Eto'o Minta Inter Boyong Asamoah

MILAN – Gelandang Udinese Kwadwo Asamoah tengah performa terbaiknya musim ini dan Samuel Eto’o berharap bisa melihatnya berkostum Inter Milan tahun depan.

Eto’o dikabarkan meminta klub mendatangkan Asamoah ke Giuseppe Meazza. Pemain internasional Ghana memang tengah diburu sejumlah klub, termasuk AC Milan.

Inter memang memang tengah mencari pelapis Dejan Stankovis dan Esteban Cambiasso yang memasuki usia tua. Dan Eto’o yakin Asamoah sebagai sosok yang tepat mengisi tempat tersebut.

“Mengapa kita tak mencoba memboyong Asamoah dari Udinese?” demikian permintaan Eto’o kepada klub setelah Inter juara Coppa Italia pekan lalu, seperti dilansir Goal, Kamis (2/6/2011).

Saat ini pemain kelahiran 22 tahun silam masih terikat kontrak dengan Udiese hingga 2015 mendatang. Untuk itu, besar kemungkinan Udinese tak akan melepasnya dengan harga murah.

Kisah Guan Yu - The Lost Bladesman

Guan Yu bernama lengkap Yunchang (bernama asli Changsheng), berasal dari Hedong dan pernah menjadi buron di distrik Zhuo. Saat Liu Bei mengumpulkan pasukan di desanya, Guan Yu dan Zhang Fei membantunya untuk melawan para pemberontak. Liu Bei kemudian diangkat menjadi Gubernur Pingyuan, sedangkan Guan Yu dan Zhang Fei sebagai walikota. Mereka bertiga tinggal bersama dalam satu atap bagaikan saudara. Saat Liu Bei membunuh Che Zhou, gubernur Xuzhou, dia memerintahkan Guan Yu untuk mengatur pemerintahan kota Xiapi, sedangkan ia mengatur di Xiaopei.

Kisah pada film " THE LOST BLADEMAN"
Pada tahun ke-5 JianAn (200 M), Cao Cao menguasai wilayah Liu Bei dan Liu Bei mencari suaka pada Yuan Shao. Cao Cao berhasil menangkap Guan Yu dan mengangkatnya menjadi perwira, dengan pangkat Pian Jiangjun (Letnan Jendral). Yuan Shao mengirim jendralnya Yan Liang untuk menyerang Liu Yan di Baima, dan Cao Cao membalas dengan mengirimkan Zhang Liao sebagai panglima pelopor. Guan Yu yang melihat payung kebesaran Yan Liang langsung memburunya dan membunuh Yan Liang. Ia membawa kepala Yan Liang sedangkan pasukan Yuan Shao mundur dari pertempuran. Guan Yu dianugerahi gelar Hanshou Tinghou (Bangsawan Hanshou).

Awalnya Cao Cao merasa puas dengan Guan Yu tetapi lama kelamaan tahu bahwa Guan Yu ragu untuk menetap. Akhirnya ia memerintahkan Zhang Liao untuk menemui dan membujuknya. Jawab Guan Yu, "Saya sangat memahami penghormatan yang diberikan Cao Cao, namun jendral Liu (Bei) juga telah memperlakukan saya dengan baik maka saya bersumpah untuk mati bersamanya dan tak akan mengkhianatinya. Saya tak akan tinggal di sini selamanya, tetapi saya mau menorehkan jasa besar sebelum pergi untuk membayar kebaikan Cao Cao." Zhang Liao menjelaskan hal itu kepada Cao Cao yang terkesan dengan kebaikannya. Melihat Guan Yu membunuh Yan Liang, Cao Cao mengerti Guan Yu akan segera meninggalkannya, maka ia segera membanjirinya dengan hadiah. Guan Yu menyegel semua hadiah itu sambil menyerahkan surat pengunduran diri sebelum pergi menyusul Liu Bei. Cao Cao mencegah anak buahnya mengejar sambil berkata "Semua punya tuannya masing-masing, janganlah kita memburunya."

Dalam novel, Guan Yu menolak semua pemberian hadiah dari Cao Cao. Guan Yu baru senang dan menerima hadiah dari Cao Cao ketika kuda tangguh alm. Lu Bu, Red Hare atau Chituma diberikan kepadanya. Setelah mendapat kuda tersebut Guan Yu berkata di depan Cao Cao, "dengan kuda ini, walaupun terpisah ribuan li, saya akan tetap bisa bertemu dengan kakak terkasih saya Liu Bei." Cao Cao yang mendengar perkataan ini semakin mengagumi kesetiaan Guan Yu. Dalam perjalanan menemui Liu Bei, Guan Yu menewaskan 6 panglima kota Cao Cao dan memukul mundur ribuan pasukan Cao. Atas peristiwa ini, Guan Yu dijuluki Jenderal dengan kekuatan 100 ribu pasukan

film lagi

The film opens on Mars, showing the last moments of a Mars rover's mission. As the rover prepares to sample Martian rock, it "kicks the bucket." The mission controllers congratulate themselves on a "successful" mission, while back on Mars the scene pans up from the dead rover to show a huge undiscovered Martian city. A spaceship is seen quickly rocketing from the city and accelerating into space.

News producer Tim O'Hara (Jeff Daniels), is fired for unwillingly "compromising" his boss's daughter, Brace Channing (Elizabeth Hurley), during a live broadcast of the first Space Shuttle launch from Vandenberg Air Force Base. His assistant, the shy Lizzie (Daryl Hannah), tries to comfort him, and it's apparent she has a secret crush on him. A while later, Tim witnesses a small Martian spacecraft crash landing. Realizing his chance to deliver a story that will "rock the Earth", he brings Brace to show her the ship. Nearby, its only occupant (Christopher Lloyd) hides in the bushes. Tim takes the now-shrunken spaceship home with him with the Martian following him to retrieve it. He eventually has to knock Tim out, disguise himself to look like Tim and ends up kissing Lizzie.

When Tim confronts the Martian, he finds out the "electron accelerator," a small device which powers the control systems of the ship, is damaged beyond repair and the Martian needs Tim's help to find a replacement. Eventually, the Martian, takes the name "Uncle Martin", explore Tim's city, unaware that they are being watched by SETI, which discovered DNA left by Martin while hiding out at Tim's. While exploring Tim's neighborhood, Martin tells him about a friend of his named "Neenert," one of his planet's most gifted Martian scientists, who came to Earth in 1964. Tim and Martin also stop by at a beach wear shop and Martin buys a new pair of clothes and leaves Zoot in the fitting room but then escapes out. Tim's other friends including Lizzie and Brace meet Martin without knowing that he really is a martian yet, after this Brace is captured by the SETI gang and taken to prison as she is mistaken by them as an alien after being put to sleep by a dart gun.

