or decide in advance what to read for
 Decide if more linguistic or background knowledge is needed
 Determine whether to enter the text from the top down (attend to the overall meaning) or from the bottom up (focus on the words and phrases)
During and after reading: Monitor comprehension
 Verify predictions and check for inaccurate guesses
 Decide what is and is not important to understand
 Reread to check comprehension
 Ask for help
After reading: Evaluate comprehension and strategy use
 Evaluate comprehension in a particular task or area
 Evaluate overall progress in reading and in particular types of reading tasks
 Decide if the strategies used were appropriate for the purpose and for the task
 Modify strategies if necessary
Strategies that can help students read more quickly and effectively include.
 Previewing: reviewing titles, section headings, and photo captions to get a sense of the structure and content of a reading selection
 Predicting: using knowledge of the subject matter to make predictions about content and vocabulary and check comprehension; using knowledge of the text type and purpose to make predictions about discourse structure; using knowledge about the author to make predictions about writing style, vocabulary, and content
 Skimming and scanning: using a quick survey of the text to get the main idea, identify text structure, confirm or question predictions
 Guessing from context: using prior knowledge of the subject and the ideas in the text as clues to the meanings of unknown words, instead of stopping to look them up
 Paraphrasing: stopping at the end of a section to check comprehension by restating the information and ideas in the text



Techniques For Teaching Writing
 Introduction
Students need to be personally involved in writing exercises in order to make the learning experience of lasting value. Encouraging student participation in the exercise, while at the same time refining and expanding writing skills, requires a certain pragmatic approach. The teacher should be clear on what skills he/she is trying to develop. Next, the teacher needs to decide on which means (or type of exercise) can facilitate learning of the target area. Once the target skill areas and means of implementation are defined, the teacher can then proceed to focus on what topic can be employed to ensure student participation. By pragmatically combing these objectives, the teacher can expect both enthusiasm and effective learning.
 Choosing The Target Area
Choosing the target area depends on many factors; what level are the students? What is the average age of the students, Why are the students learning English, Are there any specific future intentions for the writing (i.e. school tests or job application letters etc.). Other important questions to ask oneself are: What should the students be able to produce at the end of this exercise? (a well written letter, basic communication of ideas, etc.) What is the focus of the exercise? (structure, tense usage, creative writing). Once these factors are clear in the mind of the teacher, the teacher can begin to focus on how to involve the students in the activity thus promoting a positive, long-term learning experience.
 Purpose Choosing The Target Area
Having decided on the target area, the teacher can focus on the means to achieve this type of learning. As in correction, the teacher must choose the most appropriate manner for the specified writing area. If formal business letter English is required, it is of little use to employ a free expression type of exercise. Likewise, when working on descriptive language writing skills, a formal letter is equally out of place.
 Planning In The Class
With both the target area and means of production clear in the teacher's mind, the teacher can begin to consider how to involve the students by considering what type of activities are interesting to the students: Are they preparing for something specific such as a holiday or test?, Will they need any of the skills pragmatically? What has been effective in the past? A good way to approach this is by class feedback, or brainstorming sessions. By choosing a topic that involves the students the teacher is providing a context within which effective learning on the target area can be undertaken.
Finally, the question of which type of correction will facilitate a useful writing exercise is of utmost importance. Here the teacher needs to once again think about the overall target area of the exercise. If there is an immediate task at hand, such as taking a test, perhaps teacher-guided correction is the most effective solution. However, if the task were more general (for example developing informal letter writing skills), maybe the best approach would be to have the students work in groups thereby learning from each other. Most importantly, by choosing the correct means of correction the teacher can encourage rather discourage students.
Have you ever walked into a classroom expecting students to be prepared and begin learning and instead found them looking at you like you are an alien from another planet for even expecting their rapt attention? Unfortunately, low expectations have become the norm for both teachers and students. Many teachers do not want to fight against the expectations that students have because realigning their thinking is both time consuming and difficult.
Students might come into your classroom with expectations of how you are going to act and what they will be expected to do. However, just because they harbor these beliefs does not mean that you have to conform to the mediocracy that has become much of teaching.
How do you do this you ask? By setting up an academic environment from the first day and always keeping high expectations. What this means is that you as a teacher have to make a committed effort to be consistent, fair, and firm.
Consistency means that you come into class on the first day of school and assume that learning begins that day. You let students know right away that they might play in other classrooms but not yours. And then you follow through! You do not come to class unprepared (you wouldn't expect your students to!) You instead come with a lesson that begins at the beginning of class and ends at the end. (Believe it or not, this seems foreign to some students and teachers). Further, you act the same every day. You might not feel the best or you might be having a bad day because of something going on at home or at work, but you do not change your demeanor or, more importantly, they way you handle discipline problems. If you are not consistent, you will lose all credibility with students and the atmosphere you are trying to create will quickly disintegrate.
Fairness goes hand in hand with consistency. Do not treat kids differently. Sure, you will have personal likes and dislikes for different students, however, never let this bleed into your classroom. If you are unfair, you will quickly lose students who will not trust you. And trust is paramount for an effective academic classroom.
What this means is that you need to help the students understand that what you say is what you mean. And you must also help the students see that you believe in their abilities. Tell the students you know that they can learn what you are teaching, show them by your rapt attention, and then reinforce this by praising authentic achievements.
Which brings up the point: do you really believe that your students can learn? Many teachers have become cynical over time, believing that their students just can't do it or that their lives get in the way. Hogwash! We are wired so that we can learn! With that said, obviously students need to have completed the prerequisites for a course. You can't teach calculus to someone who has just finished Consumer Math. My point here, however, is that you need to examine your attitudes because they bleed through into class. Try not to say phrases like," This is just too advanced," or "We just won't spend the time trying to learn this." While these might sound innocuous, instead they are just off putting.
Finally, this brings up to the term firm. Discipline in your classroom should never be about raised voices and confrontations. It should be about consistent application of established rules. Further, learning will occur in a safe environment if the teacher establishes from the beginning that they will be fair but firm.
We are representatives of our discipline. It is our responsibility to commit ourselves to teaching an academic course of study. It is a sad state that students are surprised when teachers come in and actually expect their students to learn - not just to regurgitate the facts that they read in a text. However, if we fail to create an academic environment, we leave students with the implicit knowledge that school and therefore learning is not that important or it is for the 'brains' of the school and not them.