Kamis, 28 April 2011
MILITARY STUDENT ( STUDENT REGIMENT )
IN ISLAMIC STATE UNIVERSITY OF SALATIGA
At the time discipline is a one of many aspect most importantly, in every company, basic school, society state and anywhere the discipline to be one point the someone join in there are. In fact the student don’t have capability to created discipline habit in their activities, the student only doing and learning about the material from the teacher or lecture, but they forgot that in other side he have to prepare many capability, there are discipline.
In Islamic state university of saluting have the Student Organization Unit ( UKM ) as Military Student the writer call with Student Regiment, this organization always offering many educated system which militant basically. In there are you will find the member of Student Regiment Have good performance, good attitude etc. for example they have short hair, polite, respect an most importantly they are always discipline in everything, every time and anywhere. This is one of methods will give to student in STAIN salatiga to be discipline and good person. Although we have to learn in academic we also learn in discipline habit.
Many student in STAIN Salatiga says that Student Regiment is not important because the activities in this organization unconnected with the academic activities but it’s irrational opinion, they forgotten with other aspect will supporting they academic achievement.
As we know that many people from Student Regiment was success in their live, so this is to be reference that Student Regiment give many motivate and give some people can proudly to our country.
Writer think that everyone know about what the meaning of discipline and know that how to be person with discipline habit and we can across conclusion, whatever they opinion about Student Regiment have a significance reason. They only speech with their mind and never see with really condition, and other hand they hate with militant activities especially Student Regiment.
The conclusion is Student Regiment Always opened and received everyone to educate discipline with militant basically. And the end of this write want to say that I love discipline and I love Student Regiment.
Kamis, 08 Juli 2010
medium Of language teaching
Causative
Causative verb is a verb that has function to cause someone doing something.
Type of causative:
1. Have → menghendaki
(+) S + have + O + V1
(-) S + have + O + V3
It can be used in sentences that have negative (-) and positive (+) meaning.
Example:
• My parents always have me get up in the morning.
• Shopia usually has her newspaper sent to her house.
2. Make → memaksa
(+) S + make + O + V1
Example:
• Crafford can really make her boyfriend knee down.
3. Let → mengijinkan
(+) S + let + O + V1
Example:
• My father let me go to school by bus.
4. Help → membantu
(+) S + help + O + V1
Example:
• Danny will be very happy if you can help her get some gifts.
5. Get → menghendaki, menyuruh
(+) S + get + O + to +V1
(-) S+ get +O + V3
Example:
• My father gets me to wash clothes.
• Pamela gets her magazine delivered to her house.
1) Can
• It states the ability and possibility → Rina can dance beautifully.
• In informal dialogue can also be used to ask permission→ Can I borrow your book?
• Negative form: can not (can’t) → I can’t come to your party.
2) Could
• Used in nominal clause, it has function to replace “can” if the sentences in the past form.
Example: He says “He can speak English”.
He said “He could speak English”.
• It can be used to ask permission.
• Negative form: could not (couldn’t).
1) May
Example: It may rain soon.
2) Might
• The function is to replace “may” if the sentences in past form.
• To ask permission. It more formal than can, could and may.
Example: The newspaper said that it might rain tomorrow.
3) Should
• Used to state the clear and logic conclusion.
• Negative form: should not (shouldn’t).
Example: He took dancing lesson for two years. He should be an excellent dancer.
4) Must
• Stated an obligation.
• “Have to” can replaced “must”.
• Negative form: must not (mustn’t).
Example: He must work next week.
5) Will
• To state agreements and promises, questions and polite requests.
• To state a strong decision.
• Negative forms: will not (won’t)
Example: I will pass the English course.
6) Would
• State a willing in indirect speech.
• State an act that had been a routinity in the past.
• Negative forms: would not (wouldn’t)
Example: When I was young, my grandfather would tell me stories.