As the story continues, Tim secretly tapes Martin and Zoot with hidden cameras to back up his story and impress the TV station staff. Meanwhile, Martin and Zoot discover a subsystem called the Interstellar Safety System which is prepared to self-destruct, taking Martin's ship with it. Lizzie shows up at Tim's house, to discover Brace stealing the tape. After thinking that Tim cheated on her, Lizzie rejects him and storms out, only to be distracted by the now full size spaceship. A screenshot of Martin in the bathtub while in his Martian form, is discovered by Brace and she steals all of Tim's tapes.

Martin and Tim go after the Martian evidence, shrinking the ship (unfortunately, along with Zoot and Lizzie) and racing down to the station where Martin ties Brace to her office chair and gags her. Martin then disguises himself as her so he can take her place on the news where Martin's alien form is almost exposed. The broadcast is carefully watched by Elliot Coleye (Wallace Shawn), head of SETI. Tim admits to Martin that he has been videotaping him, but found he also likes Martin and apologizes. As footage from another news report is aired, Tim and Martin escape the station. Meanwhile, Coleye sees Brace tied up and gagged and goes for some one on one time alone with the lovely brace helpless to resist, probably of sexual nature.Tim and martin escape through the sewers and into the hands of Coleye, who take them back to SETI for investigation. Coleye shoots Martin with an alien dart gun, putting Martin into a deep sleep.

Tim manipulates one of the scientists into growing Martin's ship to normal size, breaching security and allowing Lizzie and Zoot to escape. However, the trio's escape is blocked by security, who are eventually dealt with by Zoot and Lizzie, with the help of a "nerplex," a piece of alien gum that can transform anyone into another life form, in this case a hideous monster from Veenox 7.

The three eventually succeed in locating Martin, who is about to undergo surgery, involving the removal of Martin's antenna. When Martin and Zoot reunite he comes back to life, and wakes up. The three then escape SETI headquarters and prepare to bid farewell to Martin, installing a car alternator in place of the damaged electron accelerator. He is intercepted by Coleye, but a SETI official named Armitan, actually Martin's old friend Neenert (Ray Walston), saves him by destroying Coleye's gun. Armitan then takes a piece of nerplex from his mouth, revealing his true Martian form, including a third eye at the top of his red head.

Eventually, Coleye consumes the piece of nerplex left by Neenert, and he's turned into an alien, too. While laughing at this, Coleye accidentally swallows the gum. He ends up getting caught by his own organization as Martin and Neenert head home.

In the end, Martin and Zoot return to Earth with enough supplies to settle down with Tim and Lizzie. Neenert flies Martin's spacecraft back to Mars. Tim wants to object, but a passionate kiss from Lizzie convincing Tim to change his mind. The film ends with Zoot in a washing machine, glancing at an issue of Victoria's Secret.

Analisis Iklan

Iklan Class Mild

Berbicara mengenai iklan sebagai media untuk memperkenalkan
produk, tidak terlepas dari bahasa yang digunakannya. Bahasa menurut Chaer
(2006: 1) adalah suatu sistem lambang berupa bunyi, bersifat arbitrer,
digunakan oleh suatu masyarakat untuk bekerja sama, berkomunikasi dan
mengidentifikasi diri. Melalui bahasa, manusia dapat memperoleh informasi
dari sesamanya secara sempurna. Tanpa bahasa, komukasi tidak dapat berjalan
dengan sempurna.

Fungsi bahasa yang terutama adalah sebagai alat penyampai pesan.
Selain sebagai alat penyampai pesan, bahasa juga memiliki fungsi-fungsi yang
lain, yaitu:
1. Tujuan kultural, bahasa digunakan sebagai alat untuk menyimpan,
menyebarkan dan menyembangkan kebudayaan.
2. Tujuan filosofis, bahasa digunakan sebagai alat untuk meneliti bendabenda
purbakala, khususnya yang berbentuk naskah-naskah kuno.
3. Tujuan artistik, bahasa digunakan sebagai alat untuk menyampaikan rasa
estetis manusia melalui seni sastra.
4. Tujuan politis, bahasa digunakan sebagai alat untuk mempersatukan
bangsa dan untuk menyelenggarakan administrasi pemerintahan.
5. Tujuan kultural, bahasa digunakan sebagai alat untuk menyimpan dan
mengembangkan ilmu pengetahuan (Indradi, 2003: 16).

Iklan sangat memerlukan gaya bahasa untuk dapat memikat pembaca
atau pendengarannya. Sebuah iklan dapat dikatakan berhasil apabila memikat
sasarannya menjadi mitra untuk mendukung atau membeli produk yang
ditawarkan sehingga banyak iklan yang menggunakan bahasa berlebihan.
Iklan menurut Widyatama, Rendra (2007: 13) adalah bentuk penyajian
pesan yang dilakukan oleh komunikator secara non personal melalui media
untuk ditujukan pada komunikan dengan cara membayar.
Istilah iklan juga sering dinamai dengan sebutan yang berbeda-beda.
Di Amerika sebagaimana di Inggris, disebut dengan advertising. Sementara di
Perancis disebut dengan redamare yang berarti meneriakkan sesuatu secara
berulang-ulang. Bangsa Belanda menyebutnya sebagai advertentie. Sedangkan
bangsa Arab menyebutnya dengan sebutan i’lan.Sebenarnya, di Indonesia sendiri
istilah iklan sering disebut dengan istilah advertensi dan reklame. Kedua
istilah tersebut diambil begitu saja dari bahasa aslinya, yaitu bahasa
Belanda (advertensi) dan Perancis (redame). Namun secara resminya, sebutan
kata iklan sering digunakan dibanding dengan istilah advertensi dan reklame.

Dari berbagai iklan yang ada di media mempunyai karakteristik yang
tentunya berbeda dengan iklan yang satu dengan yang lainnya. Masing-masing
iklan mempunyai gaya sendiri-sendiri. Gaya-gaya dari iklan tersebut
mencerminkan strategi mereka yang digunakan sebagai suatu cara yang
digunakan untuk mencari perhatian dari khalayak.

