Tuesday, March 29, 2016

genre of text


JENIS-JENIS TEKS DALAM PELAJARAN BAHASA INGGRIS

Jenis-jenis teks atau yang disebut genre of text ini sering keluar pada ujian nasional (UN). Termasuk diantaranya:

1.RECOUNT TEXT
Fungsi : Untuk menceritakan kembali kejadian-kejadian dengan tujuan memberi informasi atau untuk menghibur.

Tahapan-tahahapan :
a.ORIENTATION(memberikan gambaran-gambaran/ memperkenalkan pelaku/pemeran dalam suatu cerita.
b.EVENTS (menceritakan apa yang terjadi secara berurutan)
c.RE-ORIENTATION (kilas balik)

Ciri Khusus : menggunakan Past Tense
Contoh :
It was a stormy night. My parents and my sister were away at a friend’s house. I hoped they would return home soon. The light kept flickering. I did not like being alone.
The lightening and thunder were getting worse. Suddenly, my worst fear came true. The house became pitch dark. I remembered that my sister kept candles in a cupboard in living room. I groped around for my way downstairs, stumbling down the steps. I could hardly see anything.
Finally, I found the candles in a drawer. Now, I had to go to the kitchen for a matchbox. I knocked against things. But, at last, I found a matchbox and lit a candle. Suddenly, I heard sounds coming from the porch. I froze. Someone was trying to get in! I grabbed my hockey stick and waited.
I heard voices. The front door slowly opened. I held the hockey stick upright. Fear made my hands shake.
Then, a voice cried out, “Dullah! Dullah! Where are you?” it was my neighbor and his son. They brought candles for me.

2.NARRATIVE TEXT
Fungsi : Memberikan hiburan atau kesenangan kepada pembaca.

Tahapan :
a.ORIENTATION (memberikan informasi tentang tokoh yang akan ditulis, watak, tempat, masa dan keinginannya.)
b.EVALUATION (tahapan untuk mengevaluasi keadaan yang dianggap gawat)
c.COMPLICATION (uraian tentang krisis yang dihadapi)
d.RESOLUTION (pemecahan masalah)
e.RE-ORIENTATION (kilas balik yang mengajak pembaca pada masalah yang sudah diuraikan, sering disertai dengan pesan moral)
Generic Structure dari Narrative ada tiga (3) pola, yaitu:
a.orientation > complication > resolution (pola yang umum dipakai)
b.orientation > complication > resolution > re-orientation
c.orientation > evaluation > complication > resolution > reorientation

Ciri Khusus : menggunakan Past Tense
Contoh :
Once upon a time, there was a beautiful princess named Kadita. Because of her beauty she was called Dewi Srengenge. It means The Beautiful Sun. her father was King Munding Wangi. Although he had a beautiful daughter, he was unhappy. It is because he always expected to have a son.
The King decided to marry Dewi Mutiara. He had a son from son her. He was very happy. Dewi Mutiara wanted her son to become a king in the future. She asked the King to send his daughter away. However, the King did not agree. He would not let anyone hurt his daughter.
Dewi Mutiara called a black magician to curse Kadita. She wanted Kadita’s beautiful body full of scabies and itch. The black magician did the order. In the night, Kadita’s body was full of scabies and itch. When she woke up, she found her body full of ulcer. It also smelled stinky. The beautiful princess cried. She did not know what to do.
When the king heard the news, he was very sad. No one could cure his daughter’s illness. The King did not want her daughter to be a rumor so he agreed to send his daughter away.
The poor princess went alone. She did not know where to go. She almost could not cry anymore. But, she had a noble heart. She did not have any bad feeling about her step mother. She always prayed too God. She walked for almost seven days and seven nights. Then, she came to the South Ocean. The ocean was so clean and clear. She jumped into the water and swam.
Suddenly, there was a miracle. The ocen water cured her illness. The scabies and itch were gone. Even, she became more beautiful than before. Not only that, she also had a power to command the whole South Ocean. She became a fairy called Nyi Roro Kidul or The Queen of South Ocean.

3.SPOOF TEXT
Fungsi : untuk menghibur pembaca dengan memberikan twist (akhiran yang lucu).

Tahapan :
a.ORIENTATION (mengenalkan karakter, tempat dan waktunya)
b.EVENTS (runtutan kejadian)
c.TWIST (akhiran yang lucu/meleset)

Ciri Khusus menggunakan Past Tense.
Contoh :
New Body.
One day, there was an audition to choose the best secret agent in this world. At the end, there were three best agents in the final match. They are from England, Russia, and China. The adjudicators tested them by taking three rabbits to a forest. The person who was able to catch them would be the winner. It’s their actions….
English put a lot of camera in the forest, so he can get the first rabbit easily. Russian burnt the forest so that all of the rabbit came out. Then, he invited a lot of people to catch it. China was so confused because the forest had been lost and the animals have been died, including the last rabbit. So he came to the zoo to take a bear. He hit a bear until the bear said, “Ok! Ok! I admit… I admit… I am a rabbit!!!