PATTERN
S
+ +V1+ O
SO / TOO→ juga (positive)
S1 + / Verb + O , and + So + aux + S2 (+)
S1 + aux /Verb + O + and + S2 + aux , too (+)
Example:
He is a teacher, and she is too.
He is a teacher, and so is he.
Neither or not either→ tidak juga / bukan juga (negative)
S1 + aux /Verb + not +O +And +neither + aux + S2 (-)
S1 + aux / Verb + not + O + and + S2 + aux + not + either
Example:
He is not a teacher, and she is not either.
He is not a teacher, and neither is she.
IMPERATIVE / COMMAND SENTENCE
Types:
V1 + O
Example: Stir your noodle!
Slice the vegetables!
Be +adjective
Example: Be careful!
Be diligent!
PROHIBITION SENTENCES
Don’t + V1+ O
No + V-ing
Not + to + V1
Examples: don’t mix!
No mixing!
Not to mix!
(Kal. Tanya Penegasan )
Auxillary = to be /Modals =Kata bantu /Kata Bantu Pelengkap
Is → isn’t
am →aren’t
was →wasn’t
were →weren’t
do→ don’t (V1 )
does →doesn’t
( V1 es/s)
did → didn’t (V2 )
has →hasn’t
have → haven’t
can → can’t
will →won’t
shall →shan’t
must →mustn’t
may → mayn’t
could →couldn’t
would →wouldn’t
should →shouldn’t
have to →haven’t to
might →mightn’t
Pattern /Rumus :
1) S + Verb /Aux + O , aux + n’t
+ S ? →Bukan / bukankah
↓ ↓
(+) (-)
2) S + Verb / Aux + not + O , aux + S ? →Bukan /bukankah
↓ ↓
(-) (+)
Example :
• She is sick, isn’t he ?
• I am not sick , am I ?
• I am here , aren’t I ?
• Ants are insect , aren’t they ?
• Yesterday wasn’t Sunday ,was it ?
• We were born June, weren’t we ?
• They study English ,don’t they ?
• He studies English ,doesn’t he ?
• We studied English ,didn’t we ?
• Rini made cake ,didn’t she ?
• You never go to Salatiga ,do you ?
• She hasn’t gone , has she ?
• I have visited here ,haven’t I ?
• I have a pen , don’t I ?
• He will come , won’t he ?
• Roni can’t go ,can he ?
• Everyone would come ,wouldn’t he / she ?
• Open the door , ? (kalimat perintah )
• Let’s study , ? ( kalimat ajakan )
• Don’t smoke , ? ( kalimat larangan ).
Adverb of Intensifier
(Pernyataan Kadar Kualitas)
Pattern / Rumus :
1. Very + Adjective
↓ ↓
Sangat kt.sifat
Example : The girl is very beautiful .
2. Too / quite / a bit /rather + adjective + to + verb
Example :
The ceremony is to log to wait .
It is quite difficult to learn .
The test is a bit easy to do .
It is rather for to reach .
3. Adjective + enough +to +verb .
↓
Cukup
Example : This bag is big enough to travel .
EXPRESSION
(Ungkapan)
a. Agreement (persetujuan)
I agree with ….
That’s good !
OK !!
All right !
That’s true!
That’s fine !
Of course !
b. Disagreement (Pertidaksetujuan)
I disagree….
I don’t agree….
That’s wrong !
c. Certainty (Kepastian)
o I am sure…
o I believe…
o I am certain….
d. Uncertainty (ketidakpastian)
o I am not sure….
o I don’t believe….
o I am not certain….
o I didn’t think….
o I can’t decide….
o I doubt….
PARAGRAPH CAUSE AND EFFECT
A cause makes a thing happen; an effect is what results when that thing happens. If you brush your teeth and your teeth get whiter, then brushing is the cause and whitening is the effect. A cause-and-effect paragraph helps a reader understand why things happen: the weakening of the ozone layer, the war in Vietnam, the spike in teenage obesity.
