SELAMAT DATANG DI BLOG SRI YADRIHA PAKAYA DAN TERIMA KASIH ATAS KUNJUNGANNYA

This is default featured slide 1 title

Lorem ipsum dolor sit amet, consectetur adipisicing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam. blogger theme by BTemplates4u.com.

This is default featured slide 2 title

Lorem ipsum dolor sit amet, consectetur adipisicing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam. blogger theme by BTemplates4u.com.

This is default featured slide 3 title

Lorem ipsum dolor sit amet, consectetur adipisicing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam. blogger theme by BTemplates4u.com.

This is default featured slide 4 title

Lorem ipsum dolor sit amet, consectetur adipisicing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam. blogger theme by BTemplates4u.com.

This is default featured slide 5 title

Lorem ipsum dolor sit amet, consectetur adipisicing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam. blogger theme by BTemplates4u.com.

10 November 2014

Materi Kuliah: Introduction to Prose Source

Materi Kuliah: Introduction to  Prose  | Pengantar Mata Kuliah Prose ini pada mahasiswa jurusan bahasa Inggris. Introduction to Prose ini lebih banyak bebicara Puisi dalam kajian barat. Walau pun materi Introduction to prose ini dalam bahasa Inggris. Teman-teman juga bisa mendapatkan sumber materi dalam bahasa Indonesia. beriktu Ulasan Materi introduction to Prose versi bahasa Inggrisnya. .  Definition of Prose Prose is the written equivalent of the spoken language.  It is written in words, phrases, sentences, paragraphs and chapters.  It utilizes punctuation, grammar and vocabulary to develop its message.  According miriam webster 1.      The ordinary language people use in speaking or writing b : a literary medium distinguished from poetry especially by its greater irregularity and variety of rhythm and its closer correspondence to the patterns of everyday speech 2.      A dull or ordinary style, quality, or condition Prose is a kind of writing distinguished from poetry because of variations in rhythm (rhythm), which has larger and more appropriate language with lexical meaning. Prose is the most typical form of written language, applying ordinary grammatical structure and natural flow of speech rather than rhythmic structure (as in traditional poetry). The English word "prose" is derived from the Latin prōsa, which literally translates as "straight-forward." While there are critical debates on the construction of prose, its simplicity and loosely defined structure has led to its adoption for the majority of spoken dialogue, factual discourse as well as topical and fictional writing. It is commonly used, for example, in literature, newspapers, magazines, encyclopedias, broadcasting, film, history, philosophy, law and many other forms of communication. Prose First Known Use: 14th century History of english prose Old english prose begin with alfred who was seeking to re-establish learning in england after the vikings. ·         The anglo saxon period 5th-11th The amount of surviving Old English prose is much greater than the amount of poetry. Of the surviving prose, sermons and Latin translations of religious works are the majority.  Old English prose first appears in the 9th century, and continues to be recorded through the 12th century as the last generation of scribes, trained as boys in the standardised West Saxon before the Conquest, died as old men. ·         Prose in medieval England 11th -16th In the Medieval period can be thought of as a "transitional" period between the Anglo-Saxon and the Renaissance Period. Sometimes called the Middle Ages, the term is used to indicate its position between the classical and modern world. Unlike the previous period of the Anglo-Saxons, the Medieval period, however is completely different. They differ in their languages, cultures, attitudes, and more. Through the study of Medieval society and culture, one can understand the literature written during this prosperous and interesting period in English history. ·         The renaissance period early 16th –to late 17th Prose was easily the principal medium in the Elizabethan period, and, despite the mid-century uncertainties over the language's weaknesses and strengths—whether coined and imported words should be admitted; whether the structural modeling of English prose on Latin writing was beneficial or, as Bacon would complain, a pursuit of “choiceness of phrase” at the expense of “soundness of argument”—the general attainment of prose writing was uniformly high, as is often manifested in contexts not conventionally imaginative or “literary,” such as tracts, pamphlets, and treatises. The obvious instance of such casual success is Richard Hakluyt's Principal Navigations, Voyages, and Discoveries of the English Nation (1589; expanded 1598–1600), a massive collection of travelers' tales, of which some are highly accomplished narratives. ·         Romantic period early 19th The French Revolution prompted a fierce debate about social and political principles, a debate conducted in impassioned and often eloquent polemical prose. Richard Price's Discourse on the Love of Our Country (1789) was answered by Edmund Burke's conservative Reflections on the Revolution in France (1790) ·         Victorian era 19th Carlyle may be said to have initiated Victorian literature with Sartor Resartus. He continued thereafter to have a powerful effect on its development. The French Revolution (1837), the book that made him famous, spoke very directly to this consciously postrevolutionary age. On Heroes, Hero-Worship, and the Heroic in History (1841) combined the Romantic idea of the genius with a further statement of German transcendentalist philosophy, which Carlyle opposed to the influential doctrines of empiricism and utilitarianism. Carlyle's political writing, in Chartism (1839; dated 1840), Past and Present (1843), and the splenetic Latter-Day Pamphlets (1850), inspired other writers to similar “prophetic” denunciations of laissez-faire economics and utilitarian ethics. The first importance of John Ruskin is as an art critic who, in Modern Painters (5 vol., 1843–60), brought Romantic theory to the study of painting and forged an appropriate prose for its expression. But in The Stones of Venice (3 vol., 1851–53), Ruskin took the political medievalism of Carlyle's Past and Present and gave it a poetic fullness and force. Differences between old and modern prose Old Prose longer have the forms as follows: 1) Tale, the old literary form that contains the life stories of the gods, fairies, prince or princess of the kingdom, and kings who have a life of extraordinary and magical. 2) History or tiambo, one long prose form that the contents of the story is taken from an historical event that never happened. 3) Tales. old literary form that tells of something extraordinary events and full khavalan, about the gods, fairies, beautiful daughters, and so forth. Functions must be fairy tales as an entertainer. Therefore, the fairy tale story also called solace. Modern prose Prose is just the glow of the new society. The works of prose produced by the new Indonesian society began to be flexible and universal, written and illustrated by lively and can be enjoyed by the wider public sphere. modern prose forms, including the following: 1) Roman contains the story of human life described as specific or detail. Based on its contents, romance novels can be divided into historical, social romance, romance the soul, romance tendencies. 2) Short Story, is a short essay in the form of narrative. Short piece tells the full human life dispute, touching or exciting, and contain an impression that is not easily forgotten. 3) The novel, which tells the imaginative essay on the intact side probematika human life or a few figures. 4) Autobiography, contains the story of the author's personal stories about himself, about his life experiences from childhood until her adulthood. 5) Biography, contains a story or a story about a person's life experiences from childhood to adulthood, or even to death, written by someone else. 6) Essay, essay in the form of criticism about a work of literature, art, or field - See more at: http://gorontalo-education.blogspot.com/2012/10/materi-kuliah-introduction-to-prose.html#sthash.vzqBVKbZ.dpuf