4.NEWS ITEM
Fungsi : untuk memberi informasi kepada pembaca, pendengar, atau pemirsa tentang kejadian yang dianggap sebagai berita berharga atau penting.
Tahapan:
a.NEWSWORTHY EVENT (menceritakan kejadian secara singkat)
b.BACKGROUND EVENT (pengembangan apa yang terjadi, menimpa siapa, dimana, dan kenapa bisa terjadi)
c.SOURCE(s) (komentar dari saksi dan penjelasan dari ahli)
Ciri Khusus memnggunakan Past Tense.
Contoh :
Earthquake Jolts Japan Capital
TOKYO (Reuters) – A slight earthquake jolted the Japanese capital last night but authorities said there were no immediate reports of casualties or damage.
A spokesman for the Japan meteorological agency said, “An earth tremor was registered in Tokyo but there are no reports of casualties or damage.
The earth tremor struck shortly after midnight Tokyo time.
Residents of central Tokyo said the tremor was the strongest in several months in the capital.

5.PROCEDURE TEXT
Fungsi : untuk menguraikan bagaimana sesuatu bisa dicapai melalui serangkaian tindakan atau langkah-langkah
Tahapan :
a.GOAL/AIM (tujuan selalu itu dilakukan)
b.MATERIALS (bahan-bahan)
c.STEPs (langkah-langkah)
Ciri Khusus menggunakan bentuk SIMPLE PRESENT TENSE dan sering menggunakan bentuk perintah.
Contoh :
How to Make a Sandwich

You need:
1.2 slices of bread
2.Peanut butter
3.A banana
4.honey

Steps:
1.Take two slices of bread.
2.Spread peanut butter.
3.Cut up a banana into small slices and put them on one of the slices of bread.
4.Pour some honey over the bananas
5.Put the other slice of bread on top

6.REVIEW TEXT
Fungsi : Untuk mengkritik sebuah karya seni (misalnya: film, program tv, pertunjukkan, buku, lagu, tarian, lukisan, dll.)
Tahapan :
a.ORIENTATION (informasi mengenai pengarang, jenis karya)
b.INTERPRETATIVE RECOUNT (sinopsis singkat)
c.JUDGEMENT (evalusi, opini atau rekomendasi)
Contoh :
Harry Potter and Philosopher’s Stone
Judged by this first volume, the Harry Potter books are a fine addition to English children’s fantasy literature. Harry Potter, orphaned when his parents are killed by the evil wizard Voldemort, is taken in by his aunt and uncle, who are Muggles –ordinary, non-magical people. Harry is rather out of place there, but things improved greatly for him when goes to the Hogwarts School of Witchcraft and Wizardry – except that one staff is in league with Voldemort.
Part of the attention of Harry Potter and the Philosopher’s Stone comes from the familiar but at the same time exotic setting of an English public school, complete with houses and schoolboy adventures, in which Harry and his friends Ron and Hermione struggle to save the world and win the house cup.
So Harry Potter and Philosopher’s Stone will be a great Christmas present for kids who haven’t read it yet – and it is a book that adults (at least those without stunted imaginations) can read as well.
A book review by Danny Yee @ 2000
http://dannyreviews.com/
7.DESCRIPTIVE TEXT
Fungsi : untuk menguraikan tempat, orang, atau benda tertentu secara spesifik.

Tahapan :
a.IDENTIFICATION (mengidentifikasi yang akan dibahas)
b.DESCRIPTION (menguraikan bagian-bagian, kualitas, watak, dll)

Ciri Khusus menggunakan SIMPLE PRESENT TENSE.

Contoh :
My favorite actor is Ringgo Agus Rahman. I like him because he is a good actor. He is also funny. Moreover, he is cute he has bright skin and slanting eyes. His facial expression makes him look funny. If I had a chance to meet him, I would ask him sign my photograph.

