Learning with English

A preposition links nouns, pronouns and phrases to other words in a sentence. The word or phrase that the preposition introduces is called the object of the preposition.

A preposition usually indicates the temporal, spatial or logical relationship of its object to the rest of the sentence as in the following examples:

The book is on the table.
The book is beneath the table.
The book is leaning against the table.
The book is beside the table.
She held the book over the table.
She read the book during class.

In each of the preceding sentences, a preposition locates the noun "book" in space or in time.

A prepositional phrase is made up of the preposition, its object and any associated adjectives or adverbs. A prepositional phrase can function as a noun, an adjective, or an adverb. The most common prepositions are "about," "above," "across," "after," "against," "along," "among," "around," "at," "before," "behind," "below," "beneath," "beside," "between," "beyond," "but," "by," "despite," "down," "during," "except," "for," "from," "in," "inside," "into," "like," "near," "of," "off," "on," "onto," "out," "outside," "over," "past," "since," "through," "throughout," "till," "to," "toward," "under," "underneath," "until," "up," "upon," "with," "within," and "without."

Each of the highlighted words in the following sentences is a preposition:


The children climbed the mountain without fear.

In this sentence, the preposition "without" introduces the noun "fear." The prepositional phrase "without fear" functions as an adverb describing how the children climbed.

There was rejoicing throughout the land when the government was defeated.

Here, the preposition "throughout" introduces the noun phrase "the land." The prepositional phrase acts as an adverb describing the location of the rejoicing.

The spider crawled slowly along the banister.

The preposition "along" introduces the noun phrase "the banister" and the prepositional phrase "along the banister" acts as an adverb, describing where the spider crawled.

The dog is hiding under the porch because it knows it will be punished for chewing up a new pair of shoes.

Here the preposition "under" introduces the prepositional phrase "under the porch," which acts as an adverb modifying the compound verb "is hiding."

The screenwriter searched for the manuscript he was certain was somewhere in his office.

Similarly in this sentence, the preposition "in" introduces a prepositional phrase "in his office," which acts as an adverb describing the location of the missing papers.



Written by Abdul Rahmad, S.Pd.

Interest adalah sebuah verb (interest, interested, interested), yang berarti “menarik perhatian, menarik hati atau membuat tertarik“. Selain sebagai verb, interest juga sebuah noun yang berarti minat, suku bunga bank, dan atas nama. Untuk menjadikannya sebagai adjective, bule menggunakan bentuk verb3 atau past participle dari interest (yaitu: interested) dan bentuk present participle dari interest (yaitu: interesting), yang berturut-turut berarti tertarik dan menarik. Lalu, dapatkah kita menggunakannya sebagai adverb? Yes. Di sini kita hanya perlu menambahkan –ly ke adjective tadi sehingga menjadi interestedly (= dengan tertarik(nya)) dan interestingly (= dengan menarik; menariknya).

Sekarang saya punya kalimat begini: “Kebanyakan petani Indonesia masih menggunakan kerbau atau sapi untuk menarik bajak.” My question is benarkah kalau kalimat ini ditulis dalam bahasa Inggris menjadi, “Most of Indonesian farmers still use buffaloes or cows for interesting a plow.”?
Sebelum menjawab pertanyaan ini, mari kita diskusikan dulu penggunaan interest, interested, interesting, interestedly, dan interestingly.
A. Interest sebagai verb.
Pola penggunaan verb interest tidak berbeda dengan pola penggunaan verb lainnya, yaitu:
S + V + O
And of course, bentuk verb-nya harus disesuaikan dengan tensis yang digunakan.
Contoh:
1. Does that picture interest you? (Apakah foto itu menarik perhatianmu?).
2. Yes, it does interest me. In fact, it had interested me before you saw it. (Ya, foto itu menarik perhatianku. Sebenarnya, foto itu telah menarik perhatianku sebelum kamu melihatnya).
3. Does your project interest him? (Apakah proyekmu menarik perhatiannya?)
4. No, my project does not interest him (Tidak, proyekku tidak menarik perhatiannya).
5. When I was a senior high student, a girl in my class interested me deeply. (Ketika aku seorang murid SMA, seorang cewek di kelasku sangat menarik hatiku).
B. Interest sebagai noun.
Seperti disinggung sebelumnya, interest juga merupakan sebuah noun, yang berarti minat, bunga bank dan atas nama. Posisinya bisa sebagai subject maupun object kalimat, berturut-turut dengan mengikuti phrase berikut,
Interest + in/of + noun/pronoun
Interest + rate atau rate of interest
In the interest(s) of + noun/pronoun
NOTE:
• Noun di phrase 1 adalah optional. Kalau interest diikuti oleh noun maka dibutuhkan preposision in atau of. Kalau diikuti oleh verb, maka verb-nya dalam bentuk gerund. Sebaliknya, kalau tidak diikuti oleh noun, preposition in atau of tidak diperlukan.
• Interest di phrase 2 umumnya difungsikan sebagai adjective.
• In the interest(s) of di phrase 3 bermakna sama dengan “on behalf of”.
Contoh:
1. Do you have any interest in investing your money in our project?. (Apakah anda punya minat untuk menginvestasikan uang anda di proyek kami?)
2. Sorry, I don’t have any interest. (Maaf, aku tidak punya minat (untuk menginvestasikan uangku di proyek anda)).
3. Interest of people in visiting our blog increases steadily. (Minat orang untuk mengunjungi blog kami terus meningkat).
4. When the interest rate rises, more people will save their money in the banks. (Ketika suku bunga naik, lebih banyak orang yang akan nabung uangnya di bank).
5. In the interests of all Indonesian people, we strongly demand that the government eradicate all types of corruptions taking place in Indonesia. (Atas nama semua penduduk Indonesia, kami dengan keras menuntut bahwa pemerintah (harus) memberantas semua tipe korupsi yang terjadi di Indonesia).
C. Interested vs Interesting
Terjemahan langsung kalimat-kalimat di poin A terasa janggal bukan? Yes. Sebenarnya, interest sebagai verb tidak begitu sering digunakan. Yang lebih umum digunakan adalah bentuk verb3 (interested) dan bentuk present participle (interesting), yang masing-masing mengikuti pola sbb:
S + be + interested in + noun
S + be + interesting noun
NOTE:
• Noun di kedua pola ini adalah optional.
• Jika interested diikuti oleh noun maka dibutuhkan preposision in.
• Jika in diikuti oleh verb, verb tersebut harus dalam bentuk gerund.
• Kapan kita gunakan bentuk verb3 dan kapan kita gunakan bentuk verb-ing dapat anda baca di topik Penggunaan Verbs sebagai Adjectives.
Contoh:
1. Is that picture interesting? (Apakah foto itu menarik?).
2. Yes, it is very interesting. (Ya, foto itu sangat menarik).
3. Are you interested in investing your money in our project?. (Apakah anda tertarik untuk menginvestasikan uang anda di proyek kami?)
4. Sorry, I am not interested. (Maaf, aku tidak tertarik).
5. When I was a senior high student, I was deeply interested in a girl in my class. Do you know why? It’s because she was a very interesting girl. (Ketika aku seorang siswa SMA, aku sangat tertarik pada seorang cewek di kelasku. Tahu kenapa? Karena dia seorang cewek yang sangat menarik).
D. Interestedly vs Interestingly.
Fungsi adverb adalah untuk menerangkan verb, bukan? Yes, begitu pula interestedly dan interestingly.
Contoh:
1. We all have probably known that Ryan is gay. Interestingly, he is planning to marry a lady named Ely Winarya. (Kita semua barangkali telah tahu bahwa Ryan adalah gay. Menariknya, dia sedang berencana untuk mengawini seorang wanita yang bernama Ely Winarya )
2. Our mother tongue is Indonesian. Interestingly, students’ average grade for the Indonesian language course was lower than that of the English course. (Bahasa ibu kita adalah Bahasa Indonesia. Menariknya, nilai rata-rata siswa untuk pelajaran Bahasa Indonesia adalah lebih rendah daripada nilai pelajaran Bahasa Inggris).
3. When the news on TV said that a lot of fish fell from the sky, we looked at the TV screen very interestedly. (Ketika berita di TV bilang banyak ikan berjatuhan dari langit, kami melihat layar TV dengan sangat tertarik(nya).
Dan berikut adalah beberapa quotes yang saya peroleh di internet,
• Interestingly that some of the characters did not turn out the way Jim and Allen had envisioned them. Mary Tyler Moore
• Interestingly, koi, when put in a fish bowl, will only grow up to three inches. When this same fish is placed in a large tank, it will grow to about nine inches long. Vince Poscente
• Interestingly, songs used to be short, then they became longer, and now they’re getting shorter. Casey Kasem
• Interestingly, the American Embassy mentioned that our efficient relief effort has significantly improved the image of the United States among the Pakistani people. Jon Porter
• Interestingly, the best way to promote intimacy is to demand it. George Weinberg
• Interestingly, the oil companies know very well that in less than 30 years they will not only be charging very high prices, but that they will be uncompetitive with renewables. Paul Hawken
• Interestingly, young people don’t come to you for advice. Especially the ones who are related to you. Meryl Streep
• It’s too bad that one has to conceive of sports as being the only arena where risks are, for all of life is risk exercise. That’s the only way to live more freely, and more interestingly. William Sloane Coffin, Jr.
• Now my mother, interestingly enough, was not a feminist in her own mind. Elizabeth Moon
• Translation is an interestingly different way to be involved both with poetry and with the language that I’ve found myself living in much of the time. I think the two feed each other. Marilyn Hacker
Finally, setelah mendiskusikan penggunaan interest, mari kita kembali ke pertanyaan di atas, benarkah penggunaan interesting di kalimat,
“Most of Indonesian farmers still use buffaloes or cows for interesting a plow.”?

Equal - Comparison
Comparison (kalimat perbandingan) adalah kalimat yang digunakan untuk membandingkan dua noun atau lebih. Comparison pada umumnya dibuat dengan menggunakan adjective (kata sifat) atau adverb (kata keterangan) dan kadang-kadang dengan menggunakan noun.
Tipe kalimat perbandingan ada tiga, yaitu: equal comparisons, comparative, dan superlative. Tulisan ini khusus membahas penggunaan “as…as”, “the same… as” dalam equal comparisons.
Equal comparison
Equal comparison menyatakan bahwa hal yang dibandingkan adalah sama (tidak berbeda). Polanya adalah sebagai berikut:
S + verb + as + adjective
adverb + as + noun
pronoun
Contoh:
1. Dadang is as tall as I. (Dadang sama tingginya dengan saya).
2. Is a rose as fragrant as a jasmine? (Apakah sekuntum mawar sama harumnya dengan sekuntuk melati?).
3. Dedi sings as well as his wife. (Dedi bernyanyi sama baiknya dengan istrinya)
4. Does Michael Schumacher drive as fast as Valentino Rossi? (Apakah Michael Schumacher mengendarai (mobil) sama cepatnya dengan Valentino Rossi?).
Note:
a. Bentuk pronoun yang digunakan setelah as adalah subject pronoun (yaitu: I, you, they, we, he, she, it). Walaupun dalam conversation, object pronoun sering digunakan, tetapi dalam standard written English, object pronoun (yaitu: me, them, us, him, her) tidak boleh digunakan.

