Minggu, 22 September 2013


16 Tenses bahasa inggris berikut dapat anda gunakan untuk belajar bahasa inggris. Semua bentuk 16 Tenses bahasa inggris yang ada di blog ini kami sajikan lengkap dengan rumus, fungsi, contoh kalimat, pengertian, dan penjelasan yang rinci. Silahkan pilih kumpulan tensesbahasa inggris di bawah ini untuk dipelajari.

1.        Simple Present Tense
2.        Present Continuous Tense
3.        Present Perfect Tense
5.        Simple Past Tense
6.        Past Continuous Tense
7.        Past Perfect Tense
9.        Simple Future Tense

Sabtu, 21 September 2013


Pengertian Question Tags (Pertanyaan Penegas)

Question Tags (Pertanyaan Tegas) adalah suatu pertanyaan  pendek di akhir kalimat pernyataan yang berfungsi untuk mempertegas pernyataan yang bersangkutan.

Fungsi Question Tags (Pertanyaan Penegas)

Pada umumnya Question Tags berfungsi untuk meminta penegasan dari pendengar tentang sesuatu yang belum begitu meyakinkan pembicara atau dapat dikatakan untuk meminta persetujuan dari pendengar atas pernyataan yang diucapakan.

Contoh:
He is a doctor, isn’t he? (Artinya: Dia seorang dokter, bukan ?)

He is a doctor (dia seorang dokter ) merupakan kalimat pernyataan (Statement) yang diajukan, sedangkan isn’t he? (bukan) merupakan pertanyaan tegasnya (Question Tags).

CATATAN
Question Tags (Pertanyaan Tegas ) dibentuk dari to be, modal auxiliariesdan Auxiliary Verblainnya (is, am, are, does, do, did, can, have, may, must, will, shall, etc) yang dikombinasikan dengan Personal Pronoun (Kata Ganti Orang) yaitu I, we, you, they, he, she, it.

Cara Membuat dan Contoh Question Tags

Ada beberapa aturan yang harus diperhatikan pada saat membentuk Question Tags (Pertanyaan Tegas), yaitu:

Apabila Pernyataannya (Statement) merupakan Kalimat Positif (+), maka pertanyaan tegasnya Negatif (-), contohnya:

He is a doctor, isn’t he? (Artinya: Dia seorang dokter, bukan ?)

Sebaliknya apabila Pernyataannya (Statement) merupakan Kalimat Negatif (-), maka pertanyaan penegasnya Positif (+), contohnya:

You are not happy, are you? (Artinya: Kamu tidak senang, bukan?)
Mary isn’t here, is she? (Artinya: Mary tidak disini, bukan/kan?)

Subject dalam Pertanyaan Penegasnya (Tag)-nya harus selalu berbentuk Personal Pronouns (Kata Ganti Orang/Orang), contohnya:

George goes to school by bicycle, doesn’t he?
(Artinya: George pergi ke sekolah naik sepeda, bukan?)
You Like Tea, don’t you?
(Artinya: Kamu suka teh, bukan?)

Apabila dalam kalimat pernyataan menggunakan To Be  (Kata Kerja Bantu  To Be ) yaitu is, am, are, was, were, maka to be tersebut harus diulang dalam Pertanyaan Penegas (Tag) dengan bentuk yang berlawanan, contohnya:

You are not a policeman, are you? (Artinya: Kamu bukan polisi, bukan/kan?)
*sama seperti contoh cara membentuk question tag nomor 1 & 2 di atas.

PERKECUALIAN:
Apabila dalam kalimat pernyataan positif terdapat to be “am” yang berpasangan dengan subyek I(I am), maka dalam pertanyaan penegas to be  harus diganti dengan “are”, contohnya:

I am a student, aren’t I? (Artinya: Saya seorang pelajar, bukan?)

Sedangkan apabila kalimat yang menggunakan subyek “I am” berbentuk negatif, maka dalam pertanyaan penegasnya, to be“am” tidak mengalami perubahan, contohnya:

I am not a servant, am I? (Artinya: Saya bukan pelayan, bukan?)

Apabila dalam kalimat pernyataaan menggunakan Kata Kerja Bantu (Auxiliary Verb) yaitu can, may, should, would, will, shall, has, had, selain to be, maka Kata Kerja Bantu tersebut harus diulang di dalam Pertanyaan Penegasnya (Tag) dengan bentuk yang berlawanan, contohnya:

She will invite us, won’t she? (Artinya: Dia akan mengundang kita, bukan ?)

