MONSIEUR

STIKES/AkPer Harum MId score

2009-12-17T01:07:00.000-08:00

Harum Nursing Academy
MIDTEST Score of the 3rd Semester
English for Nurses

1.Achmad Imron [72]
2.Adam [50]
3.Andriana Airin Pesa [60]
4.Andrianus [62]
5.Asmita Berla [58]
6.Bernadeta Lilis [80]
7.Desi Haryani [74]
8.Destiana [50]
9.Dewiana [58]
10.Dwi Purnama Sari [72]
11.Erasmos [62]
12.Erlin Setiawanti [64]
13.Etna Octesia P [68]
14.Feri Juliansyah [40]
15.Fitri Nastiti [68]
16.Frelisma Dita [60]
17.Hera Nopramita Jayu [64]
18.Heri Dambertus [54]
19.Herlina [64]
20.Imam Riyadi [70]
21.Irma Lestari [68]
22.Iwan Fales [52]
23.Jamian [62]
24.Joni Oktavianus [42]
25.Kardalius [52]
26.Kornelius
27.Krispina Natalia [64]
28.Laysem [54]
29.Leli Kurniati [78]
30.Lisa Willen [60]
31.Lutviyani [70]
32.Maria Triani [42]
33.Marten Andes [54]
34.Mastina [54]
35.Melyana [68]
36.Minasih [40]
37.Nonong [58]
38.Nur Komala Sari [82]
39.Parlindina [56]
40.Prillisma Elen [62]
41.Riayanti [66]
42.Serly Jackson K [68]
43.Sikti Juleha [72]
44.Sunny Varinia [46]
45.Tamaryati [52]
46.Titi Suhardinah [64]
47.Wiwi Parianti [70]
48.Yuliana Eka Putri [78]
49.Yutino Rosendri [54]

Long enough

2009-10-01T07:34:00.000-07:00

“Komersialisasi Islam”
“sampaikanlah dariku walau hanya satu ayat…”, itulah sepenggal ayat yang mengisyaratkan kita untuk menyuarakan Islam ke tengah-tengah masyarakat. Menyuarakan Islam atau yang lebih di kenal dengan nama Dakwah dapat dilakukan dimana saja, kapan saja, oleh siapa saja, dan dalam bentuk apa saja. Jika di abad ke 12 masehi dakwah terjadi karena pertemuan antar dua budaya bangsa terutama di pelabuhan, maka saat ini dakwah dapat di temukan di dalam rumah kita sendiri. Jika dulu jaman kerajaan tua orang mencari dakwah hingga ke pelosok bahkan ke luar negeri, maka sekarang dakwah itulah yang mencari orang yang mendengarkan dakwah tersebut. Memang seiring perkembangan zaman telah terjadi perubahan yang cukup signifikan dalam proses dakwah wabil khusus menyuarakan kebenaran Islam.
Dengan berkembangnya dakwah maka banyak pula bermunculan da’I-da’I muda dengan tema-tema yang menarik bahkan mungkin berlebihan. Mulai dari yang bertemakan “Dzikrullah” hingga ke tema yang populer dikalangan orang muda yaitu “Cinta”. Diawali dengan munculnya gamis-gamis putih berambut klimis sampai ke stelan trendi berambut gondrong. Hadirnya muka baru di dunia dakwah adalah hal yang patut di banggakan, sehingga diharapkan masyarakat kita yang plural dan multi karakter dapat memilih tokoh yang mereka sukai. Tapi sungguh disayangkan bila ada segelintir masyarakat yang tidak menyukai sesosok da’I hanya karena temanya dan “tampilannya” kurang berkenan di hati mereka, karena hal tersebut bertentangan dengan yang Allah SWT katakan dalam Al-Qur’an bahwa kita seharusnya menyimak ajaran yang diberikan dan bukanlah menyimak siapa yang memberikan ajaran tersebut. Akibatnya, ketika seorang da’I memiliki karakter yang disukai maka khalayak akan mendengarkan sang da’I, tapi jika da’I tersebut melakukan hal yang tidak disukai khalayak (tapi diperbolehkan oleh Islam) maka da’I tersebut ditinggalkan. Lantas dimana nilai-nilai dakwah yang sesungguhnya, apakah metode dakwah kita yang salah ataukah masyarakat kita yang belum dewasa?
Kini dakwah bukan hanya berbentuk ceramah agama, tabligh akbar, atau tausiah untuk istilah yang sedang trend. Tapi di era canggih ini banyak metode dakwah yang lebih canggih pula, yang sedang booming saat ini adalah dakwah melalui musik. Menarik untuk disimak, band-band seumur jagung dan penyanyi oportunis yang acapkali menggunakan momen besar dalam Islam untuk merilis album rohani (Islami) mereka. Bagus memang jika dibarengi niat tulus menyiarkan Islam, namun jika mereka menggunakan momen tersebut dengan niat mengangkat pamor mereka maka hembusan rohani yang disuarakan menjadi kering tanpa makna dan hampa tanpa isi, yang ada hanya untaian kata-kata yang mubazir saja. Begitu juga dengan para selebritis, bila biasanya berdandan metroseksual yang penuh dengan mudharat, maka di bulan Ramadhan mereka berdandan, bertingkah laku seolah-olah mengenal Islam walau kadang seadanya, dan tentunya selepas bulan suci mereka akan menampakkan wujud asal mereka layaknya bunglon yang tak punya prinsip dan tujuan hidup. ” Innamal a’malu binniat” sesungguhnya amal itu tergantung niatnya.
Komersialisasi Islam nampaknya menjadi hal yang lumrah terjadi di Indonesia. Hal tersebut mengakibatkan seimbangnya antara frekuensi dakwah dengan jumlah kemaksiatan. Serta semakin banyak bermunculan da’i-da’I muda, semakin banyak pula selebritis yang kawin kemudian cerai tanpa menghiraukan dampaknya bagi masyarakat. Hal ini seakan-akan mengindikasikan bahwa aqidah dapat dengan mudah diperoleh dengan materi. Hadirnya para oportunis yang beratasnamakan Islam akan menumpulkan ketajaman dari dakwah itu sendiri, sehingga para konsumen dakwah akan menerima pesan-pesan aqidah dari telinga sebelah kanan dan serta merta mengeluarkannya dari telinga sebelah kiri tanpa disimpan terlebih dahulu di memori dan tanpa dicerna oleh hati. Setiap manusia memang membutuhkan penghidupan akan tetapi memasang tarif untuk melakukan dakwah adalah hal yang keji. Setiap manusia sudah tertulis berapa jumlah rezeki yang akan mereka terima. Janganlah memaksa Islam menghidupi hidup kita, tetapi justru hidup kitalah yang seharusnya menghidupi Islam. Semoga dengan demikian dakwah dan syiar Islam lebih bermakna, bermanfaat, dan lebih punya ‘taste’. Wallahu ‘alam….
(Cikarang, 00.00, Sept. 10, 2009)
Indonesiaku Ironisku IV (Udah Basi belum yach..)
Indonesia memang memiliki budaya yang beraneka ragam dan unik. Bak surga dunia, Indonesia pun di anugerahi sumber daya alam yang melimpah dengan pulau-pulaunya yang menyebar dari timur ke barat dan utara ke selatan. Ditambah lagi dengan keindahan alamnya yang menakjubkan tiada taranya. Malaysia, Thailand, Singapura, Hawaiii mah ‘ga ada apa-apanya. Namun kekurangan Pemerintah Indonesia ialah hanya belum memaksimalkan penggunaan fasilitas promosi untuk memperkenalkan keindahan alam Indonesia. Bandingkan dengan negara-negara tetangga yang jor-joran mempromosikan negaranya yang tidak seberapa besar bahkan ada oknum negara tetangga yang mengklaim budaya asli Indonesia hanya karena budaya dan alamnya yang miskin. Sebagai bangsa besar memang kita tidak boleh sombong dan harus berbesar hati namun bukan berarti membiarkan budaya bangsa yang menjadi identitas diri diseantero dunia di curi bangsa lain.
Banyak cara mempromosikan keindahan alam di Indonesia, mulai dari iklan dokumenter, brosur dan pamflet yang disebarkan melalui Travel Agent yang ada di luar negeri, bahkan pengikutsertaan anak-anak bangsa pada setiap even kompetisi Internasional pun merupakan salah satu bentuk promosi. Meskipun dari bidang olahraga Indonesia cenderung menurun akan tetapi di ajang kompetisi Internasional bergengsi lainnya para kontestan dari negeri ini mampu mengibarkan sang saka merah putih diatas negara-negara lainnya. Beberapa bulan yang lalu adik-adik kita berhasil mengharumkan nama bangsa di Olimpiade Matematika dan Fisika Asia, mereka berhasil mengkoleksi beberapa medali emas, perak, dan perunggu. Tetapi patut disayangkan, di negeri ini nama mereka tidak seharum nama para pemenang kontes-kontes opera sabun di media televisi swasta. Sebagai contoh, manakah yang anda lebih tahu, nama peraih medali emas pada Olimpiade Matematika dan Fisika Junior dua bulan yang lalu? Atau nama peraih Juara Satu pada Kontes Indonesian Idol Junior tahun ini? Saya yakin anda lebih tahu nama pemenang Indo. Idol Junior atau setidak-tidaknya pernah melihat atau mendengarnya di media massa. Dan umumnya para pahlawan intelektual cilik tidak akan mendapatkan fasilitas sebagaimana para pemenang oportunis kontes entertainment, seperti finansial, ketenaran, dan perhatian dari pemerintah sehingga para pahlawan tanpa tanda ketenaran akan terlupakan dalam hitungan hari dimulai dari hari ketika mereka menerima penghargaan di Olimpiade yang bergengsi tersebut. Kemudian siapa yang harus salahkan pemerintahkah atau kita sendirikah? Apakah kita lebih suka terbuai dalam hiburan yang hampa tanpa makna daripada realitas yang dapat membawa bangsa ini menuju ke kedewasaan dalam berbangsa dan bernegara? Mari kita tanyakan pada uang duaribuan yang bergoyang….
Sudah menjadi tradisi disetiap tahun kita mengirimkan wakil kita pada kontes kecantikan ratu sejagat atau yang lebih dikenal dengan Miss Universe. Memang membanggakan ketika kita dapat menyaksikan kader cantik anggun rupawan bangsa berlaga dalam suatu kontes Internasional terlebih bila di saksikan oleh milyaran pasang mata, namun apakah membanggakan bila Putri perwakilan dari Indonesia membokongi budaya bangsa? Karena sudah sangat jelas bahwa BIKINI bukanlah budaya bangsa Indonesia yang berada diTIMUR dan MAYORiTAS adalah umat ISLAM. Maka janganlah anda kesal dan marah bila budaya bangsa kita diklaim sebuah oknum negara bila wakil kita justru membangga-banggakan budaya bangsa dan peradaban lain, lantas dimana letak IDENTITAS BANGSA kita? Perlu diketahui, orang kulit putih adalah anak-anak Adam yang tidak berpigmen, tidak seperti kita orang asia tenggara, sehingga rentan bagi mereka untuk terkena penyakit terutama penyakit kuning. Untuk dapat menambah kesegaran tubuh, biasanya mereka akan melakukan “Sunbathing” atau mandi sinar matahari dan tentunya akan dilakukan pada musim panas karena dibulan-bulan yang lain tidaklah memungkinkan untuk ‘mandi’. Dan sudah pasti mereka, anak-anak Adam yang tak berpigmen, akan ‘mandi’ dengan pakaian minim terutama bagi kaum hawa yang dapat sangat menggoda iman. Pertanyaannya perlukah orang Indonesia melakukan mandi matahari? (Boleh-boleh saja kalau mau gosong hehehe….). Bandingkan dengan Indonesia, bila di Eropa terdapat empat musim maka negeri kepulauan ini memilki lebih dari empat musim yaitu, musim panas, musim hujan, musim durian, musim kawin, musim mangga, dan masih banyak musim yang lainnya. Hal tersebut menunjukkan bahwa Indonesia berbeda dengan eropa dari segi budaya dan identitas karena di Indonesia tidak ada musim gugur dan di eropa tidak ada musim durian. Untuk itulah, mengirimkan perwakilan ke kontes kecantikan sejagat adalah hal yang bagus dan harus didukung namun bila Putri Indonesia harus berpakaian mini dan vulgar maka itu perlu ditentang dan bila ada yang setuju Putri Indonesia yang oriental dan cantik mengenakan pakaian mini yang tidak sesuai dengan etika, budaya, dan identitas bangsa, maka orang-orang tersebut adalah oknum-oknum yang setuju bila bangsa ini dihinggapi, dinikmati, diambil sarinya, dan lalu ditinggalkan serta dicampakkan begitu saja oleh bangsa lain. Itukah yang disebut dengan semangat Nasionalisme? Hahaha…. I LOVE YOU FULL…….
Wallahu ‘alam…
(Cikarang, 11.24pm, Sept. 13, 2009)