Source: http://gorontalo-education.blogspot.com/2012/10/materi-kuliah-introduction-to-prose.html
Disalin dari www.cahayapena.com | Idrus Dama

GRAMMAR DAN KOSA KATA BESERTA GAMBAR



Activity 1
Your teacher may ask you these questions.
Answer the questions orally.
clip_image006
1. Do you have a close friend?
2. What is her name?
3. Is she beautiful?
4. Is she tall or short?
5. What color is her hair?
6. Does she like music?
7. What food does she like?
8. What color is her skin?
9. What color are her eyes?
10. Is she kind?
Vocabulary Building
Here are the words that you use to describe people, animals, things or places. These words are calledadjective.

Activity 2
Look at the pictures.
Read the sentences below the pictures.
With a partner, discuss the meanings of the words in italic.
clip_image009clip_image011
The girl on the left is tall. The dog on the left is big.
The girl on the right is short. The dog on the right is small.

clip_image013clip_image015
The bridge on the left is high. The man on the left is fat.
The bridge on the right is low. The man on the right is thin.
clip_image017clip_image019
The train on the left is fast. The plates on the left are clean.
The train on the right is slow. The plates on the right are dirty.
clip_image021clip_image023
The glass on the left is full. The road on the left is wide.
The glass on the right is empty. The road on the right is narrow.
clip_image024

Activity 3
With a friend, find more adjectives with their opposites.
Beautifulugly
Activity 4
Describe your classroom condition with your friend.
Choose one that really describes your classroom.
1. The floor is ___________________. (wide/narrow)
2. The blackboard is _________________. (clean/dirty)
3. Your friend is ________________. (fat/thin)
4. Your bag is _________________. (full/empty)
5. The ceiling is _________________. (high/low)
6. The clock on the wall is _______________. (big/small)
7. The windows are _______________. (open/closed)
8. The light on the ceiling is _______________. (on/off)

 

 

Activity 5

With a partner describe 8 things around you with the words in italics above.
Examples:
The wall is wide.
The floor is dirty.
My school bag is big.

Activity 6
Look at your friend sitting next to you.
And in turn, describe his/her appearance or habits.
Do as the example.
Example:
You are a good student.
You are diligent.
You are not lazy.
You are tall.
You are not short.
You are thin.
You are not fat.