Iklan rokok tidak boleh menampilkan orang yang sedang merokok
atau memakai model iklan dari kalangan remaja. Iklan rokok pun tidak boleh
menyajikan kemasan rokok utuh dan harus menyantumkan peringatan yang
berisi informasi tentang resiko dan bahaya merokok secara mencolok.
Ketatnya aturan yang ada justru menguntungkan, iklan rokok memiliki
kebabasan tampil menonjol dibandingkan iklan produk lain. Hal ini terlihat
dari maraknya iklan rokok yang muncul sekarang dengan mengedepankan
krativitas kata dan meminimalisir aspek visual dalam iklan.

Penelitian ini bertujuan untuk mengetahui makna iklan Clas Mild yang bertema "CLASS MILD IS TODAY", sistem referen yang digunakan dalam iklan dan ideologi yang ada dalam iklan. Metode yang digunakan dalam penelitian ini adalah analisis semiotika yang digunakan oleh Judith Williamson. Hasil penelitian ini menunjukkan Clas Mild sebagai produk memperoleh maknanya melalui struktur formal iklan. Kesimpulannya bahwa tanda-tanda dalam iklan tidak menggambarkan produk clas mild sebagai produk rokok, baik dalam bentuk maupun akibat buruk yang diakibatkan bila mengkonsumsi rokok. Rokok Clas Mild dibentuk sebagai produk yang bermanfaat dan berguna dalam kehidupan sosial khususnya di kalangan anak muda.

nulis

Musik dan Kecerdasan Emosi

Sternberg dan Salovery (1997) mengemukakan bahwa kecerdasan emosional adalah kemampuan mengenali emosi diri, yang merupakan kemampuan seseorang dalam mengenali perasaannya sendiri sewaktu perasaan atau emosi itu muncul, dan ia mampu mengenali emosinya sendiri apabila ia memiliki kepekaan yang tinggi atas perasaan mereka yang sesungguhnya dan kemudian mengambil keputusan-keputusan secara mantap.

Kemampuan mengelola emosi merupakan kemampuan seseorang untuk mengendalikan perasaannya sendiri sehingga tidak meledak dan akhirnya dapat mempengaruhi perilakunya secara wajar. Misalnya seseorang yang sedang marah maka kemarahan itu tetap dapat dikendalikan secara baik tanpa harus menimbulkan akibat yang akhirnya disesali di kemudian hari.

Kepekaan akan rasa indah timbul melalui pengalaman yang dapat diperoleh dari menghayati musik. Kepekaan adalah unsur yang penting guna mengerahkan kepribadian dan meningkatkan kualitas hidup. Seseorang memiliki kepekaan yang tinggi atas perasaan mereka maka ia akan dapat mengambil keputusan-keputusan secara mantap dan membentuk kepribadian yang tangguh.

Kemampuan motivasi adalah kemampuan untuk memberikan semangat kepada diri sendiri untuk melakukan sesuatu yang baik dan bermanfaat. Dalam hal ini terkandung adanya unsur harapan dan optimisme yang tinggi, sehingga memiliki kekuatan semangat untuk melakukan suatu aktivitas tertentu, misalnya dalam hal belajar. Seperti apa yang kita cita-citakan dapat diraih dan mengisyaratkan adanya suatu perjalanan yang harus ditempuh dari suatu posisi di mana kita berada ke titik pencapaian kita dalam kurun waktu tertentu.

Kemampuan membina hubungan bersosialisasi sama artinya dengan kemampuan mengelola emosi orang lain. Evelyn Pitcer dalam Kartini (1982) mengatakan musik membantu remaja untuk mengerti orang lain dan memberikan kesempatan dalam pergaulan sosial dan perkembangan terhadap emosional mereka.

Remaja, merupakan pribadi sosial yang memerlukan relasi dan komunikasi dengan orang lain untuk memanusiakan dirinya. Remaja ingin dicintai, ingin diakui, dan dihargai. Berkeinginan pula untuk dihitung dan mendapatkan tempat dalam kelompoknya. Jelas bahwa individualitas dan sosialitas merupakan unsur-unsur yang komplementer, saling mengisi dan melengkapi dalam eksistensi remaja.

Kecerdasan emosional perlu dikembangkan karena hal inilah yang mendasari keterampilan seseorang di tengah masyarakat kelak, sehingga akan membuat seluruh potensi anak dapat berkembang secara lebih optimal.

Idealnya seseorang dapat menguasai keterampilan kognitif sekaligus keterampilan sosial emosional. Daniel Goleman (1995) melalui bukunya yang terkenal “Emotional Intelligences (EQ)”, memberikan gambaran spectrum kecerdasan, dengan demikian anak akan cakap dalam bidang masing-masing namun juga menjadi amat ahli. Sebagaimana dikatakan oleh para ahli, perkembangan kecerdasan emosional sangat dipengaruhi oleh rangsangan musik seperti yang dikatakan Gordon Shaw (1996).

Menurut Siegel (1999) ahli perkembangan otak, mengatakan bahwa musik dapat berperan dalam proses pematangan hemisfer kanan otak, walaupun dapat berpengaruh ke hemisfer sebelah kiri, oleh karena adanya cross-over dari kanan ke kiri dan sebaliknya yang sangat kompleks dari jaras-jaras neuronal di otak.

Efek atau suasana perasaan dan emosi baik persepsi, ekspresi, maupun kesadaran pengalaman emosional, secara predominan diperantarai oleh hemisfer otak kanan. Artinya, hemisfer ini memainkan peran besar dalam proses perkembangan emosi, yang sangat penting bagi perkembangan sifat-sifat manusia yang manusiawi.

Kehalusan dan kepekaan seseorang untuk dapat ikut merasakan perasaan orang lain, menghayati pengalaman kehidupan dengan “perasaan”, adalah fungsi otak kanan, sedang kemampuan mengerti perasaan orang lain, mengerti pengalaman dengan rasio adalah fungsi otak kiri. Kemampuan seseorang untuk dapat berkomunikasi dengan baik dan manusiawi dengan orang lain merupakan percampuran (blending antara otak kanan dan kiri itu).

Proses mendengar musik merupakan salah satu bentuk komunikasi afektif dan memberikan pengalaman emosional. Emosi yang merupakan suatu pengalaman subjektif yang inherent terdapat pada setiap manusia. Untuk dapat merasakan dan menghayati serta mengevaluasi makna dari interaksi dengan lingkungan, ternyata dapat dirangsang dan dioptimalkan perkembangannya melalui musik sejak masa dini.