Yuhani Kahara
Musim penghujan hadir tanpa pesan, bawa kenangan lama telah menghilang
Saat yang indah dikau dipelukan setiap nafasmu adalah milikku
Surya terpancar dari wajah kita bagai menghalau mendung kita tiba
Sekejap badai datang mengoyak kedamaian segala musnah
namun gerimis langitpun menangis
kekasih andai saja kau mengerti harusnya kita mampu lewati itu semua
dan bukan menyerah untuk berpisah
kekasih andai saja kau mengerti semua hanya suatu ujian untuk kita berdua
dan bukan alasan untuk berpisah
(Katon Bgskara)

As the light of the sun shineth the greatest saddest heart
As he runth again and again against the shallow soul on earth
Apparently he fadeth away none careth not
Day by day chaseth his lunar never coming to understand
A blurish shadow he meeteth in every latest afternoon
Unless he sleepth for long, he wll keep folding the time
Becometh near lunatic and hardly smileth leaving all dayth of tireness
No hopeth, no remainth, no careth….
He hath to swirl for the sake of tomorrow
He revealeth staineth stand still in secondth
Rolleth as a roller coaster, lunar won’t be shy
She teareth in her mocking laughth
Nevertheless, He hath to be tough as next morning waiteth for his coming
(Cikarang, 01.03am, Sept. 28, 2009)

lebaran gitchu loch

2009-10-01T07:33:00.000-07:00

Lebaran Holiday
I was very happy to welcome the coming of Iedul Fitri and I was very excited. Two days before Lebaran, my mother bought me some new clothes. The clothes were very nice. I thanked to my mother for her kind. One of the clothes was a Moslem Shirt or Koko Shirt. The color was blue because I loved blue color. On Takbiran night, my friends and I went to a mosque nearby. We did Takbiran there in a happy feeling and we played around, laughed, and ran all over the places. We were happy because the following morning we could wear our new clothes and of course we would get much money from our parents and relatives. More over in this Ramadhan, I could accomplish the fasting in the whole month. My father had told me before the Ramadhan came that I would get much money from him, my uncles and aunts. I was so excited therefore I slept very late at night after being so tired of laughing, playing, and running.
Finally the day of victory came. I would have overslept if my mother had not waken me up early in the morning. Hardly standing and walking, I forced myself to get into the bathroom. It was very cold but I felt happy because after taking a bath I would wear my new moslem shirt. I wore the new moslem shirt. I saw myself in the mirror and I was very good looking. My family and I went to a mosque near our house to have Iedul Fitri pray. Everybody looked very happy at that time and they wore new clothes too. After praying, we went home but on the way home we met many of our neighbors. We shaked and begged pardon from one to another. Arriving at home, I kissed my mother’s and father’s hands and they kissed my cheeks and said not to be naughty any longer. Then we prepared to have breakfast together, my mother made me a bowl of Ketupat and Chicken Curry. My mother’s cook was so delicious.
On the second day of Lebaran we did not go anywhere. In fact during my holiday, I just played with my Kite and football. Because I did not have a special program so I played Kites with my friends. We played the Kites in a field near my house. I liked playing Kite because it made me enjoy. Sometimes, I had to run to chase a defeated Kite. Even though I had to run fast and far away but I felt very excited. Once in a while my Kite was defeated by another boy but I did not feel sad because I could buy many new Kites. I had much money from on Lebaran Day so I could buy as many Kites as I wanted. When I played Kite, I could play it all day long. Sometimes my mother looked for me when I played too long.
Well, that was my holiday. Nothing was interesting. But I felt happy and joy during my holiday. I hope that I can meet next year’s Ramadhan and celebrate the Lebaran in happiness like this year. Of course I wish to have a long holiday again.