While cause-and-effect paragraphs may be indispensable to writers who explain politics, human behavior, or the hard sciences, they can also be misleading. If a school, for example, has high reading scores, it may have nothing to do with the quality of teaching and everything to do with students the school has recruited. If I happen to be an honest fellow with good study habits and the ability to make friends, it may have nothing to do with how my parents raised me and everything to do with my genes.
Nevertheless, a cause-and-effect paragraph can be a valuable tool for explaining outcomes and trends, and an excellent way to predict future trends
Sample Cause-And-Effect Paragraph
In New York City, fifty percent of all public school teachers leave the profession within their first five years on the job. While the teachers union and some politicos have charged that the high attrition rate is due to the salary gap between city teachers and their brethren in the suburbs, the real problem is student behavior. There are approximately 1.1 million public school students, and many of them, especially those in poor neighborhoods, have family problems that make it hard for them to sit still for five hours a day. These students may come from homes with no books, where TV sets blare all day, where no parent or older sibling has a college degree, where generations of kids have found the world of academics foreign, frustrating, and fruitless. Because many of these students cannot read a menu or calculate two-digit addition problems, they find long hours in the classroom tortuous. And while classrooms can absorb one or two of these kids—that is, the teacher can teach with a minimum of disruption—classrooms with four or more problem students reach a critical mass. The bad kids tip the good kids, and the simplest lesson becomes a test of wills between teacher and student. Only the most patient, most gifted teacher can endure more than a couple of years of these daily battles. If she wants to keep teaching, she flees for greener pastures —schools like Bronx Science, Stuyvesant, Midwood—or a school in Westchester. The result is alarming: perhaps half of the city’s 1000 schools have green-horn teachers with only a few years experience. Many of these novices don’t know their subjects and don’t know how to control a room filled with difficult kids. Many soon find non-teaching jobs. As a result, the teaching profession, at least the way it’s practiced in New York City, becomes a form of slumming, or something to do until you grow up—like the Peace Corps or the army.
Choose one of the following topics and write a cause and effect paragraph
Why is Paris Hilton, someone with minimal talent and iffy looks, so popular?
What is one cause of weight gain?
Why has President Bush, despite his frat-boy persona and mangled syntax, won so many elections?
Why do women, despite their frequent denials, love macho men?
Despite so much evidence that prayer does not work, why do so many people persist in praying fervently and often?
Why is it preferable (or silly) to marry someone of your own ethnicity or religion?
Why hasn’t soccer, the world’s most popular sport, caught on in America?
How does smoking marijuana affect your mental or physical health?
Why does flattery work, even when the person being flattered knows you are a lying liar?
Why do men and women cheat?
What is the effect of high interest rates on the stock market?
Although it is fake, why is professional wrestling so popular?
Choose your own topic.
Presented By:
Ampriaanto 11308010
Ari Wiyati 11308035
Tri Utaami R 11308018
Causative verb is a verb that has function to cause someone doing something.
Type of causative:
1. Have → menghendaki
(+) S + have + O + V1
(-) S + have + O + V3
It can be used in sentences that have negative (-) and positive (+) meaning.
Example:
• My parents always have me get up in the morning.
• Shopia usually has her newspaper sent to her house.
2. Make → memaksa
(+) S + make + O + V1
Example:
• Crafford can really make her boyfriend knee down.
3. Let → mengijinkan
(+) S + let + O + V1
Example:
• My father let me go to school by bus.
4. Help → membantu
(+) S + help + O + V1
Example:
• Danny will be very happy if you can help her get some gifts.
5. Get → menghendaki, menyuruh
(+) S + get + O + to +V1
(-) S+ get +O + V3
Example:
• My father gets me to wash clothes.
• Pamela gets her magazine delivered to her house.
1) Can
• It states the ability and possibility → Rina can dance beautifully.
• In informal dialogue can also be used to ask permission→ Can I borrow your book?
• Negative form: can not (can’t) → I can’t come to your party.
2) Could
• Used in nominal clause, it has function to replace “can” if the sentences in the past form.