Contoh:
1. Joni is as clever as she. (Joni sama pintarnya dengan dia). INCORRECT jika, Joni is as clever as her.
2. My brother is as naughty as they. (Kakak saya sama jahilnya dengan mereka). INCORRECT jika, My brother is as naughty as them.
3. You study as frequently as he. (Kamu belajar sama seringnya dengan dia). INCORRECT jika, You study as frequently as him.
b. Dalam kalimat negatif, so juga dapat digunakan sebelum adjective atau pronoun; Dalam hal ini, so menggantikan as yang di awal.
Contoh:
1. Joni is not as clever as she = Joni is not so clever as she. (Joni tidak sepintar dia).
2. My brother is not as naughty as they = My brother is not so naughty as they. (Kakak saya tidak sejahil mereka).
3. You don’t study as frequently as he = You don’t study so frequently as he. (Kamu belajar tidak sesering dia).
Selain pola di atas, equal comparison juga dapat dinyatakan dengan menggunakan pola berikut:
S + verb + the same + noun + as + noun
pronoun
Untuk mengaplikasikan pola ini, nouns harus sinkron dengan adjectivenya. Hafalkan adjectives dan nouns-nya pada tabel berikut:
Adjective Noun
heavy, light (berat, ringan)
wide, narrow (lebar, sempit)
deep, shallow (dalam, dangkal)
long, short (panjang, pendek)
big, small (besar, kecil)
High/tall, short (tinggi, pendek) Weight (berat)
Width (luas)
Depth (kedalaman)
Length (panjang)
Size (ukuran)
Height (tinggi)
Contoh:
1. Budi is the same weight as she = Budi is as heavy as she. (Budi sama beratnya dengan dia.
2. My teacher is the same height as my brother = My teacher is as tall as my brother. (Guru saya setinggi kakak saya).
3. Your well is the same depth as yours = Your well is as deep as yours. (Sumurmu sedalam sumur saya).
4. My father’s land is the same width as your father’s = My father’s land is as wide as your father’s. (Lahan bapak saya seluas lahan bapakmu).
5. These trees are the same as those. (Pohon-pohon ini sama dengan pohon-pohon itu).
6. Canadian speaks the same language as American does. (Orang Kanada berbicara bahasa yang sama dengan orang Amerika).
Note: Untuk menyatakan tidak sama dengan (kebalikan dari the same as), gunakan different from. INCORRECT jika menggunakan different than.
Contoh:
1. These trees are different from those. (Pohon-pohon ini berbeda dengan pohon-pohon itu).
2. Indonesian speaks different language from American does. (Orang Indonesia berbicara bahasa yang berbeda dengan orang Amerika).

Jayapura - With the signing of five inscriptions by President Susilo Bambang Yudhoyono, Musamus University Merauke, Borneo University Tarakan, University of Bangka Belitung, Bangka Belitung State Polytechnic and State Polytechnic Batam, officially became a state university.

In stated college was intended to increase access as well as to support the policy of accelerated development of border regions, as presented by the National Education Minister Mohammad Nuh, when given a speech before the president at the University of Cenderawasih, Papua, on Monday (22/11). "This policy is a form of alignments real government of the people in the border area, in order to obtain a good education, "said Minister of Noah

Inauguration of five public universities was conducted by the president in a series of visits to Papua province to open a National gathering BEM se-Nusantara.

To all students of X-c and X-d class, remembered there is one material that weren't finish, so in order to fulfill your score, you have to submit some task, included:

1. Please explain of Imperative Sentence and mentions the examples.
2. Please make the Recount text in two paragraph (minimal). The Title is free.
3. Please make the Narrative text in two paragraph (minimal). The Title is free.
4. Please make the Procedure text. The title is free.

Steps:

1. Write in A4 paper.
2. Font 12.
3. Times New Roman.
4. Submit on Saturday 20th, 2010.

Thank you,


Mr. Abdar

Seputar Pro-Kontra Kebijakan Ujian Nasional
Posted on 28 November 2009 by AKHMAD SUDRAJAT

Dari tahun ke tahun penyelenggaraan Ujian Nasional selalu diwarnai dengan pro-kontra. Di satu pihak ada yang meyakini bahwa Ujian Nasional sebagai syarat kelulusan siswa masih tetap diperlukan. Tetapi di lain pihak, tidak sedikit pula yang menyatakan menolak Ujian Nasional sebagai syarat kelulusan siswa. Masing-masing pihak tentunya memliki argumentasi tersendiri.
Berikut ini disajikan aneka berita seputar Pro-Kontra Kebijakan Ujian Nasional yang berhasil dihimpun dari berbagai sumber, yang tentunya baru sebagian kecil saja dari sejumlah berita yang saat ini sedang hangat diberitakan dalam berbagai mass media.
BERITA PRO UJIAN NASIONAL
1. Penerbitan Permendiknas Ujian Nasional 2010
Mendiknas menerbitkan peraturan No.74 dan 75 tentang Panduan UN Tahun Pelajaran 2009-2010 SD dan SMP/SMA/SMK, ditandatangani oleh Mendiknas Bambang Sudibyo per tanggal 13 Oktober 2009. Salah satu isinya menyebutkan bahwa Hasil UN digunakan sebagai salah satu pertimbangan untuk penentuan kelulusan peserta didik dari program dan/atau satuan pendidikan. (baca selengkapnya Depdiknas )
2. Kalah di MK Soal UN, Pemerintah Segera Ajukan PK
Menyusul keputusan Mahkamah Agung yang menolak kasasi ujian nasional yang diajukan oleh pemerintah, Pemerintah akan kembali melakukan upaya hukum yang terakhir yakni pengajuan peninjauan kembali. “Terus terang saya belum membaca keputusan MA. Yang jelas kita menghormati apa pun keputusan lembaga hukum. Siapa pun juga harus menghormati upaya-upaya hukum yang masih dilakukan. Untuk selanjutnya, tentu pemerintah akan menggunakan hak yang dimiliki,” kata Menteri Pendidikan Nasional RI Mohammad Nuh seusai upacara bendera Peringatan Hari Guru, Rabu (25/11) di halaman Departemen Pendidikan Nasional RI, Jakarta. (baca selengkapnya Kompas.com)
3. 2010, UN Bukan Penentu Kelulusan
Menteri Pendidikan Nasional (Mendiknas) M Nuh mengatakan, pada tahun 2010 Departemen Pendidikan Nasional (depdiknas) akan melakukan perubahan pelaksanaan Ujian Nasional (UN). Tetapi pihaknya menyangkal jika perubahan tersebut dikaitkan dengan keputusan Mahkamah Agung (MA) yang menolak kasasi dari pemerintah berkait keputusan dari Pengadilan Tinggi Jakarta tentang pelaksanaan UN. (baca selengkapnya Republika Online)

4. Ujian Nasional Jalan Terus
Salah satu anggota Badan Standar Nasional Pendidikan (BSNP), Prof Mungin Eddy Wibowo, mengatakan bahwa putusan Mahkamah Agung (MA) yang melarang pelaksanaan Ujian Nasional (UN) tak memengaruhi penyelenggaraan UN pada 2010. “Kami akan tetap menyelenggarakan UN pada 2010 sesuai dengan jadwal yang ditetapkan, dan hal itu juga telah diatur dalam Peraturan Pemerintah Nomor 19/2005 tentang Standar Nasional Pendidikan,” kata Mungin. (baca selengkapnya Kompas.com)
5. Hasil UN Meningkat, Pemerintah Puas
Pemerintah atau Departemen Pendidikan Nasional (Depdiknas), melalui Badan Standar Nasional Pendidikan (BSNP), mengaku merasa puas dengan hasil Ujian Nasional (UN) 2008/2009 yang secara nasional persentasenya mengalami kenaikan.(baca selengkapnya: Diknas.go.id)
BERITA KONTRA UJIAN NASIONAL
1. Press Realease dari Mahkamah Agung
Mahkamah Agung menolak permohonan pemerintah terkait perkara ujian nasional, dalam perkara Nomor : 2596 K/Pdt/2008 dengan para pihak Negara RI cq Presiden RI, Susilo Bambang Yudhoyono; Negara RI cq Wakil Kepala Negara, Wakil Presiden RI, M. Jusuf Kalla; Negara RI cq Presiden RI cq Menteri Pendidikan Nasional, Bambang Sudibyo; Negara RI cq Presiden RI cq Menteri Pendidikan Nasional cq Ketua Badan Standar Nasional Pendidikan, Bambang Soehendro melawan Kristiono, dkk (selaku para termohon Kasasi dahulu para Penggugat/para Terbanding.(baca selengkapnya Mahkamah Agung )
2. Pasca Putusan MA, Pemerintah Perlu Tinjau UN
“… Dari segi hukum perlu diapresiasi, karena setidaknya putusan MA itu perlu dikritisi oleh pemerintah untuk benar-benar meninjau kembali UN, yang selama ini terjadi pemerintah tidak pernah melakukan itu,” ujar Dr Anita Lie, dosen di Fakultas Keguruan dan Ilmu Pendidikan Unika WIdya Mandala Surabaya.
“….Sementara itu, menurut Sekretaris Institute for Education Reform Universitas Paramadina Mohammad Abduhzen, ada hal lebih penting dari putusan MA tersebut, yaitu soal pemborosan. Abduh mengatakan, pemborosan terjadi akibat dikeluarkannya kebijakan UN ulang bagi siswa yang tidak lulus. “Dengan model yang seperti ini, UN sampai saat ini tidak memperlihatkan satu hal pun yang menyangkut soal peningkatan mutu anak didik,” ujarnya. Abduh menegaskan, kalau tidak dikritisi oleh masyarakat, kondisi yang terjadi akan terus begini. “UN itu tentu bisa diadakan, tetapi kalau sudah dilakukan perubahan pada kerangka pendidikan nasional yang bermutu secara menyeluruh, namun kenyataannya secara makro hal itu tidak ada sama sekali, tidak ada kompromi,” tambahnya. (Baca selanjutnya Kompas.com)
3. Putusan Kasasi UN Dirayakan dengan Tumpeng
Peringatan Hari Guru di Bandung dirayakan dengan tumpengan oleh guru, siswa, dan masyarakat pemerhati pendidikan. Syukuran ini juga dilakukan terkait ditolaknya permohonan kasasi pemerintah mengenai ujian nasional oleh Mahkamah Agung. (Baca se;engkapnya Kompas.Com )
4. Pemerintah Dinilai Langgar Hukum Jika Tetap Gelar Ujian Nasional
Pemerintah dinilai melanggar hukum jika tetap menyelenggarakan Ujian Nasional tahun depan. Sebab, putusan Mahkamah Agung yang menolak kasasi yang diajukan pemerintah dianggap sudah final. (baca selengkapnya Tempointeraktif )
5. Guru Menuntut Ujian Nasional Dibatalkan
Para guru yang tergabung dalam Forum Interaksi Guru Banyumas (Figurmas), Jumat (27/11), menuntut agar Ujian Nasional dibatalkan, menyusul keputusan Mahkamah Agung yang menolak kasasi perkara UN yang diajukan pemerintah. (baca selengkapnya Kompas.Com )
6. Wakil Ketua MPR Setuju Penghapusan Ujian Nasional
Wakil Ketua MPR Lukman Hakim Saifuddin meminta pemerintah menerima putusan MA yang membatalkan ujian nasional. Ketimpangan fasilitas pendidikan menjadikan pendidikan di Indonesia tidak pantas lagi distandarisasi secara nasional. (baca se;lanjutnya : Detik News )
7. Mahasiswa Demo Minta Ujian Nasional Dihapus
Aliansi Mahasiswa Peduli Pendidikan (AMPP) Polewali Mandar, Sulawesi Barat, melakukan aksi unjuk rasa di kantor dinas pendidikan setempat. Dalam orasinya para mahasiswa mendesak pemerintah dan dinas pendidikan untuk bertanggung jawab dengan bobroknya pelaksanaan ujian nasional tahun ini. (baca se;lanjutnya : Liputan6.com)
8. Tolak UN, BEM Universitas Palangkaraya Demo
Puluhan mahasiswa dari Badan Eksekutif Mahasiswa Universitas Palangkaraya berdemo di halaman Dinas Pendidikan Provinsi Kalimantan Tengah. Mereka menolak ujian nasional sebagai standar kelulusan. (baca se;lanjutnya: Kompas.com)
BERITA “KORBAN” UJIAN NASIONAL
1. Peserta UN Dicampur, Guru Bingung
… Kebijakan mencampur peserta UN itu membingungkan pihak sekolah, guru, dan siswa. Apalagi hingga saat ini kepastian soal perubahan-perubahan teknis dalam pelaksanaan UN belum juga disampaikan secara resmi ke sekolah.Sejumlah pimpinan sekolah dari berbagai daerah, Rabu (25/11), mengatakan, rencana mencampur peserta UN menambah beban psikologis pelajar. (baca selengkapnya: Kompas. com)
2. Kisah Pahit Para Korban Ujian Nasional
Ujian nasional digugat. Ujian sebagai standarisasi kelulusan itu dianggap mengabaikan prestasi yang dibina anak didik selama bertahun-tahun. Banyak siswa berprestasi tidak lulus hanya lantaran gagal dalam ujian nasional. Seperti yang dialami Siti Hapsah pada 2006. Mimpinya kuliah di Institut Pertanian Bogor sirna gara-gara ujian ujian nasional. Ia dinyatakan tak lulus ujian nasional lantaran nilainya kurang 0,26. (baca selengkapnya VivaNews)
3. Pelajar Alami Gangguan Jiwa Hadapi UN {Video)
Seorang siswi kelas 3 SMP Negeri 4 Kendari, Sulawesi Tenggara mengalami gangguan jiwa setelah terlalu banyak belajar menghadapi ujian nasional. (baca selengkapnya VivaNews)
4. Bunuh Diri Karena Tak Lulus UN
Gara-gara tak lulus ujian nasional (UN) SMA, seorang pemuda nekat bunuh diri. Diduga karena tak kuat menahan beban psikis, Tri Sulistiono (21) memilih mengakhiri hidupnya dengan cara melompat ke dalam sumur. (baca selengkapnya Suara Merdeka)
5. Mengurung diri setelah gagal UN, Edy akhirnya bunuh diri
Edi Hartono (19), aib karena gagal UN masih terus terasa menyesakkan. Setelah mengurung diri di rumah neneknya, mantan siswa SMA di Besuki itu akhirnya bunuh diri. (baca selengkapnya: Kompas. com)
6. Gagal UN, Siswi SMP Mencoba Bunuh Diri
Hasil ujian nasional sekolah menengah pertama nyaris membawa korban jiwa di Banyuwangi, Jawa Timur, belum lama ini. Ida Safitri, siswi SMPK Santo Yusuf, mencoba bunuh diri dengan menenggak puluhan pil tanpa merek karena gagal lulus. Beruntung nyawa korban dapat diselamatkan setelah pihak keluarga segera membawanya ke rumah sakit. (baca selengkapnya: Liputan6.com)
7. Siswa SMK Coba Bunuh Diri, Diduga Karena Tak Bisa Ikut UN
Ujian Nasional (UN) adalah segalanya bagi seorang siswa. Diduga karena stres tidak bisa ikut UN, Hendrik Irawan (19) nekat minum racun serangga. Beruntung nyawanya bisa diselamatkan. (baca selengkapnya : DetikNews.com)