8.REPORT TEXT
Fungsi : untuk menguraikan sesuatu, dengan merujuk pada masalah alam, fenomena sosial di sekitar kita secara general.
Tahapan :
a.GENERAL CLASSIFICATION (menceritakan fenomena apa yang dibahas)
b.DESCRIPTION (menceritakan fenomenanya seperti apa, misalnya kualitasnya, bagian-bagiannya, kebiasaannya.)
Ciri Khusus menggunakan SIMPLE PRESENT TENSE (Bila belum punah).
Contoh :
There is a holiday called a Labor Thanksgiving Day (Kinroo kansha no hi) in Japan. It’s a national holiday in Japan and it takes places annually on November 23. It is held as an occasion for commemorating labor and production and giving one another thanks.
Events are held throughout Japan in this holiday, such as Nagano Labor Festival. The event encourages thinking about the environment, peace, and human rights.
It is not unusual for early grade elementary students to create drawings for the holiday and give them as gifts to local koobans, or police stations.
Labor Thanksgiving Day is actually the modern version for an ancient rice harvest festival known as Niiname-sai ( 新嘗祭 ), believed to have been held as long ago as November of 678. Traditionally, it celebrated the year’s hard work; during the Niiname-sai ceremony, the Emperor would dedicate the year’s harvest to kami (spirits), and taste the rice for the first time.
The modern holiday was established after World War II in 1948 as a day to mark some of the changes of the postwar constitution of Japan, including fundamental human rights and the expansion of workers rights. Currently Niiname-sai is held privately by the Imperial Family while Labor Thanksgiving Day has become a national holiday.

9.EXPLANATION TEXT
Fungsi : untuk menjelaskan proses yang meliputi formasi atau kerja dari fenomena alam atau sosiokultur.

Tahapan :
a.GENERAL STATEMENT (pernyataan umum)
b.EXPLANATION of WHY or HOW (penjelasan tentang mengapa dan bagaimana)
Contoh :
The formation of rain depends upon several interesting processes of nature. Moisture is constantly being taken up from the earth’s surface, especially from the warmer parts of the ocean. The process where by this moisture is picked up is called evaporation. The moisture, called water vapor, cannot be seen. It is mixed with the other gases in the air and is carried upward by the wind.
The moisture loaded air coals as it rises. This is because the air expands as it rises. Once the air starts to rise, it will continue to do so until its temperature as the same as that of the air surrounding it. When the temperature is equalized, the upward movements of that mass of air is halted.
As air rises and cools, the amount of water vapor it can hold decreased. If the rising and cooling continues long enough, the air will become saturated. If the air is then cooled below that point, it is said to have reaches the dew point. When air reached the dew point, some of the water vapor the air contains condenses into tiny particles of water, so fine that they might be called water dust. This water dust is known as clouds or fog, according to whether it is high in the air or near the surface of the earth. A still grater cooling of the air will cause tiny cloud particles to unite into drops so large and heavy that they fall.

10.DISCUSSION TEXT
Fungsi : untuk menunjukkan (sekurang-kurangnya) dua titik pandang tentang suatu permasalahan.

Tahapan :

a.ISSUE (Statement or Preview) (pernyataan permasalahan/yang melatarbelakangi masalah)
b.ARGUMENT FOR and AGAINST (argumen yang mendukung atau menentang dengan beberapa pengembangan poin)
c.CONCLUSION or RECOMENDATION (keismpulan atau saran)
Contoh :
The Pros and Cons of Video Games
Nowadays, the video games industry is developing rapidly. It becomes a multibillion dollar industry. Video games have become an important part not only in the children’s life but also the adults’. Nevertheless, there is an argument whether video games bring good or bad influences on children.
People who have a pro argument claim that video games give a lot of benefits. Playing video games is a good way to kill children’s boredom. It can refresh the children’s mind after a tiring school day. Moreover, they also argue that video games can also trigger children to be more creative because the games provide challenging ways to win. In other words, they believe that video games can actually sharpen a human’s brain.
Conversely, some people believe that video games make children lazy. They argue that playing video games is addictive. As a consequence, most of the children prefer playing video games to studying. These children find it hard to concentrate on their study because they always think about how to spend more time playing video games. In fact, there are also some children who skip their extracurricular lesson, just because they want to play video games. In addition, most of video games often expose too much violence. Two years ago in the USA, for example, a student shots his teacher and some of his friends. Newspapers said that the boy was deeply influenced by the actions in the video games he used to play with.
It is obvious that video games have more disadvantages that advantages. Therefore, parents should be very careful in selecting the appropriate games for their children.

11.HORTATORY EXPOSITION
Fungsi : untuk meyakinkan pembaca atau pendengar bahwa sesuatu seharusnya atau tidak seharusnya menjadi masalahnya.