 

Activity 7

Describing Physical States and Emotions
With a friend, practice asking and answering questions.
Do as the examples.
Examples:
                sick                            happy
clip_image029clip_image031
A: Is the man healthy? A: Is the woman sad?
B: No, he isn’t. He’s sick. B: No, she isn’t. She’s happy.
clip_image032
                      1. hungry                                                           2. thirsty
clip_image035clip_image036
                     3. hot                                                                    4. cold
clip_image039clip_image040
               5. Full                                                                             6. Sad
clip_image043clip_image044
Activity 8
Ask your friend these questions.
Example:
A: Are you hungry?
B: Yes, I am.
or
No, I’m not. I’m full.
clip_image045
a. Are you thirsty?
b. Is it hot?
c. Are you tired?
d. Is it cold?
e. Are you happy?
f. Are you sad?

Section Two
Story Telling
Activity 1
Dea describes her grandma’s home for the wall magazine.
Your teacher will read the description for you.
a. Before you listen to the story, answer these questions:
clip_image048
· Do you have a grandma?
· Is she old?
· Does she live with you?
· Is she kind?
· Is she healthy?
· Does she love you?
b. Listen to your teacher reading Dea’s description of her Grandma’s home.
Fill up the missing words.
clip_image049
11
clip_image050

Activity 2
With a partner, answer these questions.
  1. What is the story about?
2. Who is the character in the story?
3. Where does she live?
Activity 3
a. It is an invitation for a birthday party from Dea to Dara.
clip_image051
Questions:
  1. Who is watching TV?
  2. Who is going to celebrate the birthday?
  3. When will be the birthday?
  4. Who is Raynor?
clip_image052
b. Write an invitation for a birthday party from you to:
  1. Your close friend
clip_image053
  1. Your Grandma
clip_image054

Activity 4
a. Your two friends will read the dialogue for you.
Listen carefully.
Talking about personal details
Brilly : Excuse me, what’s her name?
Hanum : It’s Diajeng.
Brilly : How do you spell that?
Hanum : D-I-A-J-E-N-G.
Brilly : Where is she from?
Hanum : She’s from Semarang.
Brilly : What is her telephone number?
Hanum : It’s (024) 8315843.
Brilly : Thanks
b. Answer these questions.
1. Brilly opens the conversation by saying ………
2. What does Brilly want to know about?
3. Who answers Brilly’s questions?
4. Does she know her name?
5. Does she know her telephone number?
6. What does Brilly say to end the conversation?

Activity 5
Borrowing something
a. Your two friends will read the dialogue.
Listen carefully
Dani : Excuse me, Sam.
Sam : Yes, what’s up?
Dani : Well, could you lend me your dictionary please?
Sam : Certainly. Here you are.
Dani : Thank you very much.
Sam : You’re welcome.
b. Students do the same thing in pairs.

Activity 6
a. Your two friends will read the dialogue.
Listen carefully
Student A is asking the teacher about a test.
Student : Excuse me, Sir!
Teacher : Yes, Intan. What can I do for you?
Student : Do we have test next week ?
Teacher : Yes, I think so.
Student : My sister is getting married next week.
May I take it some other time?
Teacher : Sure, you may.
Student : Thank you, Sir.
Teacher : You’re welcome.
  1. Students do the same thing in pairs


Section Three
Activity 1
Look at the list of the things below.
Student A asks questions where the objects are.
student B answers them.
Example:
A : Where is the pencil?
B : It’s on the table.
1. atlas 3. bag 5. umbrella
2. video 4. dictionary 6. video camera
Activity 2
Two of your friends will read the dialogue.
Listen carefully.
Giving your telephone number
A: What’s your telephone number?
B: It’s 024 8315843.
A: Sorry, Can you repeat that please?
B: Sure. It’s oh -- twenty-four -- eight -- thirty-one -- fifty-eight -- forty-three.
  1. Do the same thing in pairs
b. Ask five people for their telephone numbers and write them in your notebook.
c. Answer the teacher’s questions orally.
A: What is your telephone number?
B: It’s …..

Activity 3
Your two friends will read the dialogue.
Listen carefully
A: Excuse me, Tom. Do you have a watch?
B: Yes, I do.
A: What time is it now?
B: It’s twelve o’clock sharp.
A: Thank you.
Make your own dialogue with your friends in pairs.
Section Four

Activity 1

The teacher reads the story aloud.

The students listen carefully

clip_image057
Write down your own story.
It is about your own grandma, father, mother, sister, or brother.
You may choose one of them

Activity 2

Fill up the blank spaces in the dialogue with a partner.