Ciri Umum:

(a) Tujuan Komunikatif Teks:
Memaparkan dan mempengaruhi audience (pendengar atau pembaca) bahwa ada masalah yang tentunya perlu mendapat perhatian.

(b) Struktur Teks/Generic structure
• Thesis; Pernyataan pendapat
• Argument; terdiri atas “point” yang dikemukakan dan “elaborasi”;
• Reiteration ; Penguatan pernyataan.

(c) Ciri Kebahasaan: Menggunakan:
• General nouns, misalnya car, pollution, leaded petrol car, dsb.
• Abstract nouns, misalnya policy, government, dsb.
• Technical verbs, misalnya species of animals, dsb.
• Relating verbs, misalnya It is important, dsb.
• Action verbs, misalnya She must save, dsb.
• Thinking verbs, misalnya Many people believe, dsb
• Modal verbs, misalnya we must preserve, dsb.
• Modal adverbs, misalnya certainly, we, dsb.
• Connectives, misalnya firstly, secondly,dsb.
• Bahasa evaluatif, misalnya important, valuable, trustworthy, dsb.
• Kalimat pasif.

EXAMPLE:
Opportunity in the Global Financial Crisis

US financial crisis and its contagion to Europe and the rest of the world could also create new opportunity for Indonesia in term of foreign direct investment and the development of basic infrastructure.

As the US, financial crisis has now spread to Europe, the oil-rich countries such as Saudi Arabia, Kuwait and Arab Emirate which have accumulated hundreds of billion of Dollars in their foreign reserve, are now reviewing their holding or investment vehicle. They are looking for more diversified investment outside the US and Europe.

Because of unfavorable political developments in Thailand and Malaysia over the past few months, Indonesia which has largely Muslim population could become one of these oil-rich countries' favorite place for foreign direct investment. That will be true if the conditions, legal and market infrastructures are conducive for Islamic financial instruments.

The government had improved the legal framework with the recent actment of laws on sharia banking and bonds. The long term nature of Islamic bonds could make them the most suitable investment instrument for Indonesia, as these bonds grant an investor a share in an asset along with the cash flows and risks commensurate with such ownership.

The financial crisis that has gripped the globe and weakening economic growth in the rest of the world will serve to the government to accelerate the investment reform measures in order to grab the hidden opportunity in the global crisis. (Simplified from the jakartapos.com on Oct 9)

NOTES ON Generic Structure:
• Paragraph 1 is THESIS. It introduces the topic of the text which states the potential opportunity behind the global financial crisis.
• Paragraphes 2 and 3 are the ARGUMENTS which support to the opinions stated in the above thesis.
• Paragraph 4 and 5 are REITERATION which restate the thesis in another phrases to point the writer's opinion.

Diba Artsiyanti E.P. , S.S.

Kemampuan berbahasa Inggris merupakan salah satu kemampuan yang sangat menentukan dalam memperoleh lapangan kerja akhir-akhir ini. Fenomena inilah yang mendasari munculnya berbagai macam kursus Bahasa Inggris di seluruh wilayah Indonesia. Terlepas dari bagaimana sesungguhnya mutu dari kursus-kursus Bahasa Inggris yang ada di Indonesia ini, tersirat suatu keadaan yang memprihatinkan yaitu kurang baiknya mutu hasil pengajaran Bahasa Inggris di sekolah-sekolah.
Mengapa penulis mengambil kesimpulan demikian? Tentunya bukan tanpa dasar. Secara logika, kita dapat mengajukan argumentasi bahwa tidak mungkin kursus-kursus Bahasa Inggris sedemikian menjamurnya di Indonesia jika hasil pengajaran Bahasa Inggris di sekolah ternyata memuaskan. Jika demikian halnya, maka kursus Bahasa Inggris yang ada hanyalah yang ditujukan untuk kepentingan-kepentingan khusus seperti untuk memperoleh sertifikat TOEFL, IELTS, dan lain-lain serta bukan yang ditujukan untuk meningkatkan kemampuan berbahasa Inggris dalam kehidupan sehari-hari. Tapi kenyataannya, mayoritas kursus Bahasa Inggris yang ada adalah yang ditujukan untuk meningkatkan kemampuan berbahasa Inggris dalam kehidupan sehari-hari, bukan untuk tujuan-tujuan lain.
Keadaan ini tentunya menimbulkan masalah. Bagi para siswa yang datang dari keluarga menengah ke atas, masalah kesulitan berbahasa Inggris ini dapat diatasi dengan mudah. Mereka tinggal menunjuk kursus Bahasa Inggris mana saja yang mereka suka dan mulai belajar. Tetapi, bagaimana halnya dengan para siswa yang berasal dari kalangan bawah? Hal ini tentunya merupakan kesulitan tersendiri karena, kadang-kadang, jangankan untuk membayar uang kursus, untuk makanpun mereka masih harus mencari uang selepas sekolah. Lalu apa dampaknya? Tentu sangat jelas. Karena perusahaan-perusahaan papan atas yang ada di negara ini selalu mencantumkan persyaratan kemampuan berbahasa Inggris sebagai salah satu syarat untuk menjadi karyawan di perusahaan tersebut, maka hilanglah kesempatan para siswa yang berasal dari kalangan bawah ini untuk dapat masuk ke wilayah kerja yang dapat memberikan penghasilan yang lebih besar. Mereka akhirnya hanya dapat bekerja di perusahaan-perusahaan kecil yang tidak mensyaratkan kemampuan berbahasa Inggris dengan gaji yang sangat jauh tingkatannya dengan perusahaan asing. Dengan demikian, taraf kehidupan mereka tentunya tidak akan jauh berbeda dengan taraf kehidupan orang tua mereka sebelumnya.

Dengan memandang alasan-alasan tersebut di atas, apakah kita sebagai guru Bahasa Inggris tidak tergerak untuk berupaya meningkatkan kemampuan siswa berbahasa Inggris melalui pelajaran Bahasa Inggris di sekolah? Sebagai kalangan yang sering disebut-sebut sebagai Pahlawan tanpa Tanda Jasa, sangatlah tidak layak jika kita ingin dianggap sebagai pahlawan tetapi tidak berupaya untuk memajukan siswa-siswa kita. Di tengah-tengah munculnya fenomena segelintir guru-guru yang mengejar materi untuk kepentingan pribadi dengan memanfaatkan muridnya, marilah kita usik kembali jiwa pengabdian kita untuk berupaya meningkatkan hasil pengajaran Bahasa Inggris di sekolah agar siswa-siswa kita yang berasal dari kalangan bawah tidak semakin terpuruk dan tidak akan kalah dari siswa-siswa lain yang berasal dari kalangan berada.
Masalah-Masalah yang Timbul dalam Pengajaran Bahasa Inggris di Sekolah Jika kita renungkan lebih dalam, adalah hal yang sangat luar biasa bahwa siswa yang telah belajar Bahasa Inggris selama minimal 6 tahun (sejak SMP) setelah lulus SMA masih tidak dapat berbicara dalam Bahasa Inggris, bahkan untuk memperkenalkan diri sendiri sekalipun. Disebut luar biasa karena jika siswa tersebut mengikuti kursus general english di suatu lembaga kursus dalam waktu yang sama, maka dapat dipastikan siswa sudah sangat mampu berbincang-bincang dalam Bahasa Inggris, bahkan mungkin sudah dapat memahami Bahasa Inggris untuk tingkatan drama, puisi, dan lain-lain. Jadi, mengapa hal ini bisa terjadi?
Berdasarkan hasil pengisian kuestioner yang penulis pernah buat pada tahun 1996 untuk tugas kuliah, terdapat beberapa masalah yang, menurut para siswa, menghambat mereka untuk menguasai Bahasa Inggris. Masalah-masalah tersebut adalah:
1. Jarangnya guru berbicara dengan Bahasa Inggris di dalam kelas. Hal ini dirasakan menghambat oleh para siswa karena menurut mereka, mereka jadi tidak terbiasa mendengar orang lain berbahasa Inggris.
2. Pelajaran terlalu ditekankan pada tata bahasa (dan bukan pada percakapan), tetapi siswa jarang diberi arahan mengenai bagaimana dan apa fungsi dari unsur-unsur tata bahasa yang mereka pelajari tersebut.
Berdasarkan hasil kuestioner dan hasil tes pada para siswa, terlihat bahwa rata-rata siswa menguasai pola-pola tata bahasa Inggris (misalnya struktur untuk simple present tense, dan lain-lain) tetapi, SISWA TIDAK MENGETAHUI KAPAN STRUKTUR TERSEBUT HARUS DIGUNAKAN DAN BAGAIMANA PENGAPLIKASIANNYA DALAM KEHIDUPAN SEHARI-HARI. Ini merupakan hal yang sangat luar biasa karena Bahasa Inggris, sama halnya seperti Bahasa Indonesia, akan lebih bermanfaat jika dapat digunakan dan diaplikasikan meskipun secara tata bahasa siswa tidak terlalu menguasainya. Bukan berarti bahwa pembelajaran tata bahasa ini tidak penting, tetapi perlu sekali teori-teori tersebut dikaitkan dengan kehidupan sehari-hari.
3. Kosa kata yang diajarkan tidak terlalu berguna dalam percakapan sehari-hari. Banyak siswa yang mengeluhkan bahwa kata-kata yang diberikan oleh guru Bahasa Inggris di sekolah terlalu bersifat teknis, misalnya mengenai industrialisasi, reboisasi, dan lain-lain, sementara siswa tetap saja mengalami kesulitan untuk mengartikan kata-kata yang banyak digunakan pada film, majalah, dan situs-situs internet berbahasa Inggris. Bahkan kadang-kadang, siswa sangat hapal istilah-istilah Bahasa Inggris untuk bidang politik (seperti misalnya reformation, globalization, dan lain-lain) tetapi tidak dapat menyebutkan benda-benda yang biasa mereka pakai sehari-hari dalam Bahasa Inggris (misalnya celengan, selokan, dan lain-lain). Beberapa kalangan siswa bahkan mengatakan bahwa dengan kosa kata seperti yang dipelajari di sekolah tidak mungkin siswa dapat memulai percakapan dengan orang asing dengan menggunakan Bahasa Inggris. Mungkin ada benarnya juga, tidak mungkin tentunya kita tiba-tiba mengajak orang yang baru kita kenal untuk mendiskusikan industrialisasi, misalnya.
4. Materi pelajaran Bahasa Inggris di SMP dan SMU tidak berkesinambungan Para siswa menyatakan bahwa sering terjadi pengulangan materi (seperti misalnya tenses) yang telah diajarkan di SMP di tingkatan SMU, tetapi tetap saja fungsi dan pengaplikasiannya dalam kehidupan sehari-hari kurang jelas.
Jadi, sebagai seorang guru Bahasa Inggris, apa yang dapat kita lakukan untuk mengatasi masalah-masalah tersebut? Banyak tentunya, karena diakui atau tidak, gurulah yang memegang kendali dalam pengajaran. Yang jelas, kita tidak boleh hanya menyalahkan pihak pemerintah (yang membuat kurikulum) saja tetapi akan lebih baik jika kita mengintrospeksi diri sendiri dan lebih menggali lagi potensi kita untuk mencari pendekatan yang lebih berhasil dalam mengajarkan Bahasa Inggris pada siswa di sekolah.
Kesimpulan dan Saran
Dari keterangan di atas dapat disimpulkan bahwa masih banyak kendala yang harus dihadapi dalam upaya meningkatkan mutu hasil pengajaran Bahasa Inggris di sekolah. Untuk itu, penulis memiliki beberapa saran yang mungkin dapat bermanfaat bagi para sesama pengajar Bahasa Inggris di Indonesia.
1. Selalu pertahankan kemampuan kita bercakap-cakap dalam Bahasa Inggris agar kelancaran berbahasa tetap terjaga. Hal ini perlu karena dapat memotivasi murid-murid kita untuk dapat berbicara dengan lancar. Mungkin sulit sekali jika kita tidak pernah bertemu dengan orang yang juga dapat berbahasa Inggris. Oleh karena itu, penulis memiliki usul agar para guru Bahasa Inggris ini memiliki semacam klub (conversation club) untuk ajang bertemu dan bertukar pikiran antar sesama guru Bahasa Inggris di wilayah yang sama. Dengan demikian, keahlian kita dalam menggunakan Bahasa Inggris akan selalu tetap terjaga.
2. Selalu menekankan fungsi dan aplikasi dari semua unsur tata bahasa yang kita terangkan kepada siswa. Pastikan bahwa siswa benar-benar mengerti kapan mereka harus menggunakan struktur tersebut.
3. Berikan tambahan kosa kata yang akan bermanfaat untuk percakapan sehari-hari pada siswa dan perkenalkan siswa dengan majalah-majalah remaja berbahasa Inggris agar mereka menjadi gemar membaca dan memperoleh banyak tambahan kosakata dari majalah tersebut. Dengan demikian, siswa akan percaya diri jika harus bergaul dengan remaja asing yang berbahasa Inggris.
4. Meskipun kita tidak memiliki kekuasaan untuk mengubah kurikulum, setidaknya pastikan bahwa pengulangan materi yang kita berikan merupakan pendalaman mengenai apa yang sudah dipelajari siswa dan bukan hanya mengulang tetapi tidak membuat siswa semakin bisa menerapkannya.
Demikian beberapa saran yang mungkin dapat bermanfaat untuk kita semua. Penulis akan merasa sangat senang jika artikel ini dapat menjadi pembuka forum tukar pendapat untuk para guru Bahasa Inggris. Semoga apa yang telah dipaparkan di atas memberikan manfaat bagi kita semua.
Saya Diba Artsiyanti Ediyana Putri setuju jika bahan yang dikirim dapat dipasang dan digunakan di Homepage Pendidikan Network dan saya menjamin bahwa bahan ini hasil karya saya sendiri dan sah (tidak ada copyright). .