Tahapan :
a.THESIS (pernyataan yang berkaitan dengan masalah)
b.ARGUMENTS (alasan yang berkaitan dengan masalah tersebut serta hasilnya)
c.SUGGESTION (pernyataan apa yang seharusnya dilakukan (terjadi) atau tidak seharusnya dilakukan (terjadi).

Ciri Khusus menggunakan SIMPLE PRESENT TENSE
Contoh :
Agriculture
Nowadays, many people have realized that agriculture is much more important than as the supporting tools in economic development. In Indonesia, agriculture should be the priority of development because of some good reasons.
First of all, the agriculture’s contribution in the beginning of the development is highest among the other sectors. At present, almost half of total Indonesian labors are working in agriculture sector, but the contribution does not reach 30 percent.
Second, agriculture sector is expected to fulfill the need of food in a country. As the number of population increase in an alarming rate each year, food supply must also increase. But in developing countries, food production and agricultural production per capita never increase more than one percent each year, and in some extreme case, it even stagnant.
Last but not least, without agriculture development, the growth of industrial sector will be hampered because the growth that comes from industry will bring a wider gap into the internal economy in that country. In turn, this gap will create serious poverty problem, wider inequality of income distribution, and increase unemployment.
Based on the above discussion, it is obvious that the government should put agriculture as the priority of national development.

12.ANALYTICAL EXPOSITION
Fungsi : untuk meyakinkan pembaca bahwa sesuatu adalah masalah.

Tahapan :

a.THESIS (memperkenalkan topik dan garis besar permasalahan)
b.ARGUMENT
1.POINT (menulis kembali argumen utama yang garis besarnya sudah ditulis di THESIS)
2.ELABORATION (pengembangan dan dukungan terhadap masing-masing argumen/poin)
c.REITERATION (menyatakan kembali posisi penulis)

Ciri Khusus menggunakan SIMPLE PRESENT TENSE
Contoh :
USE OF FORMALIN AND OTHER ADDITIVES IN FOODS
The use of formalin and other dangerous preservatives in food has been a serious for two reasons. Firstly, formalin is not for human beings, but it is for biological specimen and experiments. Formalin in Biology is a 10% solution of formaldehyde in water which is usually used as a disinfectant or to preserve biological specimens. Thus, it is not for food preservative, it will be very dangerous to human’s body.
The second reason is that there is no tight control from the government. This condition makes the people’s health is really in a threat. When the control is weak and the use of formalin is spread wide all over the Indonesian regions, and these days it has really happened, the citizens’ bodies will be badly contaminated with the poisons.  Fish or food traders still sell their products which contain formalin and dangerous preservatives. Can you imagine that our digestive system absorbs the substance that should be for the human and animal corpses?
Considering the reasons, we can make a conclusion that the use of formalin and other preservatives is really a serious problem.

(Sumber: bse, soal UN, dll)
Semoga bermanfaat.





Friday, January 29, 2016

Gaya Bahasa

Gaya Bahasa
Gaya bahasa ialah salah satu komponen bahasa yang menimbulkan keindahan dalam suatu ciptaan sastra.
Gaya bahasa sendiri dapat dibedakan menjadi:
1. Gaya Bahasa Perbandingan
2. Gaya Bahasa Sindiran
3. Gaya Bahasa Penegasan
4. Gaya Bahasa Pertentangan

1. Gaya Bahasa Perbandingan
a. Metafora
Merupakan gaya bahasa yang membandingkan suatu benda dengan benda yang lain. Kedua benda tersebut mempunyai sifat yang sama.
Misalnya: Raja siang = matahari
   Dewi bulan = bulan

b. Personifikasi
Apabila benda mati diumpamakan dengan benda yang bernyawa.
Misalnya: angin berbisik
Lautan mengamuk
Bulan Tersenyum

c. Asosiasi
Gaya bahasa yang memberikan perbandingan terhadap suatu benda yang sudah disebutkan yang dapat menimbulkan asosiasi terhadap benda tersebut sehinggan gambaran tentang benda tadi menjadi lebih jelas.
Misalnya : semangatnya keras bagai baja, pikirannya kusut bagai benang dilanda ayam, suaranya merdu bagai buluh perindu

d. Alegori
Gaya bahasa yang memperlihatkan suatu perbandingan utuh. Bebrapa perbandingan yang bertaut satu dengan yang lain membentuk satu kesatuan utuh. Misalnya: hidup kita diumpamakan biduk atau bahtera yang terkatung-katung di tengah lautan. Hidup yang harus ditempuh diumpamakan dengan lautan yang harus diarungi. Kesukaran yang mungkin kita temui dalam kehidupan diumpamakan dengan topan atau badai. Jika perbandingan-perbandingan itu dihubung-hubungkan menjadi satu, maka jadilah ia satu perbandingan yang utuh (alegori).