Campbell 2001 dalam bukunya efek Mozart mengatakan musik romantik (Schubert, Schuman, Chopin, dan Tchaikovsky) dapat digunakan untuk meningkatkan kasih sayang dan simpati.

Musik digambarkan sebagai salah satu “bentuk murni” ekspresi emosi. Musik mengandung berbagai contour, spacing, variasi intensitas dan modulasi bunyi yang luas, sesuai dengan komponen-komponen emosi manusia.

nulis-nulis lagi...

Anak-anak memang umumnya masih memiliki pikiran yang polos sehingga mudah untuk tergoda dengan hal-hal yang berbahaya bagi dirinya sendiri maupun orang lain. Sesuatu yang bagi mereka menyenangkan dan mengasyikkan bisa saja dapat memberi efek yang tidak baik bagi perkembangan fisik dan mental mereka.

Usaha persewaan video game alias rental ps / ps2 atau rental playstation awalnya lahir dari usaha ding dong (arcade) di waktu lampau. Seiring perkembangan zaman, maka mesin dingdong yang kalah pamor dengan mesin video game console rumahan. Dari sisi harga console game seperti sony playstation2, microsoft xbox 360, nintendo wii, dan lain sebagainya lebih murah dibandingkan dengan harga mesin arcade ding dong yang sangat mahal dan gamenya tidak mudah diubah-ubah sesuai keinginan kita.

Rental ps yang hanya memiliki orientasi mendapatkan keuntungan yang sebesar-besarnya tanpa memikirkan dampaknya bagi konsumen atau pelanggan yang rata-rata anak-anak usia sekolah atau mahasiswa. Selama tidak ada komplain dari penyewa, maka mereka akan terus menjalankan bisnisnya.

Sebenarnya ada lagi bentuk bisnis yang mirip dengan rental ps, yaitu rental game online yang sekilas mirip seperti warnet namun menyediakan game yang terhubung dengan banyak pemain baik dalam suatu jaringan besar. Dari sisi konsumen utama game online biasanya bukan anak-anak kecil sehingga dampaknya tidak separah rental ps dengan pemain mayoritas anak-anak.

Sebenarnya apa saja yang membuat usaha rental ps2 ini memiliki efek yang jelek pada anak-anak :

1. Merusak Mata dan Menimbulkan Kelelahan

Ukuran televisi untuk bermain yang besar dan jarak bermain yang sangat dekat yaitu kurang lebih satu meter dari depan tv jelas dalam jangka panjang akan merusak mata para pemain menimbulkan rabun jauh. Waktu bermain yang panjang dengan permainan yang seru membuat anak lupa istirahat, lupa makan, lupa mandi, lupa belajar, lupa buat pr, lupa pulang dan lain sebagainya. Hal ini dapat memperbesar resiko terserang berbagai jenis penyakit.

2. Menyita Waktu

Menyewa mesin permainan yang biasanya minimal satu jam membuat banyak waktu tersita yang seharusnya bisa dipakai untuk melakukan aktifitas lain yang lebih berguna. Belum lagi kalau waiting list karena sedang ramai atau hobi nonton teman bermain. Tempat atau ruangan yang dilengkapi oleh pendingin udara atau ac serta lantai yang bersih melengkapi kenyamanan konsumen untuk berlama-lama nongkrong di rental ps.

3. Menimbulkan Kecanduan Main dan Membuat Malas Belajar

Jika pikiran anak dipenuhi oleh permainan yang mengasyikkan maka yang dipikirkannya kebanyakan hanya main game seperti ngadu bola we, balapan, berantem satu lawan satu, adu dance, dan lain sebagainya. Sepulang sekolah langsung nongkrong di tempat rental ps, sore juga, malam juga nongkrong. Hal ini membuat anak kekurangan waktu dan konsentrasi penuh untuk belajar dengan baik.

4. Kurang Kontrol Petugas Rental

Usaha yang berorientasi pada keuntungan semata sangat berbahaya karena anak-anak bisa saja cabut atau bolos sekolah hanya untuk main ps. Yang seharusnya ikut les atau bimbel jadi malah nongkong main ps. Yang belum makan, belum tidur siang, belum mandi, dan lain-lain bisa dengan mudah main ps tanpa larangan petugas. Main berjam-jam pun justru sangat disukai petugas rental. Game yang tidak layak bagi anak-anak (belum cukup umur) pun disuguhkan dengan bebas siap tersedia tanpa memikirkan perkembangan mental anak-anak.

5. Menghabiskan Uang Jajan Hanya Untuk Main PS

Anak yang gemar main ps dengan uang jajan yang pas-pasan akan membuat anak itu bersikap boros dan sulit untuk menabung. Baginya yang penting adalah bersenang-senang. Seharusnya anak-anak jangan banyak melakukan aktifitas transaksi yang harus membayar / bayar tanpa didampingi oleh orangtua.

6. Berpeluang Mengajarkan Judi / Taruhan

Taruhan judi bola dan judi adu bola itu sudah biasa banyak dilakukan oleh orang dewasa. Jangan sampai anak-anak kita gemar bertaruh atas apa yang dilakukannya sendiri maupun dilakukan oleh orang lain. Jika anak sudah senang berjudi, maka ke depannya bisa saja si anak jadi tukang judi yang senang menghamburkan uang dengan harapan menang taruhan.

nulis-nulis ah...

sejarah siberian husky

Anjing Siberian Husky termasuk dalam jenis anjing ras. Anjing ras ini tidak ganas, bahkan terlalu baik dan manja terhadap manusia. Ras ini sekilas mirip srigala, mungkin juga diperkirakan terjadi karena hasil persilangan alam.

Aslinya ras ini dikembangkan oleh masyarakat Chukchi di daerah Asia timur laut sebagai anjing penarik kereta untuk membawa beban. Tahun 1909, pertama kalinya sejumlah anjing ini dibawa ke Alaska untuk bertanding dalam pertandingan jarak jauh seluruh Alaska. Dan disanalah ketahanan tubuh dan kecepatan lari anjing dari Siberia ini mulai dikenal.