THE DEFINITION OF DRAMA AND THEATER
According (Simon&Schuster, 1966) said a drama is a work of literature or a composition which delinates life human and activity by means of presenting various actions of-and dialogues between – groups of characters. According (Simon & Schuster, 1966) said a drama is a work of literature or a Composition Which delinates human life and activity by means of presenting Various actions of-and Dialogues Between - groups of characters.
1. Definition of drama Definition of drama
a. Drama means action, action. Berasal dari bahasa Yunani “draomai". Derived from the Greek "draomai" meaning to do, force, acting and so forth.
b. Drama is life in describing the motion.
c. Conflicts of human nature are the main source of drama.
2. Definition of theatrical
a. Etymologically: Theatre is a performance hall or auditorium.
b. In broad terms: Theatre is all the shows in the shows in front of crowds.
c. In a narrow sense: Theatre is a drama, the story of life and human life on the stage by telling the media: Conversations, movement and behavior based on a script written in tunjang by the decorations, music, song, dance, etc..
In the Dutch language, the drama is toneel, later by PKG Plays Mangkunegara VII created the term.

B. THE IMPORTANT ASPECTS IN DRAMA AND THEATER
There are some important aspects in Drama and Theater, involved:
1. Good acting
Acting is not only a form of dialogue, but also in the form of motion. Good dialogue is dialogue that meets the following requirements:
1. Sound (both volumes)
2. Clear (good articulation)
3. Understandable (correct pronunciation)
4. Appreciate (in line with the demands / mental role in the set in the script)
Good motion is motion that meets the following requirements:
1. Visible (good blocking)
2. Clearly (no doubt, convince)
3. Can be understood (according to the laws of motion in life)
4. To live (in accordance with the demands / soul role specified in the script)
Explanation:
1. Volume and best voice is the voice can be heard far and wide.
2. Good articulation and pronunciation is clear. Every syllable spoken in a clear and bright even though in saying so fast. Do not occur in words that speak to overlap.
3. The correct pronunciation is the pronunciation of words in accordance with the laws of the pronunciation of the language in use. For example “Tidak Takut”, which means "Berani" must be pronounced not ber-ani.
4. Appreciate or inspire the means of pressure or a song greeting should be able to create the impression that in accordance with the demands of a role in the script
5. Blocking is the placement of players on the stage, the player who earned between one and the other does not cover each other so that viewers can not see the player in the cover.
The player looks better most of the front of the body than most of the back of the body visible. This can be set with the benchmark as follows:
1. If you stand facing to the right, then right foot should be in front.
2. When standing facing the left, the left foot should be in front.
3. Balance must be set also the players on stage. Do not let all the players clustered in one place. In the event that set the balance, composition:
a) The right side is heavier than the left.
b) The front is heavier than the rear.
c) You’re high heavier than low.
d) You’re heavier than the width of the narrow.
e) Your light is heavier than the dark.
f) Facing heavier than the backs.
The composition is set not only aims to look good in color but also for appropriate happening scene.
1) Clearly, no doubt, convinced, having motion in the sense that half measures do not do not even excessive. If in doubt impressed impressed rigid whereas if excessive over-acting
2) At understand, means that what we realize in the form of motion does not deviate from the laws of motion in life. For example when lifting heavy items with her right hand, then our body will be tilted to the left, etc.
3) Appreciate the meaningful gestures of the body or facial movements must match the demands of a role in the manuscript, including all shapes and ages.
2. Breathing and vocal
Respiration
A performance artist, playwright or a singer either, so to get a good sound it also requires good breathing. Therefore he must train the respiratory / breathing equipment and use it appropriately in order to obtain maximum results, whether in practice or in performance.
There are four types of breathing common in use:
a. Respiratory chest
In our chest breathing the air absorbs and then we enter into the thoracic cavity so that our chests swelled. Among theater people usually do not chest breathing in use because in addition to capacity, or capacity to air a very small chest, it also can interfere with movement / acting of us, because of the shoulder becomes stiff.
b. Respiratory stomach
On the call belly breathing if the air we suck we enter into the stomach so that stomach distention. Abdominal breathing in use by most playwrights, because there is not much interfere with the motion and the accommodation more than the chest.
c. Respiratory complete
In a complete respiratory we take the chest and abdomen to save the air, so that the air we absorb so much (maximum). Complete respiratory in use by some performance artist who are not usually give priority to acting, but the vocal emphasis.
d. Respiratory diaphragm
Respiratory diaphragm is that if we take the air at the time, then our diaphragm expands. Hat can we feel with the deployment abdomen, hips, even the back of the upper body at the hip we were also expanding. According to recent developments, many theater people who use diaphragm breathing, because there is not much disturb the movement and the accommodation more than abdominal breathing.
Breathing exercises:
1. First we absorbed as much air as possible. Then enter into the chest, then lower it into the stomach, until we hold there breathes. Under these circumstances our bodies moving down to below the limit. Once on bottom, then rose again to its original position, then we breathe out again.
2. Second way is to take a breath and release it again quickly.
3. Next way is to draw a deep breath, then out through the mouth with the hiss, murmur, or other means. Here we have started to mention vocals.
Vocal
To be a player plays well, and then he should mernpunyai good vocals too basic. "Good" is defined as:
1. Can be heard (within reach of the audience, until the audience, most rear).
2. Clearly (articulation / pronunciation right),
3. Mission conveyed (the message) of the spoken dialogue.
4. No monotone.
To have these good vocals, it needs to do vocal exercises. Many ways, are doing to train vocals, among others:
1. Take a deep breath •, then out through the mouth while sent out sound "wah ..." with the sound energy. Do this over and over again.
2. Take a deep breath •, then out through his mouth as he mumbled "mmm ... mmm ..." (sound out through the nose).
3. Same with the second exercise, simply remove the voice hissed, "SSSS ... ...."
4. Breathe in the air a lot, and remove the vowels "AAAAA ... ...." To the limit last breath. Tone of voice do not change.
5. Same as above exercise, only the tone (high-low sound) be altered up and down (in a single pull of breath)
6. Remove vocals are "a ... .. a ... ..." is broken.
7. Remove the vowel sound "aiueo", "ao-au-ai-ae-", "oa-oi-oe-ou", "iao-IAU-IAE-Aie-AIO-AIU-oui-oua-uei-UIA- ......" and so forth.
8. Shout amain to the level of hysteria.
9. Unmute, talking, shouting berialan, crouching, rolling, running, spinning and various lainnnya.
3. Articulation
The one in purpose with articulation at the theater is the pronunciation of words through the mouth so that sounded good and true and clear, so that the ear listener / viewer can understand the words spoken. In terms of this articulation can be found several reasons that cause poor articulation / not true, namely:
a. Handicapped natural articulation: Articulations of these defects in naturally by people who stutter speak or who is difficult to say one konsonon, such as 'r', and so forth.
b. Articulation was not caused by poor articulation defect, but rather occurs at any time. This often occurs in the pronunciation script / dialogue.
For example:
1) Kehormatan menjadi “kormatan” o Honorary becomes "kormatan".
2) “Menyambung” to “mengambung”, and so forth.
Bad articulation because not used in the dialogue, spoken too fast, nervous, and so forth.
1) Articulation indeterminate: this happens because the pronunciation of words / dialogue is too fast, as if word for word without a huddle at all distances.
To get a good articulation, we must do the exercises:
1) Saying the alphabet correctly, note the form of the mouth at every pronunciation. Say each letter with a tone-high tone, low, nasal, small, large, etc. Say also in a whisper.
2) Vary with the pronunciation of slow, fast, up, down, etc.
3) Reading sentences with different variations as above. Note also the form of the mouth.
4. Geticulation
Getikulation a way to cut off the word and puts stress on the word or sentence in a dialogue. So as well as articulation, getikulasi also a part of the dialogue, it's just a different function. Getikulation beheadings are not mentioned in the dialogue sentence because one word in one sentence sometimes has the same meaning. For example the word "Go!!!!" with the phrase" Raise your legs from here!!!” Also in the drama could have been a dialogue that shaped "And?", "Why?" Or "No!" And so forth. Therefore in need of skills in cutting off said at a dialogue.
Gesticulation meant to be done because the first words to the next word in a dialogue can have different purposes. For example: "You went too far. Between "Mr. missed" and "Go" to be done beheadings because of both having a different purpose. This is done to be more fluent in emphasis on the word. Misalnya "Tuan kelewatan"....... For example "out of line sir "....... (Pressure), "Go ...." (Under pressure).
5. Intonation
If the dialogue that we say, we did not use intonation, it will seem monotonous, flat and boring. Which intonation purposes here is the pressures given in words, parts of words or dialogue. In order intonation, there are three kinds, namely:
a. Dynamic pressure (hard-weak)
Say dialogue in the script by doing emphases on every word that needs emphasis. For instance I am on the sentence "I bought this pencil" Note that any pressure has a different meaning.
1) SAYA membeli pensil ini. - I bought these pencils. (Saya, bukan orang lain) (I, not someone else)
2) Saya MEMBELI pensil ini. - I BUY this pencil. (Membeli, bukan, menjual) (Buying, instead, sell)
3) Saya membeli PENSIL ini. - I bought this PENCIL. (Pensil, bukan buku tulis) (Pencil, not a notebook)
b. Tone pitching (high)
Try saying the sentence / dialogue using voice / accent, that is, not to say as usual. The one on the intent here is to read / say the dialogue with the voice fluctuates and changes. So that the tone is meant by pressure on the high and low pressure of a word.
c. Tempo pressure
The pressure is to slow or accelerate the tempo of pronunciation. Pressure is often used to further clarify what we mean. For workouts try reading the script with different maturities. Slow or fast turns.
6. Color voice
Almost everyone has a different sound colors. Similarly, age affects the color of sound. For example, a grandfather, his voice will be different colors with a young child. A mother would be a different color of her voice with his daughter. Especially among men with women, will be the color of her voice is very clear differences.
So it is clear that in order to bring a dialogue with both, then the other should pay attention to articulation, gesticulation, and intonation, must consider also the voice of color. As an exercise to try to change the color-fox with a voice imitating the sound color of an old man, beggars, children, etc...
In addition to the basics of vocals on top, in a dialogue is needed also by an appreciation. About this appreciation will be explained in a separate section.
7. Motion
Body Training
Before we go any further to learn the ins and outs of motion, and then we must first know about the body though. Sports body (can also be said gymnastics), are needed before we entered the exercise or performance. By working out our bodies, get the state or condition of the body to a minimum.
Also if the body also has a goal to train or relax your muscles so that the elastic, flexible, supple and so that no parts of a rigid body during the exercises later.
Implementation of body
a. First let's look at all and feel with all the senses we have hadBy wearing feel we noticed throughout our body, ranging from head to toe, all of which it is God's grace given to us confident.
b. Now let us move our bodies.
1) Drop your head forward. Then drop into backside to the left, to right. Remember the head / neck in a state of weakness, such people sleepy.
2) Turn head slowly and feel the indentations in the neck, starting from the face. And then to the left, backwards and to the right. And so on and do it many times. Remember, slowly and feel!
3) Rotate the shoulders forward several times, also to the rear. First one by one first, then the left and right shoulder playing in unison.
4) Rotate your right shoulder toward the front, while the left shoulder turned toward the back.
5) Expand the hand and then turn the wrist, elbow swivel limit, rotate the whole hand. Do it over and over again, first right hand first, then left hand, the new together.
6) Turn the waist to the left, front right, rear.
7) Take a perfect vertical position, and then lift your right foot with a pedestal on the left leg. Take care not to fall. Then turn right ankle, right knee swivel, rotate the entire right leg. Work is also in accordance with the way my left leg above.
8) As if the opening and closing of this body, do running in place and jumping jacks.
Various Kinds of Motion:
Each person requires motion in his life. Many human motion that can be performed. In basic training theater, we must also be familiar with a variety of motion exercises on this motion must be considered specifically by someone who is dabbling in the theater. Basically, the motion can devided into two, namely:
a. Motion theatrical
Theatrical motion is the motion used in the theater, the motion that was born from the desire to move in accordance with what is demanded in the script. So theatrical motion only created at the time of play scripts.
b. Non-theatrical motion
Non-theatrical motion is motion in our daily lives. Motion used in the theater (theatrical motion) there is a variety, we can roughly divided into two, namely the motion of fine and coarse motion.
1) Smooth Motion
Smooth motion is a motion on our faces or change of expression, or more commonly known again with an expression. This motion arises because of the influence / emotion, anger, sadness, joy, etc.
2) Coarse Motion
Coarse motion is motion of the whole or a part of our body. This motion arises because of the influence from both outside and from within. Rough motion can still be divided into four sections. Namely:
a) Business, the small gestures that we do without the full awareness of this motion we do spontaneously, without thought of (reflex). For example:
• When we're hearing the music, we unconsciously waving his hand or foot to the music.
• When we are studying / reading, in our sole bitten by mosquitoes. Instinctively our hands will hit the foot of a mosquito bite without losing our concentration on learning.
b) Gestures, is the big gestures that we do. This motion is the motion that we do consciously. Motion that occurs after receiving an order from ourselves / our brains to do something, such as writing, taking the glass, squat, etc..
c) Movement, is the displacement motion of the body from one place to another. This motion is not limited to walking only, but may also be running, rolling, jumping, etc.
d) Guide, is a way of walking. How to walk here can take several forms. How to run parent will be different with a child how to walk, run by different people who were drunk, etc.
Every movement we make must have meaning, motive and basic. This should really be considered and must be truly believed by player intent and meaning what he was doing such a movement. In conducting the basic motions above we are required to improvise / create motions of the free, beautiful and artistic.
Motion exercises are:
1) Mirror Training
One then makes a movement and others to imitate, just like what his friend, as if he was standing in front of the mirror. This exercise is conducted alternately.
2) Motion exercises and face-to-eye.
Equal to the exercise of the mirror, only the second time the man was facing eyes at one another, as if the two pairs of eyes have to understand what each other will be driven later.
3) Exercise of relaxes the body.
Someone standing in a state of weakness. Then another friend to help raise their hands. Once up top is dropped. It can also be dropped before the arm / hand is played first round.
4) Motion exercises together.
A group that consists of several people doing the same movements performed by the group leader, who stood in front of them.
5) Flowing motion exercises.
A group of several people holding hands, forming a circle. Then one began to make movements (moving the hands or body) and the others follow the movements of the hands of people who took her hand. During a movement, our hands should not be separated from our friend's hand. These exercises are done with eyes closed and concentrate, so it will form an artistic movement.
8. Motion and vocal
After we practiced on vocals and motion separately, so now we're trying to integrate between the vocal and motion. Many forms of exercise that can be done, among others, uttering a long-running, running, jumping, crouching, rolling, or can as the head twirling, twirling body, and so forth.
This exercise is very useful for us at the time of acting. The aim is that we are always moving vocals and harmony, so that we do not move too much effect on the vocals.
9. Using human senses in Drama and Theater
God endowed humans with a normal five senses in their entirety. In everyday life we always use our senses, either jointly or individually. In the theater we also need to use our senses to good to be able to play a role well too.
Sensory devices so that we can work as closely as possible, of course, must be trained. It is very necessary in the theater to help us in the form of expression. Forms of exercise that can be done, among others:
a. Eye
Sitting cross-legged, staring at a point on the wall. Concentration only at that point. Try looking at that point without blinking, as long as possible.
b. Ear
“Sitting cross-legged, close your eyes. Meanwhile, someone knocked on something on some kinds of objects, where each object has a tone / sound that different. Calculate how many times a knock on the body that have been determined.”
“Sit edge of a busy street, her eyes closed. Try to recognize what the sound into the ear, for example, sound trucks, buses, motorcycles, laughter and a man on a motorcycle, the sound of shoes on the sidewalk, etc.”
c. Nose
¨ Sit back edge of the street with her eyes closed, then try to identify what the smell is all around us. For example smell of sweat people, who passed before us, smell the perfume, exhaust fumes, tobacco smoke, or new land drenched rain, etc.”
¨ Kiss hands, feet, clothing, and if it could be all over our bodies, feels and biological really how it smells.”
d. Skin
¨ Touch hands, feet, head and all over our bodies, our clothing as well. Our bodies are feeling and recognize it, look for differences between each body.”
¨ Touch the walls, floor, table, or other objects. Notice how it feels, cold or hot. Also fine or coarse in nature and try to also identify the shape. Perform this exercise with eyes closed.
e. Tongue
¨ Touch with tongue how the shape of our mouth, how the shape of teeth, palate, lips, etc.
¨ Experience with a lick, how the feeling of a shirt button, handkerchiefs, pencils, hand sweating, etc.
10. Characterization
Characterization is an attempt to display a character or a character from the character portrayed. The characters in the drama are people of character. So a player should be able to play a good show of character ruled characters correctly. Thus, his appearance would be perfect because he is not only a figure of a character, but also has the character of these figures.
For us to play a character with character as the script demanded, then we must first know the character of the character. An example, we can become a beggar role. Now, we must fully recognize how their properties, behavior, etc. Is he a cunning, brave, or cowardly, pious, or just made-up behavior.
Thus, we realize that in order to portray a character, we do not just play his position, but also his character. For example:
Figure (A) ... position (ravine) ... character (sly, pretending to be, a coward)
Figure (B) ... position (waiter) ... character (kind, friendly, honest, relented)
Characteristics can be used to train the following manner:
• By imitating the basic motions are normally undertaken by a beggar, grandparent, child, drunk, blind, etc. (Which is the basic motions here is a typical characteristic)
• Two persons or more, stand and concentrate, then one giving orders to his friend to act / serve as leaders of what is told. To help provide an atmosphere, can use the music accompaniment.
To deepen on the characteristics, it seems we also need to learn observation, illusion, imagination and emotion. For that let us get to know one by one.
11. Observation
Observation is a method to learn / observe a character. What about his behavior, his way of life, habits, interaction, speech, etc. Now that we know everything about the character, we will know the manifestation of that figure. After that we just imitate. By doing so we will become a figure that we want.

12. Illusion
Illusion is the shadow of an event that will happen or has happened, either personally experienced or not. The incident may be experiences, observations, dreams, what is seen, felt, or wishful thinking, the possibilities, predictions, etc.
Rehearsed ways, among others:
• Presenting data about an accident, fire, etc.
• Talk about traveling around the island of Java, when the teacher reprimanded, etc.
• Delivering an opinion about the environment, courtesy kampong, etc.
• Convey a desire to be king, police, gods, birds, artist, etc.
• Dreaming that one day will be war between the planets, etc.

13. Imagination
Imagination is a way to think of something that is not to be as if there were. If the illusion is the event object, the object is the object of imagination or something at noun. The aim is that we do not just always rely on concrete objects. Also above the stage, the audience will see that what was shown seemed really happened, although not really visible, actually experienced by the perpetrator. The ability to use their imagination really tested when we're playing a pantomime.
For example, in the script obsession, there is a dialogue between leaders of the choir with the Holy Spirit. Holy Spirit here just heard his voice, but the player must assume that the Holy Spirit really exists. In another example we can see in a manuscript in which there is a dialogue, as follows: "Hey lieutenant, try to notice the dark bespectacled woman in front of the store. Notice the hat and he wore a black bag. I think I never saw the bag and the hat worn Mistress Lisa a few moments before the murder ". The figures discussed above are only fiction. Women's dark bespectacled, hat, and black skin not visible or not visible in the stage.
It has been stated that the object is the object of imagination or something to noun, including here all the properties and circumstances. As an exercise can be used in ways as follows:
• Please list as many things that occurred in our brain. Not to mention an object more than once.
• Specify an object that does not exist around us and then imagine it and specify the form, size, character, setting, colors, etc..
• Regard or treat an object other than the truth. For example, consider a rock is an extremely funny stuff, good shape, location, etc. Therefore, by looking at the rock we will be laughing so hard.
• Consider something different objects have different properties. For example a pencil is like to be salty, bitter, sweet and then turned into objects that heat, cold, rude, etc..
14. Emotion
Emotion can be interpreted as an expression of feelings. Emotion can be a feeling of sadness, anger, hate, confusion, nervousness; etching the play, a player must be able to control and master his emotions. It is important to give color to the character played by and figures to support these characters. Emotions also affect the body, namely the behavior, countenance (expression), pronunciation, dialogue, breathing, intention. Intention here arises when the emotion occurs, for example, after angry then appears intention to strike, etc.
15. Appreciation
Appreciation is to observe and study the contents of the script for throw our bodies. For example when we played as Mr. Usman who work as cops, so now we are no longer acting as ourselves but become Mr. Usman who work as police. That is what we should apply well if we're going to play a drama script.
Ways that are used in the appreciation is:
• Learn the manuscript as a whole, in order to know what is required by the script, what you will find problematic, and what the starting point and core of the manuscript.
• Exercise and dialogue contained in the manuscript. So here we have got a picture of an act of character are we going to Play.
• As an exercise try to read a script / dialogue with musical accompaniment as the assistant to the giver atmosphere. Biological new music first began to read.
16. Blocking
The definition of blocking is the position of the body at the above stage. In dramatic play, blocking a very important, therefore, in time to play we must always control our bodies so as not to damage the blocking. What is meant by good blocking is blocking must be balanced, whole, variable and has a focal point of attention and fair.
a. Balanced
Balanced means that the position players, including the existing objects on the stage (setting) are not clustered in one place, thus resulting in the biased impression. So all parts of the platform should be represented by players or objects on the stage. More detailed explanation of the balance of this stage will be presented in the section on "Composition Performance."
b. Intact
Whole means blocking the display should be a unity. All placement and movement that must be done must be mutually supporting each other and are not covered.
1) Varies
Varied means that the position players are not just any place but to form new compositions so that the audience is not saturated. State that a player should not the same as the position of other players. For example both feet, both knees, facing the same direction, etc. Except if required by the script.
2) Having a central point
Has a mean center point of each appearance must have a central point of attention. This is an important means to strengthen the role of the play and make it easier for viewers to see where the actual center point of the scene is in progress. Among the players also do not screw up one another so that it will blur the focus point where the truth lies.
3) Fair
Fair means that each player or the placement of objects should look natural, not artificial. In addition, each placement must also have motivation and be reasonable.
17. Spectator
Stage power levels can be seen in the sequence number. The front is more powerful than the rear. The right side is stronger than the left. Therefore should not put themselves or objects on the levels of high strength is strong. Find the appropriate places so that blocking a balanced look. However must remain within reasonable limits, do not be too artificial.