e. Parabel
Gaya bahasa yang terkandung dalam seluruh karangan. Dengan halus tersimpul dalam karangan tersebt pedoman hidup, falsafah yang harus digali dan dipahami. Gaya bahasa sepeti ini dapat ditemukan dalam buku-buku seperti : Hikayat Mahabharata, Bayan Budiman, dll.

f. Simbolik
Bahsa kiasan yang melukiskan sesuatu dengan mengunakan benda lain sebagai simbol atau lambang.
Misalnya : Bunglon lambang orabg yang tak punya pendirian.
Melati lambang kesucian

g. Tropen
Gaya bahasa kiasan yang menggunakan kata-kata yang tepat dan sejajar artinya dengan pengertian yang dimaksud.
Misalnya : Besok Bapak Presiden akan terbang ke Surabaya
Dia duduk melamun, hanyut dibawa perasaanya

h.Metonimia
Apabila sepatah kata yang berasosiasi dengan suatu benda dipakai untuk menggantikan benda yang dimaksud tadi, maka gaya seperti itu disebut gaya metonimia.
Misalnya : Dia datang memakai Fiat bukan Ford.
Pelajarilah Takdir halaman sekian bab sekian. (maksudnya buku tata bahasa karangan St. Takkdir)

i. Litotes
Gaya bahasa yang mengunakan kata yang berlawanan artinya dengan yang dimaksud, dengan tujuan merendahkan diri terhadap orang lain.
Misalnya: kalau sempat, datanglah sekali-kali berkunjng ke gubuk kami.
Untuk merendahkan diri rumahnya yang bagus disebutnya gubuk.

j. Sinekdokhe
Gaya bahasa ini dibagi lagi menjadi 2 bagian, yaitu:
a.Pars pro toto (sebagian untu seluruh)
b.Totem pro parte (seluruh untuk sebagian)
Maksudnya jika disebutkan sebagian dari suatu benda, maka yang dimaksukan seluruhnya, demikian juga sebaliknya. Pada “a” arti kata meluas. Pada “b” arti kata menyempit.
Misalnya :
Dia membeli tiga ekor lembu. Jadi maksudnya yang dibeli 3 lembu utuh bukan hanya ekornya.( Pars pro toto)
Pertandingan itu berakhir dengan kemenangan Bandung. Maksudnya hanya beberapa orang yang bertanding itu, bukan seluruh orang Bandung. (Totem pro parte)

k. Eufemisme (ungkapan pelembut)
Gaya bahasa yang digunakan dengan maksud agar terdengar lebih sopan.
Misalnya : perempuan menjadi wanita, laki-bini menjadi suami istri, orang yang bodoh menjadi kurang pandai.

l. Hiperbolisme (ungkapan pengeras)
Memberikan pengertian lebih hebat daripada kata yang disebutkan.
Misalnya : suaranya membelah angkasa. Mahalnya harga keperluan hidup sehari-hari sekarang ini mencekik leher.

m. Alusio
Gaya bahasa yang menggunakan peribahasa atau ungkapan yang sudah lazim atau pantun yang sudah umum.
Misalnya: jangan seperti kura-kura dalam perahu (pura-pura tidak tahu)

n. Antonomasia
Apabila kita memanggil seseorang tidak dengan nama mereka melainkan dengan panggilan yang disebabkan oleh sifatnya atau ciri tubuhnya, misalnya : si gemuk, si botak inilah yang disebut antonomasia.

o. Perifrasis
Ialah gaya bahasa penguraian.  Septah kaa yang digantikan dengan serangkaian kata dengan maksud sama.
Misalnya: pagi-pagi berangkatlah kami.
Menjadi : ketika sang Surya keluar dari peraduannya.

2. Gaya Bahasa Sindiran
a. Ironi
Gaya bahasa ironi ialah gaya bahasa sindiran yang dikatakan sebaliknya dari apa yang sebenarnya dengan maksud menyindir. Misalnya, yang kecil dikatakan besar, yang buruk dikatakan bagus.

b.Sinisme
Gaya bahasa sindiran tetapi lebih kasar daripada ironi. Biasanya nadanya terdengar kasar. 
Misal: 
Muntah aku melihat perangaimu yang tak juga berubah ini!
“Harum benar badanmu, ya?” Kata ayah pada anaknya yang belum mandi.

c.Sarkasme
Gaya sindiran yang paling kasar. Memaki orang dengan kata-kata yang kasar dan tak sopan didengar telinga, biasanya diucapkan oleh orang yang sedang marah.
Contoh:
“Cih, mukamu yang seperti mpnyet itu, jijik aku melihatnya.”
“Dasar kau anjing. Keluar dari sini sebelum kusiram air.”