Pada musim dingin di Tahun 1925, ketika demam Diptheria melanda kota Nome, suatu daerah terpencil di Alaska, tim estafet anjing ini membawa serum penyelamat hidup manusia dari daerah Neana yang jaraknya cukup jauh. Usaha keras bersemangatkan kepahlawanan dari para pengendara dan anjingnya ini mendapatkan penghargaan nasional. Salah satu pengendara, Leonhard Seppala, membawa tim Siberian Huskynya, keturunan asli yang diimport dari Siberia, ke Amerika Serikat dalam perjalanan pertunjukan pribadinya. Ketika di Inggris, dia bertanding dalam pertandingan anjing penarik kereta dan sekali lagi membuktikan kekuatan dari Siberian Husky yang mengalahkan anjing-anjing lokal lainnya. Negara Inggris memberikan penghargaan pengakuan terhadap anjing ras ini pada Tahun 1930 dan Klub Siberian Husky didirikan di Amerika Tahun 1938.

Siberian Husky memiliki sifat yang menyenangkan. Dia sangat mesra. Watak yang lembut dan bersahabat ini mungkin terjadi sebagai warisan masa lalu, sejak masyarakat Chukchi memelihara anjing-anjing ini dalam penghargaan yang besar. Mereka merumahkan anjing-anjing ini dalam perlindungan keluarga dan mendorong anak-anak mereka untuk bermain bersamanya. Sekarang ini, sangat mempesona untuk mengamati bagaimana Siberian Husky dan anak-anak saling memiliki satu sama lain. Siberian Husky sangat waspada, gemar menyenangkan dan mudah menyesuaikan diri. Tingkat kecerdasannya telah dibuktikan, tetapi jiwa merdekanya setiap waktu menantang kecerdikan manusia. Kemampuan serba bisanya membuat dia menjadi teman yang serasi bagi manusia pada semua umur pada berbagai kesukaan.

Ketika kemampuan menarik perhatian seluruh keluarga ditunjukkan, maka dia bukan lagi anjing bagi satu orang saja. Dia menunjukkan ketidaktakutan terhadap orang asing dan akan menyambut tamu dengan ramah. Ini bukanlah sifat dari anjing penjaga, walaupun Siberian Husky mungkin tidak sadar bertindak seperti tidak tahu sebagai bagian dari naluri yang ramah tamah itu. Dalam hubungan dengan anjing asing, Siberian Husky menunjukkan minat yang ramah tamah dan menganggap sebagai saudara. Jika diserang, bagaimanapun juga dia sudah siap dan dapat membela dirinya sendiri dan dapat menghadapi serangan dengan membunuh.

Naluri predator dalam Siberian Husky sangat kuat. Ketika Siberian Husky secara normal ramah dan bersahabat dengan manusia dan anjing-anjing lainnya, para pemilik harus berhati-hati terhadap hewan-hewan kecil yang ada di dalam maupun di sekitar rumah, seperti tupai, kelinci, burung, tikus, hamsters dan kucing, adalah korban yang sangat potensial dari naluri predatornya yang kuat. Mereka cepat, cerdik dan sabar dalam kemampuan berburunya.

Siberian Husky adalah anjing yang mudah dipelihara. Secara alami dia bersih dan bebas dari bau yang tidak enak serta parasit-parasit. Dia hadir di arena show dengan anggun tanpa membutuhkan penguntingan atau perapian bulu. Sedikitnya sekali dalam setahun Siberian Husky merontokkan bulunya. Dan dengan sikat di tangan, seseorang baru menyadari kepadatan dan jumlah yang banyak dari bulu Siberian Husky yang mengagumkan seperti mantel. Beberapa orang merasa bahwa masa perontokkan bulu ini lebih mudah diatasi daripada perontokan bulu yang terus menerus dan tumbuh baru kembali dari banyak jenis bulu anjing ras lainnya.

Mengunyah dan menggali ? Siberian Husky telah tahu untuk melakukan bagiannya. Pada awalnya adalah sebuah kebiasaan dari banyak anak anjing pada seluruh ras yang terjadi pada masa pertumbuhan gigi, dan dan menjadi terus menerus dan dihubungkan pada sasaran yang tepat. Menggali lubang adalah masa lalu dimana banyak Siberian Husky memiliki kemampuan khusus yang mendalam untuk melakukan hal itu. Sampai sekarangpun masih terjadi jika dia menemukan daerah yang tepat untuk digali.

Siberian Husky termasuk mudah dipelihara, karena membutuhkan hanya sejumlah makanan untuk ukuran tubuhnya. Ciri ini, mungkin juga diikuti dari kebiasaan asal ras ini, dimana masyarakat Chukchi mengembangkan anjing-anjing mereka untuk menarik beban secara cepat melewati jarak yang jauh pada suhu rendah dimana kemungkinan yang sedikit untuk dapat membawa sejumlah makanan.

Ada satu karakter terakhir dari Siberian Husky yang harus diperhatikan. Yaitu hasrat untuk berlari. Banyak anjing jenis ras lain, ketika dibiarkan di pagi hari, akan duduk di depan pagar sampai sepanjang hari. Tetapi tidak pada Siberian Husky. Warisannya telah memberkahi dia dengan hasrat untuk berlari dan persetujuannya telah diberikan pada dia dengan kemampuan untuk menikmatinya tanpa merasa lelah. Tetapi, satu larian dengan lompatan pada jalan yang ramai dapat menjadi larian terakhir yang dinikmatinya untuk selamanya. Karena itu, kami memaksa bahwa tidak seekor Siberian Huskypun yang diperbolehkan tanpa dikendalikan atau dibebaskan. Jadi untuk perlindungannya, dia harus dalam pengawasan setiap waktu. Jika anda merasa tidak nyaman untuk mengawasinya, maka Siberian Husky bukanlah ras yang cocok untuk anda.

Sebagai tambahan, ada dua jenis ras Artic lainnya, yaitu Alaskan Malamute dan Samoyed. Ketiga jenis ras ini diakui oleh Amerikan Kennel Club. Ketiga jenis ini dibedakn dari semua variasi persilangan ras yang dikenal di husky Alaska. Kata “husky” sendiri adalah kependekan dari nama singkat “Esky” dari orang Eskimo dan disebutkan ke anjingnya. Nama Siberian Husky sendiri adalah ras yang satu-satunya diakui dimana kata ini telah menjadi bagian pada namanya sejak awalnya.