Example: He says “He can speak English”.
He said “He could speak English”.
• It can be used to ask permission.
• Negative form: could not (couldn’t).
1) May
Example: It may rain soon.
2) Might
• The function is to replace “may” if the sentences in past form.
• To ask permission. It more formal than can, could and may.
Example: The newspaper said that it might rain tomorrow.
3) Should
• Used to state the clear and logic conclusion.
• Negative form: should not (shouldn’t).
Example: He took dancing lesson for two years. He should be an excellent dancer.
4) Must
• Stated an obligation.
• “Have to” can replaced “must”.
• Negative form: must not (mustn’t).
Example: He must work next week.
5) Will
• To state agreements and promises, questions and polite requests.
• To state a strong decision.
• Negative forms: will not (won’t)
Example: I will pass the English course.
6) Would
• State a willing in indirect speech.
• State an act that had been a routinity in the past.
• Negative forms: would not (wouldn’t)
Example: When I was young, my grandfather would tell me stories.
PATTERN
S
+ +V1+ O
SO / TOO→ juga (positive)
S1 + / Verb + O , and + So + aux + S2 (+)
S1 + aux /Verb + O + and + S2 + aux , too (+)
Example:
He is a teacher, and she is too.
He is a teacher, and so is he.
Neither or not either→ tidak juga / bukan juga (negative)
S1 + aux /Verb + not +O +And +neither + aux + S2 (-)
S1 + aux / Verb + not + O + and + S2 + aux + not + either
Example:
He is not a teacher, and she is not either.
He is not a teacher, and neither is she.
IMPERATIVE / COMMAND SENTENCE
Types:
V1 + O
Example: Stir your noodle!
Slice the vegetables!
Be +adjective
Example: Be careful!
Be diligent!
PROHIBITION SENTENCES
Don’t + V1+ O
No + V-ing
Not + to + V1
Examples: don’t mix!
No mixing!
Not to mix!
(Kal. Tanya Penegasan )
Auxillary = to be /Modals =Kata bantu /Kata Bantu Pelengkap
Is → isn’t
am →aren’t
was →wasn’t
were →weren’t
do→ don’t (V1 )
does →doesn’t
( V1 es/s)
did → didn’t (V2 )
has →hasn’t
have → haven’t
can → can’t
will →won’t
shall →shan’t
must →mustn’t
may → mayn’t
could →couldn’t
would →wouldn’t
should →shouldn’t
have to →haven’t to
might →mightn’t
Pattern /Rumus :
1) S + Verb /Aux + O , aux + n’t
+ S ? →Bukan / bukankah
↓ ↓
(+) (-)
2) S + Verb / Aux + not + O , aux + S ? →Bukan /bukankah
↓ ↓
(-) (+)
Example :
• She is sick, isn’t he ?
• I am not sick , am I ?
• I am here , aren’t I ?
• Ants are insect , aren’t they ?
• Yesterday wasn’t Sunday ,was it ?
• We were born June, weren’t we ?
• They study English ,don’t they ?
• He studies English ,doesn’t he ?
• We studied English ,didn’t we ?
• Rini made cake ,didn’t she ?
• You never go to Salatiga ,do you ?
• She hasn’t gone , has she ?
• I have visited here ,haven’t I ?
• I have a pen , don’t I ?
• He will come , won’t he ?
• Roni can’t go ,can he ?
• Everyone would come ,wouldn’t he / she ?
• Open the door , ? (kalimat perintah )
• Let’s study , ? ( kalimat ajakan )
• Don’t smoke , ? ( kalimat larangan ).
Adverb of Intensifier
(Pernyataan Kadar Kualitas)
Pattern / Rumus :
1. Very + Adjective
↓ ↓
Sangat kt.sifat
Example : The girl is very beautiful .
2. Too / quite / a bit /rather + adjective + to + verb
Example :
The ceremony is to log to wait .
It is quite difficult to learn .