3. Gaya Bahasa Penegasan
a. Pleonasme
Kata-kata yang sebenarnya tak perlu dipakai lagi sebab kata-kata tersebut sudah terkandung pada kata sebelumnya. Misalnya: dia turun ke bawah. Aku menyaksikan dengan mata kepalaku sendiri.

b. Repetisi
Dalam bahasa bertutur atau prosa, sepatah kata biasanya diulang beberapa kali untuk menegaskan artinya.
Misalnya:
Kita terlalu lama dininabobokan penjajah. Kita terlalu lama berpecah belah karena ulah kita hanya mementingkan kepentingan sendiri-sendiri.

c.Paralelisme
Pengulangan kata-kata pada puisi. Bila kata berulang diawal disebut anafora, jika di akhir disebut epifora.
Misal: anafora
Apalah arti mencinta bila kau tak sedikit pun menatapku.
Apalah arti berjuang bila sedikitpun kau tak menghargaiku.

d. Tautologi
Mengulang beberapa kali sepatah kata dalam sebuah kalimat. Misalnya: disuruhnya aku menunggu, menunggu dan menunggu entah kapan waktu datangnya.

e. Klimaks
Menyatakan beberapa hal berturut-turut makin lama makin menghebat (naik). Misalnya: bukan hanya beratus, beribu, malah berjuta orang yang telah menderita akibat perang yang berkecamuk.

f. Antiklimaks
Lawan dari gaya bahasa klimaks, gaya bahasa ini kata-kata yang dipergunakan artinya makin lama makin turun (melemah). Misalnya: Kakeknya, ayahnya, dia sendiri dan kini anaknya semuanya tak ada yang luput dari penyakit turunan itu.

g. Inversi
Gaya bahasa ini digunakan bila predikat kalimat hendak lebih penting daripada subjeknya, lalu ditempatkan di depan subjek. Misal: Terang benar bulan. Atau besar sekali gajinya.

h. Elipsi
Kalimat yang subjek atau predikatnya tak lagi disebutkan karena dianggap sudah diketahui. Misalnya: Pergilah! Kata ‘pergilah’ lebih mendapat tekanan daripda bila kalimtnya bersubjek: ‘pergilah engkau! Atau “Masih belum jelas? Akan saya terangkan sekali lagi” (Apa yang akan dijelaskan tak disebutkan)

i.Retoris
Gaya bahasa in imenggunakan kalimat tanya-tak-bertanya, sering menyatakan kesangsian atau bersifat mengejek. Dalam bahasa pidato bukan untuk menanyakan tapi untuk menegaskan. Contoh: Mana mungkin orang mati hidup kembali? Atau Apakah gunanya kukatakan lagi? Bukankah itu sudah menjadi rahasia umum?

4. Gaya Bahasa Pertentangan
a.Paradoks
Gaya bahasa ini terlihat seolah-olah ada pertentangan tapi jika diperhatikan ternyata tidak karena objek yang dikemukakan berlainan. Misal: Gajinya besar, tapi hidupnya melarat. (uang cukup tapi jiwa menderita karena suatu yang dialami dalam hidupnya). Atau pada: Dia kaya, tapi miskin. (kaya harta tapi miskin ilmu misalnya). 

b. Antitesis
Gaya bahasa yang menggunakan paduan kata  yang berlawanan arti. Contohnya: Tua muda, besar kecil, pria wanita hadir dalam keramaian itu.

c. Kontraiksio in Terminis
Gaya bahasa ini memperlihatkan sesuatu yang bertentangan dengan apa yang sudah dikatakan semula. Apa yang sudah diucapkan disangkal lagi oleh ucapan di kemudian. Contoh: Semua sudah hadir, kecuali si Amir. (kalau masih ada yang belum hadir, kenapa dikatakan ‘semua’ sudah hadir?)

d. Anakhronisme
Gaya bahasa ini menunjukkan bahwa dalam uraian ada yang tidak sesuai dengan sejarah. Misalnya dalam karangannya Julius Caesar, Shakespeare menuliskan “jam berbunyi 3 kali”; hal itu bertentangn dengan yang sebenarnya sebab pada saat itu jam belum ada.