Pada tahun-tahun sekarang ini, jumlah Siberian Husky di Amerika yang didata meningkat secara tajam. Club Siberian Husky di Amerika sangat mengkhawatirkan mengenai peningkatan popularitas yang cepat dari ras ini dan tidak menginginkan dengan melihat jumlah permintaan terhadap Siberian Husky akan mengorbankan kualitas yang tinggi dari anjing ras ini. Untuk menjaga kualitasnya, Siberian Husky Club of America menyarankan kepada para pembeli yang serius untuk mengontak anggota dari Club Siberian Husky ini di daerahnya masing-masing yang telah terdaftar. Para breeder ini telah menentukan standart dari ras ini sesuai kode etik dan menunjukkan sifat sportif dalam berbagai kegiatan yang berhubungan dengan ras ini. Dalam perlindungan para breeder yang bereputasi, para pembeli dijamin oleh perjanjian dengan orang-orang yang memiliki pengetahuan yang pada posisinya adalah memberikan informasi yang tepat dalam penjualan dan konseling selama sepanjang perkembangan anjingnya.

Club Siberian Husky di Amerika tidak pernah lepas dari tujuan utamanya yaitu mendedikasikan pelestarian dan mengabadikan dari ras Siberian Husky ini seperti suara, kemampuan dan naluri ras, dimana karakteristik dari pikiran dan tubuhnya membuat dia bukan hanya sebagai anjing yang cantik dan sanggup bekerja keras, tetapi juga sebagai teman yang setia dan menyenangkan.

resensi film 127 Hours

Terjebak di dalam tebing tak membuat nyali pendaki gunung Aron Ralston (James Franco) menjadi ciut. Hal ini nampak ketika Aron masih sanggup membuat video pesan ketika ia tengah berjuang untuk keluar dari dalam tebing di Blue John Canyon, Utah, di film "127 Hours".

Dengan wajah pucat dan menahan sakit, Aron mencoba menyampaikan pesan betapa ia begitu menyayangi ayah dan ibunya. Diantara perjuangannya untuk bertahan hidup selama beberapa jam dan mencoba melepaskan batu yang menjepit tangannya, Aron masih berusaha menyemangati dirinya agar tidak menyerah.

Diarahkan sutradara "Slumdog Millionaire", Danny Boyle, film "127 Hours" merupakan kisah nyata pendaki gunung Aron Ralston yang terlibat petualangan menegangkan untuk menyelamatkan diri setelah sebuah batu besar jatuh menimpa dirinya dan membuat lengannya patah. Tak hanya itu, kecelakaan tersebut membuat Aron terjebak diantara tebing di kawasan terpencil Blue John Canyon, Utah.

Selama lima hari berikutnya, Aron bertahan hidup dan akhirnya menyadari kalau dia memiliki semangat dan persediaan yang diperlukan untuk membebaskan dirinya dengan cara apapun yang diperlukan, memanjat dinding dengan ketinggian 65 kaki dan berjalan sejauh 8 mil sebelum akhirnya ia diselamatkan.

Sepanjang perjalanannya, Aron mengingat keberadaan teman, kekasih, keluarga dan dua pendaki yang ia temui sebelum kecelakaan. Akankah mereka menjadi dua orang terakhir yang dia temui? Ini merupakan kisah mendalam dan menegangkan yang mengajarkan pada kita tentang apa yang bisa kita lakukan ketika kita memilih untuk hidup. 127 Hours (2011), kisah bertahan hidup seorang pendaki gunung yang terjebak 5 hari dalam tebing yang tercuram.

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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.