LI Xi
(School of Foreign Languages, Harbin Institute of Technology, Harbin 150001, China)
Abstract: Men and women behave differently in applying the Politeness Principle. The fact can be shown in using slang, humor, approbation, sympathy and using euphemism. By comparing the gender-related differences in discourse from the four factors above, the paper focuses on the chief differences between men and women in speech behavior, and interprets the possible causes for the existence of such differences from the culture aspect.
Key words: gender differences; speech behavior; Politeness Principle; culture

Wife: “Put down that paper and listen to me!”
Husband: “I am listening to you.”
Wife: “No, you aren’t!”

This conversation happens between nearly all husbands and wives. Wives always think their husbands who are reading newspapers don’t pay attention to what they say. And the related idea is that their husbands don’t care about them. While in fact, their husbands do know what the wives said. But they express it in a way that is different from the wives. In our daily life, we can find that men and women behave differently in verbal communication, and these differences always cause misunderstanding and even fierce conflict. If people know how the differences happen and why they happen, men and women can better understand each other. In performing Politeness Principle, men and women behave differently in using slang, humor, expressing approbation, sympathy and using euphemism. Applying some theories of culture, we can explain some of these differences.

1. Gender-related Speech Behavior and Politeness Principle
In communication, speakers always hope to earn the respect from the counterparts. So speakers, according to the circumstance, need to use appropriate strategies to express politeness and obtain the best communicative effect. This is the fundamental content of the Politeness Principle. In Principles of Pragmatics, Leech (1983) concluded that the Politeness Principle includes six maxims: Tact maxim, Generosity maxim, Approbation maxim, Modesty maxim, Agreement maxim, Sympathy maxim.
Based on the maxims above, speakers try to shorten the psychological distance between each other and
consider the places of the counterparts to achieve the effect of praising the other partner and restraining oneself in the wording. At the same time, saving the speaker’s face is also an important part in the communication, so saving the faces of both sides in a conversation is the essence of Politeness Principle. Men and women behave differently in performing Politeness Principle. In general, women perform better in

LI Xi (1982- ), female, graduate student of School of Foreign Languages, Harbin Institute of Technology; research field: intercultural communication. Gender Differences in Speech Behavior
18 applying Politeness Principle. The fact can be observed from the following four aspects: using slang, humor, expressing approbation, sympathy and using euphemism.
1.1 Using slang
Slang includes swearing, vulgarism and jargon. When choosing a word, women tend to choose those without rhetoric, while men prefer not only neutral words but also words with low rhetorical style, such as vulgarism,
swearing and high rhetorical style words, such as terminology in politics and technology. So compared with women, men have a larger scope in choosing words to express their ideas.
Jespersen (1922) points out that women avoid swearing and dirty words instinctively, and their expression is refined, reserved and indirect. Coats (1986) also agrees that “women prefer polite words”. Compared with women, men use more swearing. The social gender identity considers impoliteness and not sticks to small points are the features of macro image. This notion encourages men to use slang. The fact that in English speaking countries, men prefer to pronounce nonstandard phonemes is an example.
The constitution of group is a factor that directly affects the use of slang. Here a form that was based on
Gomm’s experiment in1981 can show this.

Table 1 Incident of swearing in single sex and mixed groups
Single sex groups Mixed groups Total
Men 21 4 25
Women 7 2 9

From this table, we can find that swearing often happens in single sex group. In a mixed group, the use of swearing declines rapidly. That means in a mixed sex group, people behave more politely and intend to give others a better impression of their language image.

1.2 Humor
Humor is a kind of message whose ingenuity or verbal skill or incongruity has the power to evoke laughter. Before the new women’s movement began to discover female marginalization in language and speech (Lakoff, 1973), studies in sociology and psychoanalysis had documented that actively produced humor was harder to combine with female role expectations than with male ones (Coser, 1960). In humorous presentations, experiences are conversationally structured in such a way that people can laugh about them together. They contribute to entertainment and relaxation; but precisely because they want to amuse people they can covertly introduce serious matters so that the group is enabled to assure itself of similar experiences, values and perspectives. Negative experiences can be narratively presented in such a way that real relations are reversed in the humorous anecdote. For example, the powerful are exposed as fools, losers as the true victors, etc. In using this way, men can express that they despise others. Topics which are partly taboo, such as envy or certain physical problems can be dealt with allusively.
There are several reasons to explain why in speech behavior, men practice more humor than women. Firstly, social norms consider the part that practice humor should dominate the conversation. Men are always placed as the dominator, so man should be humorous. This stereotype hinders the development of humor of women.
Secondly, at the beginning of this paper, we have shown that women have relatively smaller scope in
choosing words in speech behavior. So it is difficult for women to deconstruct the routine of language, which is exactly the essence of humor. And when women do use humor in their speech, empirical and experimental Gender Differences in Speech Behavior 19 research show in various ways that women’s humor at their own expense is more strongly developed than men’s (Stocking & Zillmann, 1983; Pizzini, 1991).
Thirdly, in patriarchal gender norms, women’s powerless behavior is favored instead of powerful. Since
almost no female role is positively evaluated in society, women presumably develop greater role distance than men; this could affect their humor style.

1.3 Approbation and sympathy
According to Brown and Levinson (1978), human beings have two basic emotional needs in communication:
negative face wants and positive face wants. In conversation, sympathizing other’s plight and approbating other’s achievements are effective ways to save both negative and positive face. People can easily find approbation and sympathy in women’s speech.
Researchers find that women can satisfy the counterparts’ face more than men and more politely. They are more sensitive to those words that may make others lose face, so they prefer using such words as “may, might, could, perhaps, possibly” to show their politeness. In a conversation, women pay more attention to the emotion of the counterpart, and they try best to use verbal and nonverbal actions to save other’s face, expressing strong sympathy (ZHAO, 2003).
On the other hand, women show more generosity in praising others’ achievements. Adjectives such as
“divine, lovely, adorable”, adverbs, and interjections that express positive estimate can easily be found in women’s speech. Of course, men also praise others. They pay more attention to the others’ social accomplishment, such as career, study and wit, while women praise more on others’ life accomplishment, such as appearance and clothes. The different contents of praise reflect the different social roles between men and women. Here is a statistics on the compliment between and within male and female, from which we can find some features of the compliment. It shows that female compliment others more often.

Table 2 Holmes’ analysis on 484 compliment sentences
Compliment within the same sex Compliment between male and female
Female–Female Male–Male Male–Female Female–Male
51% 9% 23.1% 16.5%

According to Holmes, the reason why women seldom compliment men is that they are afraid that the
compliment will lead to misunderstanding.

1.4 Euphemism
Euphemism originates from “taboo”. Here we consider it as a way of speaking that use another word to
signify the signified word in order to avoid the embarrassment. Using euphemism is a way to maintain Politeness Principle. Because of the special psychological feature of women, they favor euphemism much more than men in speech behavior. This phenomenon happens in many cultures. For example, in one of Chinese ethnic group, Hui, men and women use different words to express having a bath. Men can say, “I will wash myself”, while women will say it indirectly: “I will wash my hair.” In English, those words that are related to sex will be replaced by “go to bed, sleep together, have relation, lie with somebody”; if a woman wants to go to toilet, she will prefer “I will
spend a penny”, “I want to wash my hand” or “I want to powder my nose” rather than “I want to go to WC”. Euphemism is of great relationship with gender roles. When people meet the situation that does not match the gender role, they will use euphemism. For example, men talk about sex without hesitation, but women seldom talk Gender Differences in Speech Behavior 20 about this topic, and if they really mention this topic, they will use euphemism. On the contrary, when men talk about “facial service”, a traditional field which women are familiar with, they will use the word “facial treatment”
instead.

2. The Interpretation of the Differences from the Culture Aspect
Many scholars (Maltz, D.N. & Borker, R.A., 1982; JIA, 1997) use culture to interpret why there are different speech behaviors between men and women. Based on the researches on sociology and psychology, they propose that the differences between men’s and women’s speech behaviors are caused by their respective communication
subcultures.
During the process of growing, in most of the time, boys and girls only communicate with their respective genders, but seldom communicate with out-group members. Boys usually have more friends than girls, while the friendships between girls’ are more stable. Boys’ games are of competitive and many participants from various ages. So the hierarchy in boys group is emphasized. Their language is aggressive, debatable and ordered in order to gain the control place in the game. On the contrary, girls tend to cooperate with each other. Their status in a conversation is equal. And their language is used to chat and build a good relationship. The respective communication groups during their childhood cause the life-long different speech behavior. When boys and girls are grown-up, they operate in two very different social worlds. Men are in an ongoing contest, competing with everyone by displaying their competence and skill. Why don’t men ask for directions when lost? Because it puts them in a you-know-more-than-I-do position. Women are cautious but persistently seek intimacy; they want emotional support, cooperation, and praise. There isn’t even a reason for them to be not polite to others. Given these different orientations, it is no wonder the sexes have trouble communicating!
When women hear a new or different idea, they set their doubts and disbelief aside and tune in carefully to what the person is saying; they try to see it from the other person’s viewpoint. Women try to understand the other person’s opinion as completely and deeply as possible; they cognitively “go with them”, wanting to hear the person’s views and understand why they think in this way. Women seek to make sense of the new idea, to grasp how it can be seen as accurate and useful. This is certainly a “way of knowing” and could be called the “believing approach”. It involves empathizing with the speaker to cooperatively assimilate the truth together, i.e., cooperating. Women effectively use this same listening style when someone has a personal problem. Contrast this with a common male approach: When someone expresses a new idea or one a male doesn’t
agree with, he immediately starts arguing in his head. He tries to stay unbiased and coolly impersonal, if he can, but he questions the validity of everything—“How do you know that?” “Is that logical?” “How reliably was that measured?” “Aren’t some other experimental approaches or control conditions needed?” “Aren’t there exceptions or other explanations or conclusions possible?” “What are this person’s motives and biases?” This is critical thinking; it is the essence of the scientific method; it can be called an adversarial or “doubting approach”. To some extent, the gender differences in communication patterns are also related to power. When people are strangers, they expect less competence from women than from men. But if women are known to have prior experience or expertise related to the task, or if women are assigned leadership roles, then women show greatly increased verbal behaviors in mixed-sex groups. They will use more powerful words than being superpolite. A study of witnesses in a superior court found that educated professionals who have high social status were less likely to use “powerless language”, regardless of gender. Thus, differences are linked to power, and are Gender Differences in Speech Behavior 21 context-specific. Differences are socially created and therefore may be socially altered. Some studies have found that talking time is related both to gender because men spend more time talking than women and to organizational power because the more powerful spend more time talking than the less powerful.

3. Conclusion
In speech behavior, women tend to obey the Politeness Principle. They seldom use slang and humor. But in their speech, they express more approbation, sympathy and use more euphemism than men. These phenomena can be interpreted by their living in respective communication subcultures. In their childhood, boys and girls’ language have been shaped by their games, friendship and social expectations. After they become adults, men and women play different social roles. Those all make the differences of men and women’s speech behavior.

The following is a list of general factors compiled by Ms. Magan Chen based on actual clinical practice helping children in their speech and language development.

1. Inadequate stimulation (talking and playing with the child).

2. Delayed general development ('global developmental delay'), physical development ('motor skills'), cognitive development etc.

3. Specific difficulty with language learning. Not very interested in language, prefers other modalities e.g. physical activities.

4. Poor control and/or co-ordination of the speech muscles: lips, tongue etc.

5. Medical problems.

Inadequate awareness of communication, lacks "communication intent".