mondayy

2009-09-06T20:53:00.000-07:00

Berikan sisa waktumu untuk dapat kita kenang. Dalam paruh napas kita bersama. Merajut mimpi berdua. Merangkai bunga kehidupa berdua di bawah lindungan cinta yang abadi. Tiada kerikil yang mampu menyakiti langkah kita. Tiada debu yang mampu menyakiti mata hati kita. Hingga sampai datang badai yang sering kali hadir namun kali ini lebih besar dan mengganggu kedamaian hati kita. Segera musnah harapan mimpi sedari awal. Dengan sebuah badai yang hanya beberapa saat mengaburkan ribuan rintangan yang teratasi dulu. Hanya dengan sebuah badai terlupakanlah janji hati. Hanya dengan sebuah badai tercorenglah janji suci. Hanya dengan badai terpisahlah dua kasih abadi. Hanya dengan badai yang seharusnya dapat dilawan dengan keteguhan hati. Kini keteguhan hati telah mati tiada arti.
(Cikarang, August 15, 2009)
Adalah kepentingan
Hancur lebur, terkoyak moyak sendi-sendi persaudaraan dalam kebersamaan. Peluru dan misil dimuntahkan dari orang-orang tidak paham menuju ke orang-orang awam. Hidup kini telah menjadi mimpi buruk hanya atas nama kepentingan. Kepentingan buta melumpuhkan tonggak persatuan sesama. Pemberontakan, pemboman, pembunuhan terjadi atas nama kepentingan. Bukan kepentingan agama. Bukanlah kepentingan bersama. Akan tetapi kepentingan perut dan kekuasaan semata. Mereka yang diatas tidak akan pernah peduli seberapa perih penderitaan mereka yang teraniaya. Materi dan kekuasaan jadi titik tolak kesengsaraan. Adalah kaum hedonis yang metropolis tidak sadar atas kehancuran yang terjadi karena ulah mereka sendiri. Maka hiduplah atas nama kejujuran hati, kedamaian jiwa, ketenangan akal, dan keagungan Tuhan.
(cikarang, August 15, 2009)
Dalam kebodohan yang membutakan mata.
Ketika kekuatan tidak berarti apa-apa
Saat tak satu kekuatan apapun yang sanggup menahan amarah diraja. Manakala mulut kehilangan makna dan ternganga. Ketika rasio manusia tak sanggup berbicara. Hanya hening dalam mimpi berkata Diraja dalam amarah kuasa. Saat manusia terjebak dalam analisanya. Tiada tuntunan menyertai jiwa terpaku bencana. Hanya dingin dalam menusuk berujar Diraja berpaling tinggalkan hamba…
(Cikarang, August 26, 2009)

Malaysia saudaraku? Malaysia musuhku?
Malaysia negara dua petak
Malaysia negara plagiat
Malaysia negara tak beretika
Malaysia negara tak berbudaya
Malaysia negara biang teroris
Malaysia negara provokator
Malaysia negara tak berpendirian
Malaysia negara tak tahu terima kasih
Malaysia negara tidak berkeprikemanusiaan
Malaysia negara serakah
Malaysia negara arogan
Malaysia 20.000.000 Indonesia punya 200.000.000
Malaysia punya dua petak Indonesia berpetak-petak
Malaysia saudaraku? Malaysia musuhku?
(Cikarang, August 28, 2009)
Penting
Saat agama dipertaruhkan demi sebuah kepentingan. Dalil-dalil diputarbalikkan hanya demi kepentingan. Sebuah Persaudaraan di acak-acak demi sebuah kepentingan. Kebudayaan di koyak-koyak demi sebuah kepentingan. Persatuan di obok-obok demi sebuah kepentingan. Nasionalisme di aduk-aduk atas nama kepentingan. Keteguhan hati diperlemah oleh sebuah kepentingan. Kemerdekaan di susutkan oleh kepentingan. Wahai kepentingan apa yang membuatmu begitu sadis menghancurkan sebuah bangsa. Kepentingan yang tercipta oleh keinginan yang tak terkendali.
(Cikarang, August 28, 2009)
Malam itu di bulan Agustus
Malam itu sepasang merpati bersama-sama menjalin mimpi di emperan jalan yang pikuk dengan angkot-angkot, truk-truk besar serta lalu lalang sepeda motor yang kadang serampangan. Berjalan berdampingan menyusuri pinggiran jalan keringat mereka. Berdua merajut kebahagiaan di tengah panasnya Cikarang. Menyulam masa depan dalam ketidaktahuan dan ambiguitas. Malam itu langit terasa sesak dicekoki asap knalpot dan asap pabrik sekitar. Malam itu semakin larut mambuai mereka untuk terlena di sarang kehampaan. Malam itu semakin larut meninggalkan rasa yang pekat dan asa yang kian tersiksa. Malam itu di bulan Agustus.
(Bekasi, August 29, 2009)
Bekasi-Cikarang
Terbentang jalan menyusuri jalur pantura meretas mimpi di antara Bekasi-Cikarang. Laju sepeda motor membangkitkan hasrat pada kenangan warna-warni kala lalu. Antara Bekasi-Cikarang tersimpan gundah lampau menyisakan amarah sendu terpaku. Pilu laksana langit berawan tiada berhujan. Ragu, tatkala angin menyeruak menghempaskan harapan. Tertatih-tatih di tempa kehidupan dalam kelam dan mulut yang terdiam. Antara Bekasi-Cikarang jauh dari buaian bunda yang bermuram. Saat hati terus dirajam serta bertambah geram. Antara Bekasi-Cikarang, tersaput mimpi dihempas sepi.
(Bekasi, September 1, 2009)
4YH
Mungkin kini tiada cerita
Saat hati terluka oleh goresan tinta
Merajut kembali cerita dalam keterharuan jiwa
Langkah terus berharap antara hingar bingar Bekasi-Cikarang
Terlunta-lunta tanpa kisah cerita
Ketika senja merangkak naik di jiwa
Tersayat-sayat tiada luka
Manakala hiruk pikuk kelelawar malam
Berterbangan di belahan hidup Cikarang
Tiada sadar ku berada di tengah-tengah rasa
Tiada anugerah kurasa menegur jiwa
Kala Cikarangku meninggalkan harapan
Ketika Cikarangku hempaskan dogma
Saat Cikarangku menodai keteguhan jiwa
(Bekasi, Sept. 3, 2009)