Making an appointment

clip_image058

 

Activity 3

Play role as Dea and her friend.

Activity 4

  1. Performing a dialogue
Perform the dialogue with your friend in front of the class
A: How old are you Martha?
B: I’m twelve. Are you twelve too?
A: Yes, I am. I’m going to be twelve next week.
B: Oh, really?
A: Yes, sure.
B: Will you invite me for your birthday party?
A: Sure, I will. I plan to invite all of my classmates.
B: Thank you Martha. Looking forward to having birthday party next week.
A: You’re welcome.
  1. Tell your friend about your dress you want to wear to the party

clip_image059
Some information about you
What’s your full name? Put your photograph here
clip_image060
What do your friends call you?
Are you male or female?
How old are you?
Where are you from?
What colour are your eyes?
What colour is your hair?
How tall are you?
Your likes and dislikes
Who is your favourite pop star?
Who is your least favourite pop star?
What is your favourite food?
What is your favourite colour?
What is your favourite TV programme?
What are your favourite things?
What is the worst thing in the world?
Yourself
Lastly, which of these do you think you are?
Good-looking fun happy
Interesting boring bossy
Intelligent friendly shy
Quiet nice honest

Discourse Analysis.??

Ditulis oleh Sri Yadriha Pakaya

Kata ‘wacana’ dalam bahasa Indonesia secara umum dipakai sebagai padanan kata‘discourse’ dalam bahasa Inggris, meskipun ada juga yang menerjemahkannya sebagai diskursus.
Dalam pengertian di atas, wacana secara umum dapat berarti  (1) komunikasi verbal atau percakapan;  (2)  keseluruhan tutur yang merupakan suatu kesatuan/ satuan bahasa terlengkap yang direalisasikan dalam bentuk karangan utuh; (3)  kemampuan atau prosedur berpikir secara sistematis dan kemampuan atau proses memberikan pertimbangan berdasarkan akal sehat (KBBI Daring,Cambridge Dictionary Online).  Namun dalam konteks Analisis Wacana (discourse analysis),  para ahli umumnya bersetuju bahwa wacana adalah konsep yang mengaitkan pemakaian bahasa dengan konteks sosialnya. Oleh karena itu, analisis wacana dapat diartikan sebagai sebuah cara untuk memahami interaksi sosial dengan menganalisis medium yang dipakainya, yaitu bahasa.
Karena dalam analisis wacana bahasa dipakai sekaligus sebagai medium yang dianalisis dan medium analisis, maka bahasa memiliki kedudukan yang kompleks dalam analisis wacana. Pertanyaannya adalah, apakah bahasa merupakan realitas objektif yang berdiri sendiri, lepas dari subjek (pemakai bahasa) dan objek (realitas di luar bahasa atau yang dibicarakan/direpresentasikan oleh bahasa)?
Ada sekurang-kurangnya tiga pandangan yang mencoba menjawab pertanyaan di atas. Pandangan pertama,yang dianut oleh pengikut aliran positivis-empiris, menyatakan bahwa bahasa merupakan realitas mandiri yang berfungsi menjembatani subjek (pemakai bahasa) dan objek (realitas di luar subjek dan bahasa atau hal yang dibicarakan/direpresentasikan oleh bahasa). Dalam pandangan ini, subjek dianggap dapat menggunakan bahasa untuk merepresentasikan realitas objek dan/atau pengalaman subjektifnnya secara gamblang dan tanpa distorsi selama kaidah-kaidah sintaksis, semantik dan logika bahasanya terpenuhi. Oleh karena itu, bagi para pengikut aliran ini, benar – salah adalah persoalan sintaksis, semantik, dan logika belaka.
Pandangan kedua, yang dikemukakan oleh para penganjur aliran konstrukvisme, menolak pandangan yang dikemukakan oleh kaum positivis-empiris di atas. Bagi kaum konstruktivis, subjek dan objek bahasa tidak dapat dipisahkan. Menurut pandangan ini, subjek tidak pernah berlaku objektif dalam menggunakan bahasa untuk merepresentasikan realitas di luar dirinya. Ia selalu melakukan kontrol atas apa yang ingin dikemukakannya melalui bahasa. Subjek selalu memiliki dan dipengaruhi oleh maksud, tujuan, harapan, keyakinan, dan nilai dalam menggunakan bahasa, dan muatan-muatan itu turut bermain di dalam bahasa yang digunakannya. Oleh karena itu, menurut pandangan ini, setiap pernyataan pada dasarnya adalah konstruksi subjek atas objek, dan benar – salah bukan semata persoalan sintaksis, semantik, dan logika bahasa, namun juga pengungkapan maksud tersembunyi dari pernyataan subjek. Pengungkapan itu dilakukan dengan cara memahami si subjek.
Meskipun pandangan kedua di atas lebih sempurna dari pandangan pertama, namun pandangan itu dianggap masih alpa dalam memperhatikan faktor-faktor hubungan kekuasan dalam proses produksi dan reproduksi makna. Inilah yang digugat oleh pandangan wacana kritis, yang berpendirian bahwa setiap wacana selalu melibatkan konstelasi kekuasaan dalam proses produksi dan reproduksinya. Individu subjek tidak pernah netral dalam proses produksi dan reproduksi makna, namun selalu dipengaruhi oleh kekuatan-kekuatan sosial  yang ada di dalam masyarakatnya. Bahasa yang tidak terpisah dari subjek, oleh karena itu, juga tidak pernah menjadi medium yang netral. Ia ikut berperan dalam membentuk identitas si subjek, tema-tema dari wacana yang di(re)produksinya, serta strategi-strategi yang dipakai dan terkandung di dalam wacananya. Dalam pandangan ini, tidak ada benar – salah yang objektif sebagaimana yang diyakini oleh kaum positivis-empiris atau kebenaran subjektif yang dicoba diungkapkan oleh para penganjur konstruktivisme . Yang ada hanyalah hubungan kekuasaan seperti apa yang terjadi di dalam wacana, karena kekuasaanlah yang mengatur apa yang boleh dan tidak boleh menjadi wacana, perspektif apa/siapa yang dimunculkan, dan topik apa yang dibicarakan. Pandangan wacana kritis inilah yang melahirkan dan melandasi apa yang kemudian disebut sebagai analisis wacana kritis (Critical Discourse Analysis) atau CDA.