7. Reduced hearing e.g. ear infection, fluid in ear, impacted earwax etc.

8. Changes in child's environment e.g. moving.

9. Exposure to too many languages for the child.

10. Inadequate opportunity for speech e.g. the child everyone talks for, the "babied" child, has a more dominant sibling etc.

11. Emotional factors e.g. behavioural problems, anxiety, pressure to perform etc.

12. Short attention span.

13. Family history of speech and language delays or difficulties.
http://www.leomagan.com/site/1388174/page/761342

Mengapa Perlu Pendidikan Seks?

Anak-anak dan remaja rentan terhadap informasi yang salah mengenai seks. Jika tidak mendapatkan pendidikan seks yang sepatutnya, mereka akan termakan mitos-mitos tentang seks yang tidak benar. Informasi tentang seks sebaiknya didapatkan langsung dari orang tua yang memiliki perhatian khusus terhadap anak-anak mereka.
Hasil survey Badan Koordinasi Keluarga Berencana Nasional (BKKBN) menunjukkan bahwa lebih dari 60 persen remaja di Indonesia telah melakukan hubungan seks pranikah. Angka yang memprihatinkan di negeri yang cukup menjunjung tinggi nilai moral sehubungan seks. Mengapa mereka bisa melakukan hubungan seks pranikah? Penyebabnya karena kurangnya pendidikan seks kepada anak dan remaja. Kapan pendidikan seks bisa mulai dilakukan?

Kapan Pendidikan Seks Dimulai?
Kapan pendidikan seks bisa mulai diberikan kepada anak? Beberapa orang tua sering menjawab pertanyaan seks dengan jawaban singkat: "Tunggu kamu besar!". Sebenarnya waktu terbaik memberikan pendidikan seks adalah sejak dini! Pendidikan seks dimulai bahkan sejak anak masih balita.
Jika Anda menunda memberikan pendidikan seks pada saat anak Anda mulai memasuki usia remaja, maka itu sudah terlambat. Karena di zaman di mana informasi mudah didapat dari Internet dan teman sebaya, maka saat anak usia remaja mereka telah mengetahui lebih banyak tentang seks dan kemungkinan besar dari sudut pandang yang salah.

Bagaimana Pendidikan Seks Diberikan?
Bagaimana cara terbaik memberikan pendidikan seks kepada anak-anak Anda? Berikut ini beberapa tahapan umur dan cara memberikan pendidikan seks sesuai dengan tingkat usia anak Anda.
• Balita (1-5 tahun)
Pada usia ini, Anda bisa mulai menanamkan pendidikan seks. Caranya cukup mudah, yaitu dengan mulai memperkenalkan kepada si kecil organ-organ seks miliknya secara singkat. Tidak perlu memberi penjelasan detail karena rentang waktu atensi anak biasanya pendek.

Misalnya saat memandikan si kecil, Anda bisa memberitahu berbagai organ tubuh anak, seperti rambut, kepala, tangan, kaki, perut, dan jangan lupa penis dan vagina atau vulva. Lalu terangkan perbedaan alat kelamin dari lawan jenisnya, misalnya jika si kecil memiliki adik yang berlawanan jenis.

Selain itu, tandaskan juga bahwa alat kelamin tersebut tidak boleh dipertontonkan dengan sembarangan, dan terangkan juga jika ada yang menyentuhnya tanpa diketahui orang tua, maka si kecil harus berteriak keras-keras dan melapor kepada orang tuanya. Dengan demikian, anak-anak Anda bisa dilindungi terhadap maraknya kasus kekerasan seksual dan pelecehan seksual terhadap anak.
• Usia 3-10 tahun
Pada usia ini, anak biasanya mulai aktif bertanya tentang seks. Misalnya anak akan bertanya dari mana ia berasal. Atau pertanyaan yang umum seperti bagaimana asal-usul bayi. Jawaban-jawaban yang sederhana dan terus terang biasanya efektif.

Contoh #1: "Bayi berasal dari mana?" Anda bisa menjawab dari perut ibu. Atau Anda bisa tunjukkan seorang ibu yang sedang hamil dan menunjukkan lokasi bayi di perut ibu tersebut.

Contoh #2: "Bagaimana bayi keluar dari perut Ibu?" Anda bisa menjawab bayi keluar dari lubang vagina atau vulva supaya bisa keluar dari perut ibu.

Contoh #3: "Mengapa bayi bisa ada di perut?" Anda bisa menjawab bahwa bayi di perut ibu karena ada benih yang diberikan oleh ayah kepada ibu. Caranya adalah ayah memasukkan benih tersebut menggunakan penis dan melalui vagina dari ibu. Itu yang dinamakan hubungan seks, dan itu hanya boleh dilakukan oleh pria dan wanita yang telah menikah.
• Usia Menjelang Remaja
Saat anak semakin berkembang, mulai saatnya Anda menerangkan mengenai haid, mimpi basah, dan juga perubahan-perubahan fisik yang terjadi pada seorang remaja. Anda bisa terangkan bahwa si gadis kecil akan mengalami perubahan bentuk payudara, atau terangkan akan adanya tumbuh bulu-bulu di sekitar alat kelaminnya.
• Usia Remaja
Pada saat ini, seorang remaja akan mengalami banyak perubahan secara seksual. Anda perlu lebih intensif menanamkan nilai moral yang baik kepadanya. Berikan penjelasan mengenai kerugian seks bebas seperti penyakit yang ditularkan dan akibat-akibat secara emosi.
Menurut penelitian, pendidikan seks sejak dini akan menghindari kehamilan di luar pernikahan saat anak-anak bertumbuh menjadi remaja dan saat dewasa kelak. Tidak perlu tabu membicarakan seks dalam keluarga. Karena anak Anda perlu mendapatkan informasi yang tepat dari orang tuanya, bukan dari orang lain tentang seks.
Karena rasa ingin tahu yang besar, jika anak tidak dibekali pendidikan seks, maka anak tersebut akan mencari jawaban dari orang lain, dan akan lebih menakutkan jika informasi seks didapatkan dari teman sebaya atau Internet yang informasinya bisa jadi salah. Karena itu, lindungi anak-anak Anda sejak dini dengan membekali mereka pendidikan mengenai seks dengan cara yang tepat.

You can make nice bookmarks from simply a few pieces of paper. Follow the steps on how to make one.

Materials needed :

A sheet of lightweight card
Paper in 2 different colours
A glass tumbler or cup ( one end with bigger circle and the other end with smaller circle)
A pencil
A ruler
Scissors
Glue
Crayon or felt - tip pens

Instructions :

1. Cut a rectangle about 5 cm x 15 cm out of the card.
2. Draw a circle on the remaining card using one end of the glass tumbler or the cup. Glue this to the end of the card rectangle.
3. Draw a smaller circle on a coloured paper and cut it out.
4. Glue the smaller circle onto the centre of the larger card circle.
5. Using the other sheet of coloured paper, cut out a small semi circle for the head and glue it to the large circle.
6. Now you can decorate your bug.

How many pieces of coloured paper are needed to make a book bug …..
a. one
b. two
c. three
d. four
e. five

8. What is used to decorate your book bug …..
a. coloured paper
b. small semicircle
c. glass tumbler or cup
d. crayon or felt – tip pent
e. a sheet of light weight card

9. How many circles do you need to draw in all …..
a. one circle
b. two circles
c. three circles
d. four circles
e. five circles

10. What is the glass tumbler used for? He is used for...
a. draw
b. drew
c. draws
d. drawing
e. to draw

11. What is used for the bug’s head?a…..
a. circle
b. smaller circle
c. cart rectangle
d. large circle
e. small semicircle

12. What type of text is this …..
a. report
b. narrative
c. procedure
d. factual recount
e. personal recount

13. The last step to make a book bug is to …..
a. decorate the bug
b. cut out a smaller semi circle
c. draw a circle on the remaining card
d. draw a smaller circle on the coloured paper
e. glue the smaller circle to the end of the card

Prepositions of Time: at, in, on
We use:
• at for a PRECISE TIME
• in for MONTHS, YEARS, CENTURIES and LONG PERIODS
• on for DAYS and DATES
at in on
PRECISE TIME MONTHS, YEARS, CENTURIES and LONG PERIODS DAYS and DATES
at 3 o'clock in May on Sunday
at 10.30am in summer on Tuesdays
at noon in the summer on 6 March
at dinnertime in 1990 on 25 Dec. 2010
at bedtime in the 1990s on Christmas Day
at sunrise in the next century on Independence Day
at sunset in the Ice Age on my birthday
at the moment in the past/future on New Year's Eve
Look at these examples:
• I have a meeting at 9am.
• The shop closes at midnight.
• Jane went home at lunchtime.
• In England, it often snows in December.
• Do you think we will go to Jupiter in the future?
• There should be a lot of progress in the next century.
• Do you work on Mondays?
• Her birthday is on 20 November.
• Where will you be on New Year's Day?