Di seberang jalan yang mulai sepi di lewati kulihat para muda bercengkerama diwarung kelontong menemani malam yang terus melarut dalam pekat. Kedai pecel lele yang jadi langganan pun kini telah sunyi tanpa pembeli, nampaknya semua pelayan tengah bersiap-siap untuk berselimut. Melangkah diriku menyusuri remang jalan Industri yang mulai di tinggalkan. Resah dalam naungan lampu jalanan. Di jalan beton itulah dulu pernah terjalin cerita di atas roda sepeda motor. Cerita seru yang meneguhkan jiwa dalam meniti takdirNya. Kini cerita itu telah berlalu seiring kerlip bintang yang kian redup dan bulan yang semakin menjauh dari belahan sisi tergelap Cikarang. Namun malam mengharuskan diri untuk berjalan meniti tepian jalan berdebu. Dalam Lelah jiwa untuk meratap nafas yang tersengal ditempa harapan yang sirna tertelan waktu. Langit malam terus berpragmatis meski realitas tak terpungkiri. Bertebar awan hitam mengancam dengan hujannya, angin berhembus kencang menyapu diri dari lamunan sendu. Kupercepat langkah ke arah kost milik Pak Haji Ali. Langkah kaki masuk bersama dengan turun hujan seakan langit ingin mencurahkan bebannya selama ini.
(Cikarang, 00.48 am, Sept. 6, 2009)
Teruntuk rindu yang terus berpindah dari satu rindu ke rindu yang lain
Teruntuk kisah yang selalu hinggap dari satu kisah ke kisah yang lain
Teruntuk kasih yang tiada pernah tentu di pelbagai kasih
Teruntuk cinta yang senantiasa bersenandung dari satu cerita ke cerita yang lain
Teruntuk hati yang lelah menebar asa dalam fana dunia
Teruntuk sepi yang siap hadir di celah ruang nafas
Teruntuk hari yang membawa hidup dalam halaman baru
Teruntuk dewi yang mungkin akan menemani
Menghantarkan diri antara satu mimpi ke mimpi yang baru….
(Cikarang, 10.50 pm, Sept. 6, 2009)

another things

2009-08-12T19:20:00.000-07:00

IS is IS…….
Realistis dalam kehidupan yang serba apatis. Memahami mimpi yang tertutupi pragmatis. Maju terus antara langkah dan dogmatis. Kehidupan terkadang jauh dari teoritis yang rasialis. Demi waktu yang penuh dengan reformis. Saat manusia menjadi paganis mengebiri jati diri dalam dilematis. Metropolis? Urbanis? Menganalisa lika-liku dunia tanpa bukti empiris. Lifestyle lebai yang penuh dengan over konsumis. Atletis dalam mimik ornamentalis. Tiada kandungan isi morphemis. Ayunan tangan dan langkah pacu di dalam lingkaran ironis. Dengusan lagu mendayu yang pesimis. Melankolis membuat hati teriris. Dalam nada dan irama puitis yang tidak realistis dan tiada optimis. Kilau puitis di lingkup mahluk-mahluk oportunis. Mahluk khayalis berkreasi tanpa niat abadi yang statis.
(Cikarang, August 5, 2009)
Biar ku lukis warna dunia dengan api pena yang tajam. Mata pena kerap menggaris jalur kehidupan penuh sukaduka. Kan ku taklukkan pagi, ku kalahkan siang hari, ku libas sore hari, ku patahkan malam hari. Terus maju menantang pedih di depan mata. Menari bersama riuh rendah ketamakan dunia. Hempaskan omong kosong, remeh temeh, isak tangis, keluh kesah dari tendensi jiwa. Bernyanyi bersama ketidak stabilan nyawa. Pecahkan teka-teki perilaku waktu yang mengejek dengan kekeh lalu. Hahaha, kan ku lumpuhkan angkuhnya cobaan menghadang.
9Cikarang, 00.22am, August 7 2009)

Siapa peduli manakala sembilu menyayat. Untuk apa peduli untuk yang terkoyak. Mengapa peduli bagi yang tersingkir. Perlu apa peduli saat mati. Apa guna peduli yang terhempas. Karena apa peduli setiap terdampar.
(Cikarang, August 7, 2009)
Si burung merak telah mangkat. Ia mangkat meninggalkan jejak penuh dengan isyarat . ia tinggalkan podiumnya yang kerap menemani kala susah dan gelisah, kala senang dan bahagia. Ia wasiatkan indah bulunya untuk menghiasi rangkaian mutiara bangsa. Bangsa ini merunduk seiring awan kelabu mengiringi kepakannya. Tiada kata yang sanggup menafsirkan kepergiannya. Hanya mampu berkata “Sang Burung Merak kini telah terbang mengumandang”. Bukanlah ke angkasa ia terbang, bukan ke cakrawala ia mengumandang. Ia terbang mengumandang dengan bebas seperti sedia kala. Ia mengepak menuju peraduan akhir.” Kesadaran adalah matahari, kesabaran adalah bumi, keberanian menjadi cakrawala. Dan perjuangan adalah pelaksanaan kata-kata”.
“kesadaran adalah nurani, kesabaran adalah mata hati, keberanian menjadi sahabat sejati. Dan perjuangan adalah langkah perwujudan mimpi-mimpi”.
(Cikarang, August 9, 2009)

Pagi itu di Jakarta terasa padat. Kuda-kuda bermesin berlomba-lomba merebut satu dua inci jalan dihadapan mereka berrebut tak mau kalah. Dengusan nafas mesin berbahan bakar seolah bernyanyi mengikuti irama sinar matahari yang semakin merangkak tinggi dengan cahayanya yang menyengatkan. Gemulai asap knalpot yang hitam legam ikut menyemarakkan keresahan para pengais kesempatan membuka harinya. Siul klakson bersahut-sahutan memekakkan telinga datar tanpa nada. Pagi itu Gatot Subroto terasa seperti biasa padat, pikuk, meratap, dan merayap. Saat itu pukul tujuh lebih, di antara raungan mesin kendaraan, liukan asap knalpot hitam, dan siulan klakson tanpa jemu, mereka menangis histeris di sisi lain kota Jakarta. Mereka berdarah, tercabik berterbangan, entah tangan entah kepala. Mereka terpaksa menutup mata dalam ketidaktahuan mereka. Hidup Mereka di rampas tanpa mengerti apa maksudnya. Mereka terkapar dalam kebingungan. Mereka meregang nyawa di tengah hiruk pikuk Jakarta.
(Cikarang, August 11, 2009)
Entah apa yang ingin ku ungkapkan. Hanyalah kebingungan akan apa yang ku suguhkan kali ini. Bingung tanpa tema. Keruh tiada makna. Andai aku tidak bingung kenapa aku bingung. Aku pun tidak tahu mengapa aku tidak tahu. Aneh, memang aneh kalau sedang aneh. Heran, mengapa semua ini begitu mengherankan.
(Cikarang, 00.18am, august 12, 2009)
Ketika bumi menolak kehadirannya
Malang nian nasibnya terbujur tanpa nyawa. Tiada istri dan buah hati menghantarkannya tidur di liang lahat. Bahkan kampung halaman menolak jasadnya. Entah apa yang dilakukan oleh ruhnya. Menangiskah? Tertawakah? Tersenyumkah? Bilakah ia menangis jika ia tewas atas nama agama? Mungkinkah ia tertawa apabila tewasnya menewaskan pula orang lain? Dapatkah ia tersenyum jikalau keluarganya menanggung malu dan derita atas kepergiannya? Wallahu alam. Uh.. manusia… apa yang dicarinya… hingga keyakinan pun dikorbankan hanya demi sebuah kepentingan. Keyakinan dipertaruhkan demi sebuah kepentingan yang bahkan mereka sendiri tidak tahu untuk apa kepentingan tersebut. Ah… manusia… sungguhpun keyakinan dibuat untuk kesejahteraan, kedamaian, ketentraman, dan bukan untuk kepentingan yang menghancurkan. Itulah manusia bila sudah terbuai dunia. Tuhan pun di jadikan permainan.
(Cikarang, 01.14 am, August 13, 2009)

waspada....