speaking and listening techniques

Techniques for Teaching Speaking
Students often think that the ability to speak a language is the product of language learning, but speaking is also a crucial part of the language learning process. Effective instructors teach students speaking strategies -- using minimal responses, recognizing scripts, and using language to talk about language -- which they can use to help themselves expand their knowledge of the language and their confidence in using it. These instructors’ help students learn to speak so that the students can use speaking to learn.
1. Using minimal responses
Language learners who lack confidence in their ability to participate successfully in oral interaction often listen in silence while others do the talking. One way to encourage such learners to begin to participate is to help them build up a stock of minimal responses that they can use in different types of exchanges. Such responses can be especially useful for beginners.
Minimal responses are predictable, often idiomatic phrases that conversation participants use to indicate understanding, agreement, doubt, and other responses to what another speaker is saying. Having a stock of such responses enables a learner to focus on what the other participant is saying, without having to simultaneously plan a response.
2. Recognizing scripts
Some communication situations are associated with a predictable set of spoken exchanges -- a script. Greetings, apologies, compliments, invitations, and other functions that are influenced by social and cultural norms often follow patterns or scripts. So do the transactional exchanges involved in activities such as obtaining information and making a purchase. In these scripts, the relationship between a speaker's turn and the one that follows it can often be anticipated.
Instructors can help students develop speaking ability by making them aware of the scripts for different situations so that they can predict what they will hear and what they will need to say in response. Through interactive activities, instructors can give students practice in managing and varying the language that different scripts contain.
3. Using language to talk about language
Language learners are often too embarrassed or shy to say anything when they do not understand another speaker or when they realize that a conversation partner has not understood them. Instructors can help students overcome this reticence by assuring them that misunderstanding and the need for clarification can occur in any type of interaction, whatever the participants' language skill levels. Instructors can also give students strategies and phrases to use for clarification and comprehension check.
By encouraging students to use clarification phrases in class when misunderstanding occurs and by responding positively when they do, instructors can create an authentic practice environment within the classroom itself. As they develop control of various clarification strategies, students will gain confidence in their ability to manage the various communication situations that they may encounter outside the classroom.
Structured Output Activities
Information Gap Activities
 The gaps in a schedule or timetable: Partner A holds an airline timetable with some Filling of the arrival and departure times missing. Partner B has the same timetable but with different blank spaces. The two partners are not permitted to see each other's timetables and must fill in the blanks by asking each other appropriate questions. The features of language that are practiced would include questions beginning with "when" or "at what time." Answers would be limited mostly to time expressions like "at 8:15" or "at ten in the evening."
 Completing the picture: The two partners have similar pictures, each with different missing details, and they cooperate to find all the missing details. In another variation, no items are missing, but similar items differ in appearance. For example, in one picture, a man walking along the street may be wearing an overcoat, while in the other the man is wearing a jacket. The features of grammar and vocabulary that are practiced are determined by the content of the pictures and the items that are missing or different. Differences in the activities depicted lead to practice of different verbs. Differences in number, size, and shape lead to adjective practice. Differing locations would probably be described with prepositional phrases.
Jigsaw Activities
 In one fairly simple jigsaw activity, students work in groups of four. Each student in the group receives one panel from a comic strip. Partners may not show each other their panels. Together the four panels present this narrative: a man takes a container of ice cream from the freezer; he serves himself several scoops of ice cream; he sits in front of the TV eating his ice cream; he returns with the empty bowl to the kitchen and finds that he left the container of ice cream, now melting, on the kitchen counter. These pictures have a clear narrative line and the partners are not likely to disagree about the appropriate sequencing. You can make the task more demanding, however, by using pictures that lend themselves to alternative sequences, so that the partners have to negotiate among themselves to agree on a satisfactory sequence.
 More elaborate jigsaws may proceed in two stages. Students’ first work in input groups (groups A, B, C, and D) to receive information. Each group receives a different part of the total information for the task. Students then reorganize into groups of four with one student each from A, B, C, and D, and use the information they received to complete the task. Such an organization could be used, for example, when the input is given in the form of a tape recording. Groups A, B, C, and D each hear a different recording of a short news bulletin. The four recordings all contain the same general information, but each has one or more details that the others do not. In the second stage, students reconstruct the complete story by comparing the four versions.
Communicative Output Activities
Role Plays
 Prepare carefully: Introduce the activity by describing the situation and making sure that all of the students understand it
 Set a goal or outcome: Be sure the students understand what the product of the role play should be, whether a plan, a schedule, a group opinion, or some other product
 Use role cards: Give each student a card that describes the person or role to be played. For lower-level students, the cards can include words or expressions that that person might use.
 Brainstorm: Before you start the role play, have students brainstorm as a class to predict what vocabulary, grammar, and idiomatic expressions they might use.
 Keep groups small: Less-confident students will feel more able to participate if they do not have to compete with many voices.
 Give students time to prepare: Let them work individually to outline their ideas and the language they will need to express them.
 Be present as a resource, not a monitor: Stay in communicative mode to answer students' questions. Do not correct their pronunciation or grammar unless they specifically ask you about it.
 Allow students to work at their own levels: Each student has individual language skills, an individual approach to working in groups, and a specific role to play in the activity. Do not expect all students to contribute equally to the discussion, or to use every grammar point you have taught.
 Do topical follow-up: Have students report to the class on the outcome of their role plays.
 Do linguistic follow-up: After the role play is over, give feedback on grammar or pronunciation problems you have heard. This can wait until another class period when you plan to review pronunciation or grammar anyway.
Discussions
 Prepare the students: Give them input (both topical information and language forms) so that they will have something to say and the language with which to say it.
 Offer choices: Let students suggest the topic for discussion or choose from several options. Discussion does not always have to be about serious issues. Students are likely to be more motivated to participate if the topic is television programs, plans for a vacation, or news about mutual friends. Weighty topics like how to combat pollution are not as engaging and place heavy demands on students' linguistic competence.
 Set a goal or outcome: This can be a group product, such as a letter to the editor, or individual reports on the views of others in the group.
 Use small groups instead of whole-class discussion: Large groups can make participation difficult.
 Keep it short: Give students a defined period of time, not more than 8-10 minutes, for discussion. Allow them to stop sooner if they run out of things to say.
 Allow students to participate in their own way: Not every student will feel comfortable talking about every topic. Do not expect all of them to contribute equally to the conversation.
 Do topical follow-up: Have students report to the class on the results of their discussion.
 Do linguistic follow-up: After the discussion is over, give feedback on grammar or pronunciation problems you have heard. This can wait until another class period when you plan to review pronunciation or grammar anyway.














Techniques for Teaching Listening
Instructors want 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 listening, this means producing students who can use listening strategies to maximize their comprehension of aural input, identify relevant and non-relevant information, and tolerate less than word-by-word comprehension.
Focus: The Listening Process
To accomplish this goal, instructors focus on the process of listening rather than on its product.
 They develop students' awareness of the listening process and listening strategies by asking students to think and talk about how they listen in their native language.
 They allow students to practice the full repertoire of listening strategies by using authentic listening tasks.
 They behave as authentic listeners by responding to student communication as a listener rather than as a teacher.
 When working with listening tasks in class, they show students the strategies that will work best for the listening purpose and the type of text. They explain how and why students should use the strategies.
 They have students practice listening strategies in class and ask them to practice outside of class in their listening assignments. They encourage students to be conscious of what they're doing while they complete listening tape assignments.
 They encourage students to evaluate their comprehension and their strategy use immediately after completing an assignment. They build comprehension checks into in-class and out-of-class listening assignments, and periodically review how and when to use particular strategies.
 They encourage the development of listening skills and the use of listening strategies by using the target language to conduct classroom business: making announcements, assigning homework, describing the content and format of tests.
 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 listening task or with another skill.
Integrating Metacognitive Strategies
Before listening: Plan for the listening task
 Set a purpose or decide in advance what to listen 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 listening: Monitor comprehension
 Verify predictions and check for inaccurate guesses
 Decide what is and is not important to understand
 Listen/view again to check comprehension
 Ask for help
After listening: Evaluate comprehension and strategy use
 Evaluate comprehension in a particular task or area
 Evaluate overall progress in listening and in particular types of listening tasks
 Decide if the strategies used were appropriate for the purpose and for the task
 Modify strategies if necessary
Using Authentic Materials and Situations
One-Way Communication
Materials:
 Radio and television programs
 Public address announcements (airports, train/bus stations, stores)
 Speeches and lectures
 Telephone customer service recordings
Procedure:
 Help students identify the listening goal: to obtain specific information; to decide whether to continue listening; to understand most or all of the message
 Help students outline predictable sequences in which information may be presented: who-what-when-where (news stories); who-flight number-arriving/departing-gate number (airport announcements); "for [function], press [number]" (telephone recordings)
 Help students identify key words/phrases to listen for
Two-Way Communication
In authentic two-way communication, the listener focuses on the speaker's meaning rather than the speaker's language. The focus shifts to language only when meaning is not clear. Note the difference between the teacher as teacher and the teacher as authentic listener in the dialogues in the popup screens.