Apabila dalam kalimat pernyataanya tidak menggunakan Kata Kerja Bantu (Auxiliary Verb) atau hanya berupa Kata Kerja (Verb), maka dalam pertanyaan penegasnya (Tag) harus menggunakando, does, atau did (tergantung Tenses yang digunakan), contohnya:

Patricia looks pale, doesn’t she? (Artinya: Patricia kelihatan pucat, bukan?)

Sedangkan untuk kalimat perintah atau ajakan, maka Pertanyaan Penegas (Question Tag)dibentuk dengan menggunakan “will you” dan “shall we”, contohnya:

Stop the noise, will you?

Ada beberapa kalimat positif yang di anggap sebagai Kalimat Negatif apabila kalimat pernyataan positif tersebut diikuti oleh kata-kata berikut ini:

never: tidak pernah
seldom: jarang
rarely: jarang
hardly: hampir tidak
few/little: sedikit
Nothingtidak ada
Karena kalimat pernyataanya bersifat negative, maka Pertanyaan Penegasnya (Tag)-nya harus positif, contohnya:

He has never gone to Jakarta, has he?
(Artinya: Dia belum pernah pergi ke Jakarta, bukan?)
She seldom comes late, does she?
(Dia jarang datang terlambat, bukan?)

Pertanyaan penegas juga memerlukan jawaban untuk meyakinkan atas kebenaran pernyataan yang diajukan.  Untuk memperoleh jawaban yang positif atau yes ,…., maka kalimat pernyataanya harus positif, contohnya:

She is a doctor, isn’t she?
(Artinya: Dia seorang dokter, bukan?)
Jawaban: Yes, She is. (Iya)

Sedangkan jika ingin mendapatkan jawaban negatif atau no ,…, maka kalimat pernyataanya harus negatif, contohnya:

He doesn’t like swimming, does he?
(Artinya: Dia tidak suka berenang, bukan?)
Jawaban: No, He doesn’t. (Tidak)

Cara Pengucapan Question Tags

Dengan intonasi meninggi jika si pembicara benar-benar ingin memastikan atau menegaskan bahwa informasi, ide, dan keyakinannya benar.

Contoh: Samuel lives in an apartment, doesn’t he ?

Dengan intonasi merendah jika si pembicara sedang mengekspresikan ide dengan sesuatu yang hampir pasti si pendengar akan setuju.

Contoh: It’s a nice day today, isn’t it?


Gerunds

Gerund adalah kata benda yang berasal dari kata kerja ditambah –ing, misalnyaswimming, eating, fishing, shopping, dancing, dan singing. Bila diperhatikan, gerundmempunyai bentuk yang sama dengan present participle, bedanya gerund berfungsi sebagai kata benda, sedangkan present participle sebagai kata sifat yang menerangkan kata benda.


Dalam kalimat, gerund berfungsi sebagai:
a. subjek (subject)
b. pelengkap subjek (subjective complement)
c. objek langsung (direct object)
d. objek preposisi (object of preposition)
e. aposisi (appositive)


Subject
Gerund sebagai subjek pokok kalimat, contoh:
Swimming is good.
- Your singing is very beautiful.
Studying needs time and patience.
Playing tennis is fun.
Reading English is easier than speaking it.

Subjective Complement
Gerund sebagai pelengkap subjek dalam kalimat biasanya selalu didahului to be yang terletak di antara subject dan subjective complement, contoh:
- My favorite sport is running.
- My favorite activity is reading.

Direct Object
Gerund sebagai objek langsung dalam kalimat, contoh:
- I enjoy dancing.
- She likes dancing.
- Thank you for your coming.
- I hate arguing.

Object of Preposition
Gerund sebagai objek preposisi yang terletak setelah preposisi. Preposisi yang sering dipakai adalah of, on, no, with, without, at for, after, before, because of, to, like, about, for, by, in.
Contoh:
- He is tired of gambling.
- I am fond of eating bakso.
- He insisted on seeing her.
- I have no objection to hearing your story.
- You will not be clever without studying.
- They are good at telling funny stories.
In sleeping I met you in the park.