2009-08-04T23:29:00.000-07:00

Waspadalah…
Tidak terasa dalam beberapa hari Indonesia akan genap berusia 64 tahun. Hari Proklamasi yang jatuh pada tanggal 17 Agustus 1945 akan selalu menjadi momen yang paling bersejarah bagi bangsa ini. Setelah 350 tahun dijajah oleh bangsa asing dan 3.5 tahun dijajah oleh saudara satu benua akhirnya bangsa Indonesia mendapatkan kemerdekaannya. Merdeka adalah hal mutlak bagi setiap bangsa bahkan setiap individu, meskipun harus dibayar dengan tetesan darah. Jutaan putra dan putri bangsa gugur demi membela dan mempertahankan kemerdekaan Negara Kesatuan Republik Indonesia. Mereka rela meregang nyawa demi mempertahankan setiap jengkal wilayah Indonesia yang terbentang dari Sabang ke Merauke. Kemudian kemerdekaan Indonesia pun di ikuti pula oleh negara-negara Asia Tenggara lainnya.
Diusianya yang ke 64 bangsa ini telah mengalami segala macam problematika dan polemik dalam kehidupan berbangsa dan bernegara. Dua rejim pemerintahan yang sempat menumpulkan perkembangan bangsa ini telah menyisakan warisan negatif dan warisan positif. Warisan negatif inilah yang menjadi pekerjaan rumah yang amat rumit untuk dipecahkan. Indonesia adalah bangsa yang besar, kaya akan budaya, bahasa, flora dan fauna, serta yang terpenting adalah sumber daya alamnya. Karena itulah dari semenjak dahulu kala Indonesia menjadi rebutan bangsa-bangsa asing hanya untuk menguasai dan mengeruk kekayaan alam Indonesia. Bahkan hingga kinipun bangsa ini secara abstrak masih diperebutkan.
Salah satu isu yang masih populer hingga saat ini adalah isu akan adanya perbeedaan. Perbedaan merupakan hal yang biasa terjadi dan juga merupakan anugerah dari yang Maha Kuasa. Perbedaan bukanlah hal-hal yang harus dipermasalahkan sehingga bila ada yang mengatakan bahwa perbedaan merupakan faktor penghambat dari kemajuan sebuah bangsa itu merupakan sebuah persepsi yang tidak beralasan. Perumpamaan saja, setiap agama apapun melarang perkawinan sedarah atau incest. Hal tersebut dimaksudkan agar tidak terjadi perkawinan antar gen sejenis yang justru akan merugikan generasi keturunannya. Intinya adalah di perlukannya perbedaan untuk mengisi kekurangan sehingga menghasilkan satu kesatuan yang bermutu. Sebetulnya permasalahan yang muncul dari perbedaan dapat diselesaikan apabila pihak-pihak yang bertikai lebih memikirkan dan memokuskan pada kemajuan bangsa bukanlah pada kepentingan individu atau golongan.
Waspadalah, itulah sebuah kata yang harusnya kita resapi sehingga melahirkan kewaspadaan kita akan hadirnya pihak-pihak yang tidak bertanggung jawab. Indonesia adalah negara yang besar berpulau-pulau disertai sumber daya yang belum terjamah itulah faktor utama hadirnya pihak-pihak oportunis yang memanfaatkan ketidak stabilan di negeri ini. Bom JW Marriot-Ritz Carlton dan kasus penembakan di freeport hanyalah sebagian kecil dari kekacauan yang mendapat dukungan dari “luar” . kemudian di ikuti pula oleh kasus sanksi terhadap tim Mutiara Hitam ‘PERSIPURA’ yang mendapat sanksi disiplin dari Komdis PSSI. Tidak main-main, tim ini mendapat hukuman tidak diperbolehkan bermain dalam Copa Indonesia selama 3 musim pertandingan akibat melakukan Walk Out pada laga final Copa Indonesia beberapa waktu lalu. Sanksi tersebut menimbulkan kemelut di persepakbolaan Indonesai yang sedang beranjak bangun dari tidurnya panjang. Ribuan suporter Mutiara Hitam berdemo di depan gedung DPRD Papua. Sekali lagi diperlukanya kewaspadaan, mengingat wilayah propinsi Papua Barat yang senantiasa bergejolak, demi menghindari campur tangan pihak yang tidlak bertanggung jawab. Untuk itu mari kita tingkatkan semangat kebersamaan dan nasionalitas guna mewujudkan negara yang maju dan mandiri.
(Cikarang, 00.14am, August 5, 2009)

orisinil...

2009-08-04T23:26:00.000-07:00

Orisinatlitas yang sempat tertunda
Orisinalitas yang terpendam selama puluhan tahun telah menyeruak. Semangat pantang menyerah adalah tauladan abadi. Tauladan yang takkan pernah lekang oleh waktu. Usia bukanlah dinding penghalang untuk berkreasi dan bermimpi. Melanjutkan mimpi yang tertunda bertahun-tahun tatkala aral rintangan dan rasa takut menjadi musuh yang sempurna. Tantangan dunia akhirnya musnah oleh kesederhanaan diri yang tidak tertutupi basa-basi dunia. Orisinalitas tidak akan pernah basi dan takkan lekang oleh waktu. Kejujuran dalam berekspresi kemudian meruntuhkan kesombongan manusia dalam topeng kepalsuannya. Kelugasan dalam berbicara pula yang akan merubah masa depan dunia. Meskipun fisik berubah menjadi kaku, mulutpun mulai membisu, dan nafas berhenti menderu ketika sang malaikat tiba menjamu. Namun kejujuran, kelugasan, kesederhanaan, ketidakputus asaan, keyakinan, ketekunan, kepercayaan diri, keterbukaan, dan kemampuan mengekspresikan diri adalah pelajaran berharga bagi setiap generasi negeri ini.
(R.I.P Alm. Urip A Rianto)

Excusez moi....

2009-07-31T20:07:00.000-07:00

Sore itu di Cikarang
Hembusan angin senja mengirimkan kabar bahwa matahari telah siap untuk berlalu meninggalkan cerita yang cenderung kelabu di hari cerah bertabur debu. Di ufuk barat nampak sang matahari kelelahan bersinar walau di siang hari amat bercahaya mengundang dahaga namun di sore itu hanya memancarkan merah jingganya. Burung dara milik Pak Haji mulai berdatangan dari langit setelah seharian menabur kisah di belantara Cikarang yang penuh dengan peluh para buruh pabrik. Induk ayam memanggil anak-anaknya untuk bersiap-siap ke peraduan. Sore itu kian hening manakala satu persatu besi beroda menderu-deru dan berlomba-lomba mencapai anjungan yang menyediakan kedamaian. Pak Haji pemilik apartemen dengan napas yang sedikit tersengal tergesa melajukan kedua kakinya menuju istana para Syuhada. Kerena tiada lama berselang, kudengar lengkingan ajakan untuk melaporkan sore itu kepada yang Maha Besar. Sore itu begitu syahdu diantara merah sendu, semilir angin pilu, dan hati yang kian merindu.
(Cikarang, 6pm, July 28, 2009)
Meski malam telah pekat namun belum juga ada mimpi yang sudi singgah dalam tidur kali ini. Kucoba hamparkan pandangan dengan khidmat ke arah Rabb ku. Kucoba gumamkan semua perkataanNya. Kusimpuhkan hatiku menanti embun kedamaian dariNya. Ku tunggu ya Rabb…. belaianMu.. buaianMu… dekapanMu… saat ruh ku melayang dari jasadku… … dan bangunkanlah aku tatkala sang fajar datang menghampiri….
(cikarang, 00.52am, July 24, 2009)

Aku adalah burung pipit yang terbang entah kemari. Menyaksikan dunia dalam sebuah kantung kecil. Aku adalah Elang yang bermata tajam. Menganalisa dunia dari balik tirainya yang menyelubungi. Aku adalah merpati yang tahu langkah ke peraduan. Mengembara jauh kesana tiada perlu cerita Hans-Gretel. Aku laksana burung hantu yang melayang di malam hari. Menyibak rahasia hati di hari yang gelap dan sunyi. Aku laksana belibis yang bermigrasi dalam kebersamaan. Mencari opportunitas dari kelamnya masa yang tereduksi. Aku laksana rajawali yang tegar dan berwibawa. Membawa pedih dan perih dunia untuk melesat, menukik, dan mencengkeram sebuah mimpi dari samudera luas.
(Cikarang, 11.41pm, July 28, 2009)