The test is a bit easy to do .
It is rather for to reach .
3. Adjective + enough +to +verb .
↓
Cukup
Example : This bag is big enough to travel .
EXPRESSION
(Ungkapan)
a. Agreement (persetujuan)
I agree with ….
That’s good !
OK !!
All right !
That’s true!
That’s fine !
Of course !
b. Disagreement (Pertidaksetujuan)
I disagree….
I don’t agree….
That’s wrong !
c. Certainty (Kepastian)
o I am sure…
o I believe…
o I am certain….
d. Uncertainty (ketidakpastian)
o I am not sure….
o I don’t believe….
o I am not certain….
o I didn’t think….
o I can’t decide….
o I doubt….
PARAGRAPH CAUSE AND EFFECT
A cause makes a thing happen; an effect is what results when that thing happens. If you brush your teeth and your teeth get whiter, then brushing is the cause and whitening is the effect. A cause-and-effect paragraph helps a reader understand why things happen: the weakening of the ozone layer, the war in Vietnam, the spike in teenage obesity.
While cause-and-effect paragraphs may be indispensable to writers who explain politics, human behavior, or the hard sciences, they can also be misleading. If a school, for example, has high reading scores, it may have nothing to do with the quality of teaching and everything to do with students the school has recruited. If I happen to be an honest fellow with good study habits and the ability to make friends, it may have nothing to do with how my parents raised me and everything to do with my genes.
Nevertheless, a cause-and-effect paragraph can be a valuable tool for explaining outcomes and trends, and an excellent way to predict future trends
Sample Cause-And-Effect Paragraph
In New York City, fifty percent of all public school teachers leave the profession within their first five years on the job. While the teachers union and some politicos have charged that the high attrition rate is due to the salary gap between city teachers and their brethren in the suburbs, the real problem is student behavior. There are approximately 1.1 million public school students, and many of them, especially those in poor neighborhoods, have family problems that make it hard for them to sit still for five hours a day. These students may come from homes with no books, where TV sets blare all day, where no parent or older sibling has a college degree, where generations of kids have found the world of academics foreign, frustrating, and fruitless. Because many of these students cannot read a menu or calculate two-digit addition problems, they find long hours in the classroom tortuous. And while classrooms can absorb one or two of these kids—that is, the teacher can teach with a minimum of disruption—classrooms with four or more problem students reach a critical mass. The bad kids tip the good kids, and the simplest lesson becomes a test of wills between teacher and student. Only the most patient, most gifted teacher can endure more than a couple of years of these daily battles. If she wants to keep teaching, she flees for greener pastures —schools like Bronx Science, Stuyvesant, Midwood—or a school in Westchester. The result is alarming: perhaps half of the city’s 1000 schools have green-horn teachers with only a few years experience. Many of these novices don’t know their subjects and don’t know how to control a room filled with difficult kids. Many soon find non-teaching jobs. As a result, the teaching profession, at least the way it’s practiced in New York City, becomes a form of slumming, or something to do until you grow up—like the Peace Corps or the army.
Choose one of the following topics and write a cause and effect paragraph
Why is Paris Hilton, someone with minimal talent and iffy looks, so popular?
What is one cause of weight gain?
Why has President Bush, despite his frat-boy persona and mangled syntax, won so many elections?
Why do women, despite their frequent denials, love macho men?
Despite so much evidence that prayer does not work, why do so many people persist in praying fervently and often?
Why is it preferable (or silly) to marry someone of your own ethnicity or religion?
Why hasn’t soccer, the world’s most popular sport, caught on in America?
How does smoking marijuana affect your mental or physical health?
Why does flattery work, even when the person being flattered knows you are a lying liar?
Why do men and women cheat?
What is the effect of high interest rates on the stock market?
Although it is fake, why is professional wrestling so popular?
Choose your own topic.
Presented By:
Ampriaanto 11308010
Ari Wiyati 11308035
Tri Utaami R 11308018
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