Notice the use of the preposition of time at in the following standard expressions:
Expression Example
at night The stars shine at night.
at the weekend I don't usually work at the weekend.
at Christmas/Easter I stay with my family at Christmas.
at the same time We finished the test at the same time.
at present He's not home at present. Try later.
Notice the use of the prepositions of time in and on in these common expressions:
in on
in the morning on Tuesday morning
in the mornings on Saturday mornings
in the afternoon(s) on Sunday afternoons
in the evening(s) on Monday evening
When we say last, next, every, this we do not also use at, in, on.
• I went to London last June. (not in last June)
• He's coming back next Tuesday. (not on next Tuesday)
• I go home every Easter. (not at every Easter)
• We'll call you this evening. (not in this evening)
http://www.englishclub.com
Preposition of time (kata depan yang menunjukkan waktu) 9 Agustus 2009
Posted by masdin in Level Dasar 2.
Tags: prepositions of time
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Prepositions of time menunjukkan waktu terjadinya sesuatu. Contoh: “I get up at 7.00″ menunjukkan waktu dimana saya bangun.
Beberapa preposisi waktu yang paling umum adalah: in, on, at, from, to.
In
In digunakan untuk waktu pagi (morning), sore (afternoon), dan malam (evening). Contoh:
• I study Japanese in the afternoon.
• He gets up early in the morning.
In juga digunakan untuk periode-periode waktu yang lain, termasuk bulan (month), musim (season), tahun (years), abad (centuries), dan zaman (ages). Contoh:
• My birthday is in March.
• The Portuguese came to Japan in 1542.
• Flowers grow in spring.
On
On hampir selalu digunakan untuk beberapa jenis hari. Contoh:
• My birthday is on March 29th.
• I go to church on Sunday.
• We visit my family on New Year’s Day.
Bandingkan kedua kalimat berikut:
• He gets up early in the morning.
• He gets up early on Monday morning
At
At digunakan untuk waktu tertentu. Misalnya:
• - I study Spanish at 2.00.
• - He gets up at 7.30.
• - I come home at lunchtime.
At juga digunakan untuk waktu malam.
Bandingkan kedua kalimat berikut:
• I sleep in the afternoon
• I sleep at night
From - to
From dan to digunakan untuk menunjukkan permulaan dan akhir periode waktu yang telah ditentukan. Contoh:
• I work from 9.00 to 5.00.
• Our vacation is from January 5th to February 1st.
Contoh penggunaan dalam percakapan
1) What are you doing at the weekend?
On Saturday I’m meeting my friends at 2.00, and in the evening I’m watching a movie. On Sunday I’m not busy, so maybe we can go out together.
That sounds great!
2) I’m so busy these days!
How come?
I get up at 6.30 in the morning, and I finish work at 8.00 in the evening. It’s a really long day.
You’re so busy!
I know. My boss wants our project finished in March, so we’re working really hard.
I think you need a holiday.
Well, in the summer I have three weeks holiday. I can’t wait!
3) Hello, this is doctor Watson’s clinic. How can I help you?
Hello, this is Tyler Saunders. I’d like to make an appointment.
OK, Mr. Saunders. How about on Tuesday at 3.30?
I’m busy all day on Tuesday. Is Friday OK?
Well, the doctor can see you in the morning at 9.30.
9.30 on Friday is fine.
Very good, Mr Saunders. We look forward to seeing you.
Thankyou, good bye.
Goodbye.
http://englishonline.blogdetik.com/
Grammar Exercises
Write the correct preposition of time: in, on, at, from, to
Example: They get up at 8.00.
1. I'm working Saturday.
2. We have breakfast 8.30.
3. My birthday is March, 29th.
4. I work 9.00 5.00, Monday Friday.
5. We go jogging early the morning.
6. My favorite TV program starts 10.00.
7. Peter's very busy these days, so he works late night.
8. We're going to Australia June.
1. on
2. at
3. on
4. from
5. to
6. to
7. in
8. at
9. at
10. in
Grammar Exercises 2
Write the correct preposition of time: in, on, at, from, to
Example: They get up at 8.00.
1. The train arrives 4.00.
2. Let's go to a restaurant Friday.
3. There are 30 days April.
4. I'm working Saturday morning, but I'm free the evening.
5. The library is open 10.00 5.30.
6. Christmas Day is December 25th.
7. I'm busy the morning, so let's meet lunchtime.
1. at
2. on
3. in
4. on
5. in
6. from
7. to
8. on
9. in
10. at
Prepositions for Time, Place, and Introducing Objects
Summary: This section deals with prepositions and their standard uses.
Contributors:Chris Berry, Allen Brizee
Last Edited: 2010-04-17 05:55:45
One point in time
On is used with days:
• I will see you on Monday.
• The week begins on Sunday.
At is used with noon, night, midnight, and with the time of day:
• My plane leaves at noon.
• The movie starts at 6 p.m.
In is used with other parts of the day, with months, with years, with seasons:
• He likes to read in the afternoon.
• The days are long in August.
• The book was published in 1999.
• The flowers will bloom in spring.
Extended time
To express extended time, English uses the following prepositions: since, for, by, from—to, from-until, during,(with)in
• She has been gone since yesterday. (She left yesterday and has not returned.)
• I'm going to Paris for two weeks. (I will spend two weeks there.)
• The movie showed from August to October. (Beginning in August and ending in October.)
• The decorations were up from spring until fall. (Beginning in spring and ending in fall.)
• I watch TV during the evening. (For some period of time in the evening.)
• We must finish the project within a year. (No longer than a year.)
Place
To express notions of place, English uses the following prepositions: to talk about the point itself: in, to express something contained: inside, to talk about the surface: on, to talk about a general vicinity, at.
• There is a wasp in the room.
• Put the present inside the box.
• I left your keys on the table.
• She was waiting at the corner.
Higher than a point
To express notions of an object being higher than a point, English uses the following prepositions: over, above.
• He threw the ball over the roof.
• Hang that picture above the couch.
Lower than a point
To express notions of an object being lower than a point, English uses the following prepositions: under, underneath, beneath, below.
• The rabbit burrowed under the ground.
• The child hid underneath the blanket.
• We relaxed in the shade beneath the branches.
• The valley is below sea-level.
Close to a point
To express notions of an object being close to a point, English uses the following prepositions: near, by, next to, between, among, opposite.
• She lives near the school.
• There is an ice cream shop by the store.
• An oak tree grows next to my house
• The house is between Elm Street and Maple Street.
• I found my pen lying among the books.
• The bathroom is opposite that room.
To introduce objects of verbs
English uses the following prepositions to introduce objects of the following verbs.
At: glance, laugh, look, rejoice, smile, stare
• She took a quick glance at her reflection.
(exception with mirror: She took a quick glance in the mirror.)
• You didn't laugh at his joke.
• I'm looking at the computer monitor.
• We rejoiced at his safe rescue.
• That pretty girl smiled at you.
• Stop staring at me.
Of: approve, consist, smell
• I don't approve of his speech.
• My contribution to the article consists of many pages.
• He came home smelling of alcohol.
Of (or about): dream, think
• I dream of finishing college in four years.
• Can you think of a number between one and ten?
• I am thinking about this problem.
For: call, hope, look, wait, watch, wish
• Did someone call for a taxi?
• He hopes for a raise in salary next year.
• I'm looking for my keys.
• We'll wait for her here.
• You go buy the tickets and I'll watch for the train.
• If you wish for an "A" in this class, you must work hard.
• Basic Prepositions: Time and Place - at, in, on and to
• Read the story below:
• I was born in Seattle, Washington on the 19th of April in 1961. Seattle is in the State of Washington in the United States. That was many years ago... Now, I live in Leghorn in Italy. I work at the British School. I sometimes go to a movie on the weekend. I meet my friends at the movie theater at 8 o'clock or later. In the summer, usually in August, I go home to visit my family in America. My family and I go to the beach and relax in the sun in the morning and in the afternoon! In the evening, we often eat at a restaurant with our friends. Sometimes, we go to a bar at night.
• Look at the chart below:
IN We use in with months - in May
seasons - in winter
country - in Greece
city or town names - in New York
times of the day - in the morning, afternoon or evening
BUT at night!
ON We use "on" with specific days - on Friday, on New Year's Day, on April the 19th
American English - "on the weekend OR on weekends"
AT We use "at" with specific times - at 7 o'clock, at 6.15
at night
specific places in a city - at school
British English - "at the weekend OR at weekends"
TO We use "to" with verbs which show movement such as go and come - He goes to school.
She returned to the store.
They are coming to the party tonight.


Prepositions:
Locators in
Time and Place


A preposition describes a relationship between other words in a sentence. In itself, a word like "in" or "after" is rather meaningless and hard to define in mere words. For instance, when you do try to define a preposition like "in" or "between" or "on," you invariably use your hands to show how something is situated in relationship to something else. Prepositions are nearly always combined with other words in structures called prepositional phrases. Prepositional phrases can be made up of a million different words, but they tend to be built the same: a preposition followed by a determiner and an adjective or two, followed by a pronoun or noun (called the object of the preposition). This whole phrase, in turn, takes on a modifying role, acting as an adjective or an adverb, locating something in time and space, modifying a noun, or telling when or where or under what conditions something happened.
Consider the professor's desk and all the prepositional phrases we can use while talking about it.
You can sit before the desk (or in front of the desk). The professor can sit on the desk (when he's being informal) or behind the desk, and then his feet are under the desk or beneath the desk. He can stand beside the desk (meaning next to the desk), before the desk, between the desk and you, or even on the desk (if he's really strange). If he's clumsy, he can bump into the desk or try to walk through the desk (and stuff would fall off the desk). Passing his hands over the desk or resting his elbows upon the desk, he often looks across the desk and speaks of the desk or concerning the desk as if there were nothing else like the desk. Because he thinks of nothing except the desk, sometimes you wonder about the desk, what's in the desk, what he paid for the desk, and if he could live without the desk. You can walk toward the desk, to the desk, around the desk, by the desk, and even past the desk while he sits at the desk or leans against the desk.

All of this happens, of course, in time: during the class, before the class, until the class, throughout the class, after the class, etc. And the professor can sit there in a bad mood [another adverbial construction].
Those words in bold blue font are all prepositions. Some prepositions do other things besides locate in space or time — "My brother is like my father." "Everyone in the class except me got the answer." — but nearly all of them modify in one way or another. It is possible for a preposition phrase to act as a noun — "During a church service is not a good time to discuss picnic plans" or "In the South Pacific is where I long to be" — but this is seldom appropriate in formal or academic writing.
Click HERE for a list of common prepositions that will be easy to print out.
You may have learned that ending a sentence with a preposition is a serious breach of grammatical etiquette. It doesn't take a grammarian to spot a sentence-ending preposition, so this is an easy rule to get caught up on (!). Although it is often easy to remedy the offending preposition, sometimes it isn't, and repair efforts sometimes result in a clumsy sentence. "Indicate the book you are quoting from" is not greatly improved with "Indicate from which book you are quoting."

Based on shaky historical precedent, the rule itself is a latecomer to the rules of writing. Those who dislike the rule are fond of recalling Churchill's rejoinder: "That is nonsense up with which I shall not put." We should also remember the child's complaint: "What did you bring that book that I don't like to be read to out of up for?"
Is it any wonder that prepositions create such troubles for students for whom English is a second language? We say we are at the hospital to visit a friend who is in the hospital. We lie in bed but on the couch. We watch a film at the theater but on television. For native speakers, these little words present little difficulty, but try to learn another language, any other language, and you will quickly discover that prepositions are troublesome wherever you live and learn. This page contains some interesting (sometimes troublesome) prepositions with brief usage notes. To address all the potential difficulties with prepositions in idiomatic usage would require volumes, and the only way English language learners can begin to master the intricacies of preposition usage is through practice and paying close attention to speech and the written word. Keeping a good dictionary close at hand (to hand?) is an important first step.
Prepositions of Time: at, on, and in
We use at to designate specific times.
The train is due at 12:15 p.m.
We use on to designate days and dates.
My brother is coming on Monday.
We're having a party on the Fourth of July.
We use in for nonspecific times during a day, a month, a season, or a year.
She likes to jog in the morning.
It's too cold in winter to run outside.
He started the job in 1971.
He's going to quit in August.
Prepositions of Place: at, on, and in
We use at for specific addresses.
Grammar English lives at 55 Boretz Road in Durham.
We use on to designate names of streets, avenues, etc.
Her house is on Boretz Road.
And we use in for the names of land-areas (towns, counties, states, countries, and continents).
She lives in Durham.
Durham is in Windham County.
Windham County is in Connecticut.
Prepositions of Location: in, at, and on
and No Preposition
IN
(the) bed*
the bedroom
the car
(the) class*
the library*
school* AT
class*
home
the library*
the office
school*
work ON
the bed*
the ceiling
the floor
the horse
the plane
the train NO PREPOSITION
downstairs
downtown
inside
outside
upstairs
uptown
* You may sometimes use different prepositions for these locations.
Prepositions of Movement: to
and No Preposition
We use to in order to express movement toward a place.
They were driving to work together.
She's going to the dentist's office this morning.
Toward and towards are also helpful prepositions to express movement. These are simply variant spellings of the same word; use whichever sounds better to you.
We're moving toward the light.
This is a big step towards the project's completion.
With the words home, downtown, uptown, inside, outside, downstairs, upstairs, we use no preposition.
Grandma went upstairs
Grandpa went home.
They both went outside.
Prepositions of Time: for and since
We use for when we measure time (seconds, minutes, hours, days, months, years).
He held his breath for seven minutes.
She's lived there for seven years.
The British and Irish have been quarreling for seven centuries.
We use since with a specific date or time.
He's worked here since 1970.
She's been sitting in the waiting room since two-thirty.
Prepositions with Nouns, Adjectives, and Verbs.
Prepositions are sometimes so firmly wedded to other words that they have practically become one word. (In fact, in other languages, such as German, they would have become one word.) This occurs in three categories: nouns, adjectives, and verbs.
NOUNS and PREPOSITIONS
approval of
awareness of
belief in
concern for
confusion about
desire for fondness for
grasp of
hatred of
hope for
interest in
love of need for
participation in
reason for
respect for
success in
understanding of
ADJECTIVES and PREPOSITIONS
afraid of
angry at
aware of
capable of
careless about
familiar with fond of
happy about
interested in
jealous of
made of
married to proud of
similar to
sorry for
sure of
tired of
worried about
VERBS and PREPOSITIONS
apologize for
ask about
ask for
belong to
bring up
care for
find out give up
grow up
look for
look forward to
look up
make up
pay for prepare for
study for
talk about
think about
trust in
work for
worry about

A combination of verb and preposition is called a phrasal verb. The word that is joined to the verb is then called a particle. Please refer to the brief section we have prepared on phrasal verbs for an explanation.
Idiomatic Expressions with Prepositions
• agree to a proposal, with a person, on a price, in principle
• argue about a matter, with a person, for or against a proposition
• compare to to show likenesses, with to show differences (sometimes similarities)
• correspond to a thing, with a person
• differ from an unlike thing, with a person
• live at an address, in a house or city, on a street, with other people
Unnecessary Prepositions
In everyday speech, we fall into some bad habits, using prepositions where they are not necessary. It would be a good idea to eliminate these words altogether, but we must be especially careful not to use them in formal, academic prose.
• She met up with the new coach in the hallway.
• The book fell off of the desk.
• He threw the book out of the window.
• She wouldn't let the cat inside of the house. [or use "in"]
• Where did they go to?
• Put the lamp in back of the couch. [use "behind" instead]
• Where is your college at?
Prepositions in Parallel Form
(Click HERE for a definition and discussion of parallelism.) When two words or phrases are used in parallel and require the same preposition to be idiomatically correct, the preposition does not have to be used twice.
You can wear that outfit in summer and in winter.
The female was both attracted by and distracted by the male's dance.
However, when the idiomatic use of phrases calls for different prepositions, we must be careful not to omit one of them.
The children were interested in and disgusted by the movie.
It was clear that this player could both contribute to and learn from every game he played.
He was fascinated by and enamored of this beguiling woman.