Malam yang selalu diam membisu mengisyaratkan dinginnya untuk menggodaku agar berada ditempatku menabur bunga mimpi. Ah.. Alangkah indahnya bila kuajak para malaikat bersenda gurau denganku dan berbagi cerita bersamaNya. Melantunkan syairNya bersama mereka. Dalam Mushaf syair yang penuh dengan hikmah. Aku yakin bahwa para malaikat pun kerapkali bersenda gurau berbagi cerita. Berbagi kisah tentang indahnya firdaus. Tiada resah, tiada gelisah. Tiada kecewa, tiada asa. Mungkin juga mereka saling berkisah mengenai Mu. Yang Maha Bijaksana, Maha Pengasih, Maha Penyayang. Aku tahu, mereka pun senang berkelakar mengenaiku yang maha dungu, maha pengecut, maha lemah dihadapanMu. Wahai Tuhan, telah ku arungi lautan, ku jelajahi daratan, ku sibak mentari pagi, ku terjang terik siang hari, ku pandu petang termangu, dan ku singkap rembulan malam nan merdu. Namun Engkaulah yang dapat menentukan nilai perjalanan itu.Engkaulah yang dapat menilai tetesan peluh, titik airmata, dan percikan darah untuk masa depan yang bersahaja.
(Cikarang, 00.44am, July 30, 2009)

Jikalau rasa dapat menipu, kuharap diriku buta akan rasa itu. Melayang terhipnotis oleh rasa yang mendayu. Tiada rasionalisasi atas kekuatan yang membuat diri terpaku. Lama terlena dalam basuhan perasaan diri yang semu. Tertipu dan terkesima oleh hampa dunia yang berjibaku. Hati menjadi budak sahaya akan kerdilnya otentisitas manik-manik keindahaan sesaat. Tiada yang kekal. Yang ada hanya kepalsuan belaka dibalut oleh dogma menyesatkan. Namun diriku tak kuasa,aku biarkan diri bergelimang nista. Ku letakkan nurani di dalam comberan yang menyesakkan, hitam legam, dan sempit. Katakan wahai Rabb, dimana cahayaMu saat gelap gulita menerpa tanpa pelita? Ya… Aku bersalah ya Rabb, telah lama kutinggalkan perkarangan firdaus yang selalu membuka gerbangnya untukku. Terlalu lama ku abaikan catatanMu karena analisaku yang picik.
(Cikarang, 00.10am, August 1, 2009)

Translation II

2009-07-31T19:57:00.000-07:00

Translation II
In translation procedures, they may involve essentially adding structural or lexical elements to those present in the SL or substracting from them; eliminating elements that are obligatory in the SL but unnecessary in the TL or with no counterpart there, and where disparity between the two media goes beyond language patterns, adapting the content of the message so that the TL text will come as close as possible to the intent of the SL text and create a similar impact. …
a.Saya ….. …. guru
I am a teacher (adding)
b.Saya kembali ke rumah
I returned …. Home (substracting)
c.Paul is a bookworm
Paul … … kutubuku (substracting +adapting)
d.….. perlu diketahui bahwa ….
It is necessary to know that …… (adding+adaptimg)
Translation in a very broad sense of the term can be listed in terms of different levels of complexity (Pinchuck, 1977:88). The procedures can be in the form of:
1.Transcription
This means rendering the sounds of an SL into a TL form, e.g.
Indonesian English
Achmad - Ahmed
Betawi - Batavia
Orang hutan - Orangutan
2.Transliteration
This is the process of rendering the letters of one alphabet into the letters of another with a different alphabetical sistem. For example, from the Russian Cyrillic alphabets into the latin ones or from Arabic into Chinese. No transliteration takes place between Indonesian and English since both use the Latin alphabets.

3.Borrowing
Many types of borrowing are made from one language to another. A procedure often used when the TL has no equivalent for the SL units is to adopt them without change but sometimes with spelling or pronunciation adjustments. Look at the examples below:
Indonesian English
Sampan - sampan
Kampung - kampung
Durian - durian
Sandal - sandal
Kapuk - kapok

English Indonesian
Memo - memo
Atom - atom
NATO - NATO
Astronaut - astronot
Taxi - taxi

4.Literal
This is one-to-one structural and conceptual correspondence. It can include borrowings and word-to-word translation. This presupposes a kind of interlingual synonymy. Look at the examples below:
Indonesian English
a). 5 buku - 5 books
Mary telah datang - Mary has come
John sedang menyanyi - John is singing
b). opelet - jitney
kepinding - bedbug
limas - pyramid
garuk - scratch
keok - defeated
pari - nymph
5. Transposition
This is one of the most common procedure used in translation. It involves replacing a grammatical structure in the SL with one of a different type in the TL in order to achieve the same effect .
a.Perlu diketahui bahwa menulis modul itu memakan waktu (passive/Indo.)
You should know that module writing takes time. (active/English)
b.I would have come if Ihad known. (Eng.)
Saya tentu datang bila saya tahu. (Sayang sekali saya tidak tahu maka saya tidak datang)

6.Modulation
Modulation and transposition are the two main processes in translation. Modulation entails a change in lexical elements, a shift in the point of view. Transposition and modulation may take place at the same time.
Examples:
a.Time is money (SL)
Waktu itu sangat berharga (TL)
b.When I told him I won a prize at a lottery he called me a lucky dog (SL)
Sewaktu kukatakan kepadanya bahwa aku menang lotere dia menyebutku orang yang beruntung. (TL)
c.I have told him many times not to interfere other people’s business – but being pig-headed he still does. (SL)
Telah kukatakan kepadanya berulang kali untuk tidak mencampuri urusan orang lain – namun karena keras kepala dia masih saja mencampuri urusan oranglain. (TL)

7.Adaptation
This procedure is used when the others do not suffice. It includes modifying the concept, or using a situation analogous to the SL situation though not identicalto it. An adaptation may at the same time entail modulation and adaptation. It goes beyond languages. You can read Dicken’s The Graet Expectation in its adapted form more easily and understandingly.
In translating from one language into another language transposition and modulation are obviously the most important that should be taken into account by the translator. Normally he should always study the text as a whole before he begins to translate it. After obtaining a picture of the whole he can break it up into its parts. The analysis will move in the opposite direction from the fragments to the whole, from the simpler to the more complex. The smallest unit of equivalence should be determined first. The levels of equivalence is ascending order as follows:
1.Substitution of printed letter for printed letter. For examples from Arabic into Roman, from Japanese into Roman, or from Chinese into Roman.
2.Substitution of morpheme for morpheme. Examples:
Kerja - work
Pekerja - worker
Bekerja - work/works/worked
3.Substitution of word for word. Examples:
Careful - hati-hati
Open - terbuka
University - universitas
4.Substitution of phrase for phrase. Examples:
A careful worker - seorang pekerja yang hati-hati
Open university - universitas terbuka
5.Substitution of sentence for senbtence. Examples:
a.Lala is a careful worker in LG Company
lala seorang pekerja yang hati-hati di perusahaan LG
b.She always works carefully
Dia selalu bekerja dengan hati-hati
6.Substitution of Paragraph for paragraph
7.Substitution of discourse for discourse.

(Cikarang, august 1, 2009)

kian hari.....

2009-07-27T20:03:00.001-07:00

Kian hari kian terombang-ambing oleh sang waktu yang selalu menipu diri dengan warna-warninya. Hidup dengan warnanya yang terkadang menyilaukan mata. Namun tiada kata berhenti. Tiada kata hentikan langkah yang kadung terangkat menuju ujung pandangan. Biar terik panas surya membakar namun kutetap menderap langkah tanpa lelah. Biar dingin hujan menusuk tapi kutetap khusuk pada impian yang nampak dipelupuk. Biar ia tinggalkan relung hati yang mati suri tetapi kutetap memberi hingga hilang pedih peri. Biar ayahanda menutup mata dalam tidur yang damai namun kutetap meraba ruas demi ruas kehidupan.