Tips for Reading Extensively

Summarizing an Article “Tips for Reading Extensively.
(English Teaching Forum. 2004)”

Extensive reading has the potential to help English language learners that may not understand the language learning value of reading easy, become better readers and make improvements in other aspects of their English skills
In extensive reading, English language learners read large quantities of easy material to get information and enjoyment.
The reason why language learners should read extensively is to examine the student’s abilities or skills. Extensive reading help students to improve their words they knew before, to improve their skills (writing, reading, listening and speaking).
Teachers have an important role to play in helping their students get the most out of extensive reading. Teachers should give introduction to the students about extensive reading and, as a guidance, they should give tips to the students.
Tip 1 : Read, read, and read some more. It can help students become better readers.
Tip 2 : Read easy books. It will increase student’s confidence and help them to become more comfortable with the process of reading in the foreign language. When learners read a lot of easy books, it allows them to become more fluent, effective readers. And they can learn new words and phrases. Teachers can help students select material by knowing the precise book for them. If book is too difficult for extensive reading, they should find another. It depends on the abilities of the students and the resources available to teachers, such materials may include children’s books, comic book, or online texts that are graded readers.
Tip 3 : Read interesting books. If the learners are excited about their books, they won’t want to put them down. It merely focuses on grammatical aspects.
Tip 4 : Reread books you found particularly interesting. If the students have already read a book once, they will be able to read it more fluency the second time. This helps build vocabulary and leads to increase in reading rate.
Tip 5 : Read for general understanding. When students read extensively, it is not necessary to read for the whole words. They should simply read for general overall understanding, to follow the general storyline and grasp the main ideas of the text.
Another way to encourage reading for general understanding is to remind students that reading is for pleasure and increasing fluency and vocabulary.
Tip 6 : Ignore unknown or difficult words. Skip them and continue reading. Students do not need to understand every word. Often, they can ignore words they do not know and still maintain a general understanding of the passage. Most likely, students will grasp the overall meaning, despite encountering a few unfamiliar words. If a student is unsuccessful, then it is likely the book is too difficult.
Tip 7 : Avoid using dictionaries. Stopping two or three times per page to look up words in dictionary is laborious and time-consuming, and it can distract students from reading for general understanding.
Tip 8 : Expand your reading comfort zone. Being familiar with extensive reading materials and having an awareness of each student’s level and reading interests will allow teacher to better help students while they expand their reading comfort zone.
Everyone has a desire to improve as quickly as possible, some learners might challenge themselves too much, too soon. It is important to pay attention to what the students are reading and to make sure that they are not struggling with texts that are too difficult.
Tip 9 : Set reading goals and keep a reading log. Extensive reading targets are flexible and can be adjusted to fit the reading abilities and schedules of the students.
One way to set and monitor reading goals is to encourage the students to keep a log of their extensive reading. Two samples of simple extensive reading logs are provided in the appendix. Others require students to provide a very brief summary of each book entered into the log in order to monitor general comprehension.
Tip 10 : Enjoy, enjoy, enjoy! The more students enjoy what they are reading, the more they will read. If they do not enjoy reading, their desire to stick with it will probably dwindle, and they may give up on reading.
Conclusion : Teachers can increase their student’s competency in English and help them become fluent readers in English by engaging them in extensive reading. It’s important to realize that the increased fluency, confidence, and motivation that so often result from reading extensively will help students in their academic endeavors, such as improving exam performances.
When teachers provide insightful and careful orientation and guidance to extensive reading, they are not only helping their students improve many aspects of their overall reading and language ability, teachers also might be opening a door to the variety of worlds that reading can be sent.
A tip for teacher : “Be a role model as a reader.” Nuttall observed, “reading is caught, not taught.” (1996, 229).

Language Anxiety

LANGUAGE ANXIETY & CLASSROOM DYNAMICS:
A Study of Adult Learners
(Anna Turula, 2002)

Anatomy of Language anxiety
Two hallmarks of language classroom: motivation and anxiety. On the one hand adult foreign language learners know why they are studying and, compared to younger students, they are far more struggled to persevere. On the other hand, many mature students enter the classroom victimized by a number of prejudices about foreign language acquisition.
This uneasiness is probably reinforced by barriers created by the mature nervous system of the adult learner. Such as students’ ego boundaries, adult learners to perceive their performance in the foreign language classroom as unnatural or ridiculous that lead to feelings of tension and apprehension associated with second language contexts.
Turula (2002) said, “I believe that with age the tension and anxiety associated with learning a new language become stronger and more difficult to overcome.” Sometimes, some individuals are reluctant to speak, especially when they realize or assume that other students are more fluent.
MacIntyre and Gardner (1994) distinguish between trait anxiety, which is an individual’s predisposition for feelings of tension and uneasiness, and situational anxiety, which appears only under certain circumstances.
Classroom dynamics is everything that happens in and between the participants. There are three aspects of it that are related to classroom dynamics: acceptance anxiety, orientation anxiety, and performance anxiety.