Appositive
Gerund sebagai aposisi atau penegas dalam kalimat, contoh:
- My hobby, fishing, is interesting.
- I do not like quarrelling, a useless job.
My hobby is fishing dan fishing is interesting diletakkan bersebelahan dalam sebuah kalimat sebagai appositive (fishing adalah aposisi dari my hobby), begitu juga contoh kalimat dibawahny

Selasa, 26 Maret 2013


Interactionist Paradigm

The interaction paradigm is one of the three major approaches we use to do sociology. It's associated with George H. Mead and others who focus on the ways we humans behave among ourselves through the use of language and its subjective meanings. In order to develop a sense of "self" and to get along with others we need to develop shared symbolic meanings. That's the focus of this approach. It focuses on individual relationships and is associated with social psychology.
In sociology, interactionism is a theoretical perspective that derives social processes (such as conflict, cooperation, identity formation) from human interaction. It is the study of how individuals act within society. Interactionist theory has grown in the latter half of the twentieth century and has become one of the dominant sociological perspectives in the world today. By using the term interactionist we refer to scholarship in the tradition of symbolic interactionism as well as other frameworks and perspectives that emphasize interpretations and meanings of social actions and interactions.
interactionist is a theoretical perspective that derives social processes (such as conflict, cooperation, identity formation) from human interaction. It is the study of how individuals act within society.
Herbert Blumer (1969) set out three basic premises of the perspective:
·> "Humans act toward things on the basis of the meanings they ascribe to those things."
·>"The meaning of such things is derived from, or arises out of, the social interaction that one has with others and the society."
·>"These meanings are handled in, and modified through, an interpretative process used by the person in dealing with the things he/she encounters."
Blumer, following Mead, claimed that people interact with each other by interpreting or defining each other's actions instead of merely reacting to each other's actions. Their 'response' is not made directly to the actions of one another but instead is based on the meaning which they attach to such actions. Thus, human interaction is mediated by the use of symbols and signification, by interpretation, or by ascertaining the meaning of one another's actions (Blumer 1962). Blumer contrasted this process, which he called "symbolic interaction," with behaviorist explanations of human behavior, which does not allow for interpretation between stimulus and response. Blumer believed that the term symbolic interactionism has come into use as a label for relatively distinctive approach to the study of human group life and human conduct.

The interactionist paradigm is most focused on meaning-making and interactions among human beings. Within this broad paradigm, (which is not mutually exclusive of the conflict paradigm), the social world is seen as consisting of fluid, contingent meanings created by people, which need to be understood within their own material and imagined contexts. Imagined contexts are the collective memories and actions that people share about a particular place or experience (Anderson 1991).  The primary goal of interactionist paradigm is to understand the social world and its collectivities (i.e. representations of multiple groups) by examining how people construct and act in their social worlds. While there are multiple varieties of interpretive approaches, they share the perspective that the social world is produced and reproduced through constant engagement with other and oneself, made possible through language and shared understandings and interpretations.Interactionist theories do not assume that the meanings of things are inherent or intrinsic to those things, but rather they are mutually and collectively constructed and define and can be redefined as human interact with another (Blumer 1969; Strauss 1993)

Rabu, 20 Maret 2013

needs analisis (esp)


DEVELOPING AN ENGLISH FOR SPECIFIC PURPOSES COURSE USING

 A LEARNER CENTERED APPROACH

 

 

1.      Students' Analysis

a)      General information

Name               : Gugun kurniawan
Age                  : 22 years
Gender                        : male
School             : Siliwangi university informatics technique
b)      Needs assessment
1)              Experience during the learning EFL
It felt awkward and embarrassed when speaking, because a lot of the wrong word, the teacher often scolded when studying because it's hard to concentrate, and contributed to the decline in the value of English subjects, and is also used when learning EFL, it is difficult to memorize the tenses and its structure , when the presentation was very difficult at all if you have to use English.

2)   Motivation
Because I am weak in English language, and I also really want to learn English because they are the universal language of English, is in need in times like the current progress.

3)      EFL learning difficulties
1. English was not yet entrenched among students because English is still considered a foreign language support is difficult to learn.
2. To deepen interest in the English faculty thnik not least because the main course.
3. Teaching staff (lecturer) only discuss the general nature only.
4. It difficult to concentrate in the study the English language.
5. Facilities in the study of English language support is still minimal.
6. Many words are difficult to read and memorized.
4)        Sense of learning EFL
I am feeling very happy when learning EFL, despite the many difficulties that I encounter, because I think learning English is essential for the future, because it can not deny that in the department of informatics of this technique in the English language is needed for translation of program data it is essential to achieve a program on the computer.Objectives into the course.Because I studied at the faculty of engineering, majoring in engineering informatics, then I want to translate well in terms of words English , so I can use better computer program can not deny all that is in a computer program that  English.
2.      Conclusion
Basically everyone wants to be able to spoke English properly, but many obstacles faced by the individual - each learner, the constraints derived from both internal and from external students, and there are a number of learners that can only be a few vocabulary and only know one tenses only, whereas in the vocabulary to speak english.but the capital there is also a lot of familiar vocabulary tense too, but he could  his improve skills, so the ability to not develope. gugun kurniawan , his speaking ability is not too well, as well as with his reading, so he should be given a special approach in the delivery of his material.