Batavian Dictionary

2009-07-27T18:54:00.000-07:00

Kamus Bahasa Betawi
Satu hal yang menarik dari bahasa yang satu ini. Setelah sekian lama bertahan di ibukota akhirnya banyak penduduk yang berbahasa ini harus terdegradasi ke daerah pinggiran kota. Meskipun demikian bahasa tersebut masih digunakan oleh para penutur setianya, karena banyak penuturnya mengungsi ke daerah wilayah berbahasa Sunda sehingga terjadilah percampuran kedua bahasa tersebut. Bahkan penutur bahasa Sunda pun akhirnya turut serta menggunakan bahasa tersebut. Sebagaimana kasus yang terjadi di daerah Sukatani, Bekasi.
Bahasa yang di gunakan oleh penduduk asli ibukota tersebut adalah bahasa Betawi. Bahasa betawi bukanlah bahasa asli tanah Jakarta yang awalnya bernama Sunda Kelapa. Sebagaiman di jelaskan oleh Ridwan Saidi (1996:2) Jakarta atau Sunda Kelapa telah dihuni sejak masa Tarumanegara terbukti dengan ditemukannya Prasasti Tugu yang berasal dari abad ke-5 di Kramat Tunggak. Prasasti tersebut menceritakan tentang kenduri besar dengan menyembelih 1000 ekor kerbau karena sebuah bendungan berhasil dibuat. Singkatnya, sebelum Kerajaan Sunda mendirikan pelabuhan Sunda Kelapa pada abad ke-12, di Kalapa sudah ada penduduk asli. Pada masa Keraton Jayakarta, warga Keraton berbicara bahasa Sunda kepada seluruh penghuni keraton dan berbahasa Indonesia (melayu) kepada orang luar keraton. Sehingga dapat dikatakan bahwa bahasa Betawi merupakan percampuran antara bahasa Sunda dan Melayu-Polinesia. Dikemukakan oleh pakar Linguistik Melayu Prof. Dr. Nathofer dari Universitas Frankfurt yang mengatakan bahwa dialek melayu yang di pakai masyarakat Jakarta, Bangka, Palembang, Pontianak, dan beberapa daerah lainnya berasal dari bahasa Melayu Polinesia.
Hasil Studi Masyarakat Jakarta yang Kali Besar Sentris adalah setelah Pieterszon Coen 1619 berhasil menaklukkan Jayakarta, seluruh penduduk diusir, lantas budak-budak didatangkan, dan budak inilah yang kemudian menjadi cikal bakal orang Betawi, dan kata “Betawi” merupakan transliterasi Arab dari Batavia. Konon, orang Jakarta itu “suku” yang masih muda. Sulit dibayangkan Jakarta yang dulu bernama Batavia dan sempat berubah nama menjadi Wetevreden kini menjadi daerah yang padat dan di huni oleh kurang lebih 12 Juta jiwa padahal di abad ke 19 daerah ini adalah daerah yang hijau dengan areal persawahannya yang luas serta hanya dihuni oleh sekitar 47.000-200.000 jiwa. Nampaknya perkembangan jaman telah memaksa Jakarta menjadi subur oleh pendatang –pendatang opportunis yang berharap meraih kesuksesan di kota ini. Pembangunan besar-besaran membuat rakyat Betawi yang merupakan native di kota Jakarta selama hampir 2 abad harus tersingkir ke daerah pinggiran sehingga kini terdapat istilah Orang Betawi Pinggiran. Namun banyak juga rakyat Betawi yang mampu bertahan di Jakarta terutama mereka yang telah mengenyam pendidikan.
Harkat oarng Betawi mulai mencuat pada saat Alm. H. Benyamin Sueb berhasil mengangkat nama kaum Betawi melaui karya-karya seninya. Besarnya jasa Bang Ben dalam memperkenalkan, melestarikan, dan mengembangkan budaya Betawi tidak dapat terlupakan sehingga ia pantas di anugerahi sebagai salah satu Tokoh Betawi yang paling berpengaruh. Kini di era Gubernur Fauzi Bowo sebagai penerus pemerintahan Mantan Gubernur Sutioso kembali mengangkat budaya yang hampir tersingkirkan dengan meluncurkan Kamu Bahasa Betawi. Peluncuran Kamus Bahasa tersebut memang di rasakan perlu oleh karena banyaknya generasi Betawi muda yang hampir lupa dengan bahasa mereka sendiri. Budaya kebarat-baratan sedikit demi sedikit mengikis budaya Betawi dari diri mereka. Akan tetapi diharapkan peluncuran Kamus tersebut tidak mempersempit Bahasa Indonesia sebagai bahasa ibu, karena tidak tertutup kemungkunan langkah Pemprov DKI tersebut di ikuti oleh Pemprov lainnya sehingga mempersulit posisi Bahasa Pemersatu (Indonesia) yang belum terlalu berkembang bila dibandingkan dengan beberapa bahasa lain.

(Cikarang, July 25, 2009)

Translation

2009-07-27T18:52:00.000-07:00

Translation
A.Explanation I
Catford (1969:21) divides translation into three distinctive types, namely:
(1)Full translation vs Partial translation
(2)Total vs Restricted translation
(3)Rank of translation
A full translation submits the entire text to the translation process, that is, every part of the SL is replaced by TL text material, e.g.
Indonesia English
-Aku cinta Indonesia = I love Indonesia
-Dia akan pergi ke sana = He will go there
-Mereka tidak membeli apa-apa = They didn’t buy anything
In a partial translation, however, some parts of the SL text are left untranslated. They are simply transferred to and incorporated in the TL text, either because they are regarded as ‘untranslatable’ or for the deliberate purpose of introducing ‘local colour’ into the TL text or even because they are so commonand frequently used that translation is not needed, e.g.
I like hamburger = Saya suka hamburger
Rock Hudson died of aids = Rock Hudson meninggal karena aids
Pesinden itu menyanyikan megatruh dengan = The pesinden sang megatruh sadly
sedihnya
Ibu masak rujak cingur untuk makan siang = Mother cooked rujak cingur for lunch
The distinction between total and restricted translation relates to the levels of language involved in translation. In total translation SL grammar and lexis are replaced by equivalent TL grammar and lexis. This replacement entails the replacement of SL phonology/graphologyby TL phonology/graphology, e.g.
The child has slept for three hours
Anak itu telah tidur selama tiga jam
Restricted translation at the grammatical and lexical levels means, respectively, replacement of SL grammar by equivalent TL grammar, but with no replacement of lexis, and replacement of SL lexis by equivalent TL lexis but with no replacement of grammar, e.g. :
Replacement of grammar:
1. Anak itu / telah tidur/ selama/ tiga jam
= noun det./ aux verb/ prep. / det. Noun (Indonesian)
= det. Noun / aux. verb3 / prep. / det. Noun (English)
2. Pemburu tua itu / membunuh / seekor beruang muda
= noun adj. det / verb / det. Noun adj. (Indonesia)
= det. Adj. noun/ verb2 / det. Noun adj. (English)
Replacement of lexis :
1. Anak itu / telah tidur / selama / tiga jam
= child that / already sleep/ for / three hour
2. Pemburu tua itu / membunuh / seekor beruang muda
= hunter old that / kill / a bear young
The third types of differentiation in translation according to Catford relates to the rank in grammatical hierarchy at which translation equivalent is established. This rank translation can be in the form of :
Word to word translation
Group to group translation
Sentence to sentence translation
Paragraph to paragraph translation
Discourse to discourse translation
B.Explanation II
In his article ‘On Linguistic Aspects of Translation’, Roman Jacobson distinguishes three types of translation (Jacobson, 1959:234)..:
(1)Intralingual translation or rewording. It is an interpretation of verbal signs by means of other signs in the same language, e.g. paraphrasing.
(2)Interlingual translation or translation proper. It is an interpretation of verbal signs by means of some other languages, e.g. the replacement of SL text into the TL equivalent.
(3)Intersemiotic translation or translation. It is an interpretation of verbal signs by means of sign systems, e.g. from verbal art into music, dance, cinema, or painting.
Translation proper (interlingual translation) which describes the process of transfer from SL to TL is in line with the stated specific objectives and should be discussed more deeply.