The Community Language Learning

The Community Language Learning

The goals of teacher who use the community language learning method want their students to learn how to use the target language communicatively. All of the objectives can be accomplished in a no defensive manner if a teacher and learner(s) treat each other as whole persons, valuing both thoughts and feelings.
The teacher’s role initial role is primarily that of a counselor. This does not mean that the teacher is therapist, or that the teacher does not teaching. Rather, it means that the teacher recognizes how threatening a new learning situation can be for adult learners, so he skillfully understand and supports his students in their struggle to master the target language. Community Language Learning methodologists have identified five stages in this movement from dependency to mutual interdependency with the teacher. In stages I, II, and III, the teacher focuses not only on the language but also on being supportive of learners in their learning process. In stage IV, because of the students’ greater security in the language and readiness to benefit from corrections, the teacher can focus more on accuracy. It should be noted that accuracy is always a focus even in the first tree stages: however, it is subordinated to fluency. The reverse is true in stages IV and V.
The beginning class, which is what we observed, students typically have a conversation using their native language. The teacher helps them express what they want to say by giving them the target language translation in chunks. These chunks are recorded, and when they are replayed, it sounds like a fairly fluid conversation. Later, a transcript is made of the conversation, and native language equivalents are written beneath the target language words. The transcription of the conversation becomes a text with which students work. Various activities are conducted (for example, examination of a grammar point, working on pronunciation of a particular phrase, or creating new sentences with words from the transcript) that allow students to further explore the language they have generated. During the course of the lesson, students are invited to say how they feel, and in return the teacher understands them.

The nature of students-teacher interaction in the Community Language Learning Method changes within the lesson and over time. Sometimes the students are assertive, as where they are having a conversation. At these time, the teacher facilities their ability to express themselves in the target language. Building a relationship with and among students is very important. In a trusting relationship, any debilitating anxiety that students feel can be reduced, thereby helping students to stay open to the learning process. Students can learn from their interaction with the teacher. A spirit of cooperation, not competition, can prevail.
Responding to the students feelings is considered very important in Counseling-Learning. One regular activity is inviting students to comment on how they feel. The teacher listens and responds to each comment carefully. By showing students he understands how they feel, the teacher can help them overcome negative feelings that might otherwise block their learning.
Language is for communication. Curran writes that learning is persons, meaning that both teacher and students work att building trust in one another and learning process. At the beginning of the process, the focus is on sharing and belonging between persons through the language tasks. Then the focus shifts more to the target language which becomes the groups’ individual and shared identity. Curran also believes that in this kind of supportive learning process, language becomes the means for developing creative and critical thinking. Culture is an integral part of language learning.
In the early stages, typically the students generate the material since they decide what they want to be able to say in that target language. Later on, after students feel more secure, the teacher might prepare specify materials or work with published textbooks. Particular grammar points, pronunciation patterns, and vocabulary are worked with, based on the language the students have generated. The most important skills are understanding and speaking the language at the beginning, with reinforcement through reading and writing.
Students’ security is initially enhanced by using their native language. The purpose of using the native language is to provide a bridge from the familiar to the unfamiliar. Where possible, literal native language equivalents are given to the target language words that have been transcribed. This makes their meaning clear and allows students to combine the target language words in different ways to create new sentences.

The evaluations of this method are first, teacher made classroom test would likely be more of an integrative test than a discrete point one. Second, students would be asked to write a paragraph or be given an oral interview, rather than being asked to answer a question which deals with only one point of language at a time. Third, teachers would encourage their students to self evaluate to look at their sown learning and to become a ware of their own language.

For giving a respond to the students, the teacher repeat correctly what the students has said incorrectly, without calling further attention to the error. Techniques depend on where the students are in the five stage learning process, but are consistent with sustaining a respectful, nondefensive relationship between teacher and students.

Higuan-CR9 Lebihi Messi-Ibra

Lionel Messi boleh saja menjadi kandidat kuat peraih Sepatu Emas Eropa musim ini. Namun, bicara kerja sama, duet lini depan Real Madrid berada empat langkah di depan.

Duet Cristiano Ronaldo dan Gonzalo Higuain sejauh ini sudah mengemas 51 gol di Liga BBVA. Dengan rincian, CR9 menyumbang 25 gol dan Higuain 26 gol.

Messi yang hingga laga melawan Tenerife telah mengemas 31 gol, secara duet baru membukukan 47 gol. Hal itu tak lepas dari catatan gol Zlatan Ibrahimovic yang mandek di angka 16.

Duet CR9-Higuain juga membuktikan diri menjadi duet tertajam sepanjang sejarah El Real. Mereka mengalahkan duet Ferenc Puskas-Alfredo Di Stefano yang mengemas 49 gol pada musim 1960-61.
(duniasoccer.com)

siapakah pemenang liga champion???

Pertengahan Mei ini akan dilangsungkan pertandingan final liga champion antara Inter Milan melawan Bayern Munchen di stadion Santiago Barnebau Madrid.
Diperkirakan Inter akan memainkan pemain intinya kecuali Tiago Motta yang terakumulasi kartu merah. Sedangkan Bayern sudah pasti tidak akan memainkan pemain sayap Frank Ribery yang juga terakumulasi kartu merah.
Kemungkinan posisi Tiago Motta akan diisi dengan Cambiasso sebagai gelandang bertahan serta dapat juga membantu penyerangan.
dengan kejadian ini, saya memperkirakan pelatih Jose Mourinho akan memasang formasi 4-4-2 dengan Samuel Eto'o dan Diego Millito sebagai penyerang serta Goran Pandev ditarik kebelakang sebagai gelandang dan membantu Wesley Sneidjer.
Dari keterangan diatas siapakah pemenang liga Champion musim ini???
apakah Inter atau Bayern??

masuk final liga champion

Kemenangan di leg pertama 3-1 atas Barcelona pada laga semi final Liga Champion membuat Inter bekerja keras pada leg ke2 di markas Barcelona Nou Camp.
terbukti bermain di kandang membuat Barcelona bermain sangat offensive sehingga Inter sangat berusaha keras bertahan sehingga menciptakan ball position 80%-20%. pertandingan ini sempat tercoreng akibat di keluarkannya kartu merah untuk Tiago Motta dan kartu kuning untuk sang kapten Javier Zaneti. Pada babak ke2 Inter bermain dengan 10 orang dan Gerard Pique berhasil membobol gawang no 1 Brazil Julio Cesar dengan tendangan yang cukup keras dan akhirnya Inter kalah 1-0 atas Barcelona.
Maupun kalah, Inter tetap masuk final dengan agregat 3-2 dan siap melawan Bayern Munchen di kandang Madrid, Santigo Barnebeau pada bulan Mei mendatang.