TOEFL Grammar Exercises

Sri Yadriha Pakaya

1. What year did you _____ university?
 graduate
 graduate from
 graduating
 graduating from

2. It seems to be getting worse. You had better _____ a specialist.
 consult
 consult to
 consult for
 consult by

3. Chicago is a large city, _____?
 aren't it
 doesn't it
 won't it
 isn't it

4. Don't leave your books near the open fire. They might easily _____.
 catch to fire
 catch the fire
 catch on fire
 catch with fire

5. Do you enjoy _____?
 to swim
 swimming
 swim
 to swimming

6. I have trouble _____.
 to remember my password
 to remembering my password
 remember my password
 remembering my password

7. Do you have _____ to do today? We could have a long lunch if not.
 many work
 much work
 many works
 much works

8. My brother will _____ for a few nights.
 provide us up
 provide us in
 put us up
 put us in

9. When will the meeting _____?
 hold on
 hold place
 take on
 take place

10. The board meeting was held _____.
 at Tuesday
 on Tuesday
 with Tuesday
 in Tuesday

11. Why don't you _____ us?
 go to the house party with
 go together the house party with
 go the house party with
 together the house party with

12. That awful accident occurred _____.
 before three weeks
 three weeks before
 three weeks ago
 three weeks past

13. They didn't _____ John when he explained his decision.
 agree to
 agree with
 agree
 agree about

14. The social worker _____ the two old sisters who were ill.
 called to the house of
 called on the house of
 called to
 called on

15. Tomorrow is Paul's birthday. Let's _____ it.
 celebrate
 praise
 honor
 congratulate

16. If you don't understand the text, don't hesitate _____.
 ask a question
 asking a question
 to ask a question
 to asking a question

17. It's snowing. Would you like to _____ on Saturday or Sunday?
 skiing
 go to ski
 go skiing
 go ski

18. Our company didn't pay _____ for that banner advertisement.
 much funds
 many funds
 many money
 much money

19. Do you feel like _____ now?
 swimming
 to swim
 swim
 to go swimming

20. Tom was thrilled to be _____ such a beautiful and interesting lady.
 introduced
 introduced at
 introduced with
 introduced to

21. "What happened to them last night? They look depressed"
      "I don't think _____ happened."
 nothing
 everything
 something
 anything

22. "It is not very cold. I don't think we need these big jackets."
      "I don't think so, _____."
 anyway
 neither
 either
 too

23. "Bill is not doing well in class."
      "You must _____ that he is just a beginner at this level."
 keep minding
 keep to mind
 keep in mind
 keeping in mind

24. "Excuse me. Do you know where the bus terminal is?"
      "It is _____ the large police station."
 opposite of
 opposed to
 opposite with
 opposite to

25. "Those students will perform the annual school play."
      "Yes, it is _____ for next week."
 due
 scheduled
 time-tabled
 put on