lesson plan


RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)


SMP                                        : SMP Negeri 1 Cikatomas
Mata Pelajaran                        :Bahasa Inggris
Kelas/Semester                        : VIII/1
Standar Kompetensi               : 1.      Memahami tulisan bahasa Inggris
                                                           sederhana dalam konteks sekolah
Kompetensi Dasar                   : 1.2    Memahami kalimat dan teks deskriptif 
                                                            sederhana secara tepat dan  berterima    
Indikator                                 : 1.2.1 Mengidentifikasi berbagai informasi dalam
                                                           kalimat-kalimat sangat sederhana 
                                                  1.2.2 Mengidentifikasi berbagai informasi dalam    teks deskriptif bergambar
Alokasi Waktu                        : 2 x 45 menit
Tujuan Pembelajaran               : 1. Siswa dapat mengidentifikasi berbagai informasi   dalam kalimat-kalimat sangat sederhana 
                                                  2. Siswa dapat mengidentifikasi berbagai informasi
                                                      dalam teks deskriptif bergambar
Metode Pembelajaran             : 1. Siswa mengidentifikasi informasi dalam kalimat-   kalimat sederhana
                                                  2. Siswa mengidentifikasi informasi yang terdapat
                                                      dalam bacaan 
                                                  3. Siswa melakukan tanya jawab dengan guru
                                                      mengenai bacaan yang sedang dibahas.




Langkah-langkah Kegiatan Pembelajaran:
  1. Kegiatan Pendahuluan
·  Guru bertanya pada siswa mengenai hal yang berkaitan dengan topik bacaan. Sebagai contoh: guru bertanya apakah siswa pernah berekunjung ke hotel ketika akan membahas bacaan mengenai deskriptif hotel.
·  Guru mengajak siswa mengingat kembali kosakata-kosakata yang berkaitan dengan topik bacaan.
  1. Kegiatan Inti
·  Guru membagi siswa dalam kelompok-kelompok yang terdiri dari tiga siswa dalam setiap kelompoknya.
·  Siswa membaca teks secara individual.
·  Setelah selesai membaca, guru meminta siswa bersama-sama dengan teman satu kelompoknya mencocokkan gambar dengan deskripsi yang ada dalam teks.
  1. Kegiatan Penutup
·  Guru memeriksa hasil pekerjaan kelompok siswa dan membahasnya secara bersama-sama.
·  Guru mengaitkan apa yang dibaca siswa dengan kehidupan nyata siswa, misalnya: bila teks yang dibaca tentang liburan, guru meminta siswa menceritakan tentang liburan nya.

Alat/Sumber Belajar:
  1. Buku teks Englis in focus
  2. Buku-buku lain yang relevan
  3. Alat peraga

Penilaian:
  1. Teknik: Tes unjuk kerja
  2. Bentuk: Tes identifikasi gambar berdasarkan informasi yang ada dalam kalimat-kalimat sederhana atau dalam teks
  3. Contoh instrumen:
Ø  Read the following text carefully
GRAND OMEGA
”Hospitality is our Trademark”
Come to Our Hotel
With Fine facilities
·         100 rooms
·         Restaurant
·         Sport facilities
·         Coffee shop
·         Karaoke room
There is a new hotel in my city,it is a four star hotel.
it is located downtown.
The hotel is not very big but the architecture is very beautiful.it looks like a classic castle in europe.according to the brochure,it has 100 rooms,a fancy restaurant,complete sport facilities including a swimming pool,tennis court,gym and sauna,there are also a coffe shop and a karaoke room.
The picture of the rooms in the brochure are very nice. The rooms look very comfortable. It they contain a big sping bed with big pillow,a nice sofa,a wardrobe and a television system with programmes from al over world. The bathroom is very beautiful although it is not very big. It has a bath tub with hot and cold water so guest can bath in comfortably.
The brochure says” Hospitality is our tradmark”. The staff of that hotel,from the receptionist,house keepers,and bellboys are trained to be a polite and to help guests an any way they can.
Ø Practice one
Find out the main idea of each paragraph from the text
Ø Practice two
Work with your group,answer the following question based on the text.
1.      What makes the hotel different from other?
2.      Describe how the rooms of the hotel looks like?
3.      Describe how the bathroom look like?
4.      Mention some hotel facilities
5.      What is the hotel moto?




Mengetahui,                                                   
Kepala SMP Negeri 1 Cikatomas                      Guru Bahasa Inggris




(________________________)                         (_______________________­)
Nip.                                                                             Feri Defiana


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