Language Anxiety and Classroom Dynamics
Davies and Rinvolucri (1990) look at the problem of anxiety by examining the classroom environment and explaining circumstances in which students may feel insecure. Some classroom situations make students feel that they are judged (when learners are mocked, or when teachers correct the error explicitly), they are isolated (when students feel anonymous, disregarded, deserted by the teacher), and they lack control (the failure to manage classroom discourse).

Does Starting Late Mean “Late”?
It isn’t true that anxious adult learners can’t succeed in foreign language; however, when compared with successful adult learners, we find that success for the anxious learner is much harder to achieve.
If we agree that teacher’s task is not only to teach but also to assist learning, we can’t escape the conclusion that teacher’s main tasks are threefold: first, to identify the causes of language anxiety and loss of self-confidence in the classroom and eliminate or alleviate them; second, to understand the traits of good classroom dynamics; and third, to create a classroom environment in which these traits may flourish.

A Successful Learning Environment
Turula said that she believed that what we need is a collaborative spirit, a clear sense of direction, and a sense of fun.
Students enter the classroom with all their knowledge, feelings, interests, and preferences. Why not encourage them to share? To share, however, means to be open, which may not be very easy if the students don’t have an example of someone being open first. Here, the teachers give an example at first, then, they encourage their students to do something similar.
Sharing in the language classroom means that the students help each other develop effective learning strategies that enable to them to increase their repertoire of cognitive skills. The sense of belonging, the pride taken in common achievements, moving toward a common goal, and compromising on the way to that goal are ways to reconcile one’s own need for autonomy with the common good of the group.
Clear sense of direction
Another important component of a successful language classroom is the group’s ability to define its goals and persevere in achieving them. Adult learners need to know how the particular activities and exercise help them achieve their overall learning aims and why they need to do them. The students’ joint efforts aimed at achieving common goals have to be reinforced by the conviction that each student’s personal needs are important.
Successful individualization in the language classroom enables each student to define his or her learning style and sustain motivation by completing challenging tasks. Individualization provides a solid basis for ensuring student autonomy. In assuming responsibility for their learning, students exercise independence in their choice of learning strategies and maintain the right to their own, unmanipulated way of tackling problems.
A sense of direction is easier to maintain if a learner’s self-esteem is high and constantly reinforced. Achieving a sense of direction requires frequent, sincere, and evenly distributed appraisal. The teacher isn’t perceived as respectable, reliable, or trustworthy. The teacher’s personality, knowledge of the target language, professional qualifications, and teaching style, along with the attractiveness of lessons and ability to give clear explanations are among the chief factors leading to successful, motivating classroom environment.
The four component of a clear sense of direction – know-how, motivation, self-esteem, and autonomy – are worth trying to attain, not only because they help students persevere, but also because once attained, through mutual reinforcement, they become self-perpetuating, and thereby propel successful learners toward their goals.

Sense of fun
A sense of fun is indispensable to create a relaxed learning environment and sustain motivation.

Conclusion
The teacher’s response to the language anxiety of adult learners can resemble the way light passes through a lens and its ray are intensified (a convex lens for an authoritarian, uncompromising teacher, student feel isolated) or dispelled ( a concave lens for a teacher who creates a friendly environment of caring and sharing with a sense of direction and fun).

Huruf Hiragana

Penulisan aksara Jepang ada 3cara. Hiragana, katakana dan kanji.

Thursday, January 28, 2016

Puzzle Anggota Badan (Jepang)

Beberapa kata dalam bahasa Jepang yang berhubungan dengan anggota badan.

Daily Activity in Japanese

ぼくの日(にち)

まいあさ6じ に ぼく は おきます。6じ10ぷん に シャワー をあびます。それから あさごはん を たべます。いつも ごはん を たべます。7じ に は を みがきます。あとで、せいふく に きがえます。8じ に がっこう に いきます。9じ から じゅぎょう を うけます。きょう は いちにち に がっこう で 日本語 を べんきょうします。はじめます。telling about my day.12じ30ぷん に ひるごはん を たべます。 そして、 ともだち と はなします。それから うち へ かえります。がっこう の あとで、 テレビ を みます。これから かいもの を します。うち に かえります。かお を あらいます。そして、10じ に ねます。

Boku no ichi nichi (My day)
ini adalah kehidupan yuki..urutkan gambar dibawah ini agar menjadi cerita kehidupan sehari yuki...tulis kembali dalam bentuk paragraf... boleh dengan hiragana atau huruf  romaji.