C.Explanation III
Savory (1969:20-24) categorizes translation proper into four types as follows:
(1)Perfect translation. All purely informative statements, such as are encountered by the traveller or used by the advertiser. For example, at some air terminal there hang noticeboards with the following messages:
IMPORTANT
Please ensure that your baggage is correct before leaving the air terminal
ATTENTION
Messieurs les passangers sout pries de verifier leurs baggages avant de quitter l’aerogarel
PERHATIAN
Silahkan memeriksa barang-barang anda sebelum meninggalkan pelabuhan udara
The three messages are not word for word identically phrased, but all contain advice of identical meaning. You may assure that an Englishman, a Frenchman or an Indonesian takes away exactly the same impressions, and that they all usually react in the same wayand possibly with the same sensations. The message is direct and unemotional and it is made in plain words to which not very intense associations re attached.
(2)Adequate translation (for mere entertainment)
Into this second category fall thye very large number of almost characterless translations made for the general reader who may use them without giving a thought to the fact that what he is reading was not originally written in his own language, for examples English pop novels translated into Indonesian. In the process of translatingfrom English into Indonesian the translator may omit the words, or even whole sentences, which he finds obscure. He can freely paraphrase the original meaning whenever it suits him to do so. There is no reason why this should not be so, as long as the readers want nothing but the story.
(3)Composite translation. This includes the translation of prose into prose, of poetry into poetry. The translator may spend a very long time on his work so that the commercial value of the translation is often neglected. He would only get the intellectual exercises and the keen intellectual pleasure that results from the effect.
e.g. Laki-laki tua dan laut translated by Sapardi Djoko Darmono from The Old Man and The Sea by Ernest Hemingway.
(4) The translated of all learned, scientific and technical matter
Scientific and technical translating has certain characteristics among others.
a.These translations are made solely because of the intrinsic importance of the original work, an importance that is strictly confined to the practical business of living. For example, R.C. Purnett’s Mendelism was translated into Japanese only because the Japanese needed to know the principles of heredity.
b.The translator shall have a reasonable knowledge of the science or technique about which the original was written. This will help the translator maintain accuracy, clearness and precision of the concepts. To translate an English text on desease. You should have a medical background otherwise your translation will be misleading.
We should also include in this fourth category translation work done solely in the interests of trade. Consumer goods can be sold in other countries if they can be persuasively described is the language of the purchasers or at least in English. The work of the translators who perform this service is seldom publicized, seldom appreciated, and seldom criticized. Yet they claim that their work demands accuracy in the choice and precision in the use of words which many other translators might find to be more than they should endure….
(Cikarang, July 24, 2009)

Au revoir

2009-07-22T19:36:00.000-07:00

Arti……..
Mencari onggok demi onggok arti yang terselip diantara hilangnya harapan. Kosakata tak mungkin sanggup menterjemahkan irrasionalitas kehidupan yang terkadang gasal. Muram durja, gundah gulana tak berguna mengatasi segala remeh temeh realita dunia. Terus menangis hingga kering airmata hampa dalam keterkungkungan jwa. Wahai bunda, disinikah seharusnya ananda berada? Dalam kesuraman nada dan eksistensi? Bukanlah keluh kesah yang menyelesaikan prahara, ananda pun menduga. Lantas mengapa harus ada awan gelap setelah pagi hari yang cerah? Mengapa harus ada petir yang bersorak sorai di saat hati kian terpuruk?
Ananda mengerti wahai bunda, ananda sadar bahwa awan gelap membawa titik-tetes air hujan yang akan membasuh kulit bumi dari debu dan jelaga. Ananda pahami bila petir yang berlompatan mengandung arti besarnya pertolongan bagi ananda. Bumi terus berputar. Jam dinding terus berdetak. Hari terus berganti. Jantung terus berdegup. Darah terus mengalir. Yang lama akan memudar dan yang baru akan menghiasi. Yang tiada berkalang tanah dan yang hidup bersimbah keringat. Bila hari mulai senja, ananda nantikan mentari esok dengan rencana. Bila matahari beranjak naik di tengah hari, ananda pastikan sore hari yang riang penuh tawa. Manakala sang surya tergelincir ke ufuk barat, ananda tentukan petang yang bercahaya dalam lembayung jingga. Ketika sang bulan yang tersenyum dan bintang yang berbinar tiba, ananda akan hampiri malam yang penuh kedamaian dalam buaian kasihmu Bunda….
(Cikarang, 00.55am, July 23, 2009)

RESEARCH I

2009-07-22T19:28:00.000-07:00

aBackground
In English structure there are some parts which equip one and another and also cannot be dissociated, both are included in union, we call them ‘part of speech’. According to Oxford Advanced Learners’ Dictionary, “Parts of speech is each of classes in to which the words of a language are divided according to grammar”1. Prescriptive grammar is, ultimately, based on grammatical classifications established in antiquity by the Greeks and Romans. The Greeks were the innovators, they gave many contributions to the development of English language, from its words, linguistic and the alphabetic writing system, which was conceived during the first millennium B.C. and is the parent alphabet of the most widely used systems today.
One of major contributions of the Greeks was the investigation and establishment of the concept “parts of speech”. The investigation needed many years to get nowadays form of parts of speech, “It was not until nearly 1700 years later that we were finally to get the eight parts of speech we generally recognize today”2, it was investigated by five linguists from different places and time. “The parts of speech are not in any way absolute. The number and description of the parts of speech depends upon the theoretical orientation of the linguist and the language being described”3. In addition, the traditional eight parts of speech in English are based almost entirely on analyses of Greek and Latin.
Today, parts of speech are divided become eight parts, which verb is one of them, a verb in a sentence generally function as a predicate. According to Marcella Frank “verb is the grammatical ‘center’ of a sentence, the verb appears after the subject and before any type of compliments in the predicates”4. In Oxford Advanced Learners’ Dictionary, “verb is a word or phrase indicating an action, an event or a state”5.
On the other hand, in verb itself there is –what we call- phrasal verb, that is a represent of a merger between verb + particles. The particles can be in a form of preposition or adverb or even both, phrasal verbs are verbs which consist of two or sometimes three words, phrasal verbs can be conceived as multiword-verbs. In her book, Betty Schrampfer Azar said that, “the term of phrasal verbs refer to adverb and preposition which together have a special meaning, phrasal verbs are also called two-word verbs”6.
A. Parts of Speech
1. Definition of Parts of Speech
English language is one of many languages which has complex structures and it can be divided in a few parts. Each part develops each others and makes good sentences, as written by W. Nelson Francis, “By grammatical structure is by meant the organizing of morphemes and words into larger meaningful utterances. Grammar, then, can be defined as the branch of linguistics which deals with the organization of morphemic units into meaningful combinations larger than words.”7, although practically there are still many mistakes made by English speakers even native speakers, usually they make mistakes in either their conversations or informal letters, the Linguists said that they are using the informal English, but the writer will not talk about formal or informal English in English users circumstances. It is also important to be recognized of the using of correct structures in a sentence, either in writing or speaking, depends on the social level and the educational background of the language user itself.
To classify words in one or more sentences traditionally we can also use semantic, or meaning-based, definitions to classify the words. Kathryn Riley and Frank Parker said in their book, “In studying grammar …, we probably encountered a semantic, or meaning-based, definition of the different part of speech”8. Different with Marcella Frank, “The sentence may be further divided according to the function each word has in the subject-predicate relationship. Each of these functions is classified as a different part of speech”9. This approach of classifying words is generally associated with prescriptive grammar. For example, some commonly used semantic definitions for noun and verb as given below.
Noun : a word used to name anything
Verb : a word used to express action or being
(Adapted from House and Harman, pp. 20 and 93)10.

But we will find some problems with semantic definition, accordingly to meaning-based, how can we consider whether love, confession and entertainment are nouns or verbs? Even though all those words are classified as nouns, yet they name a “thing” only in the broadest interpretation of the term. In fact, when including the word “anything” in the definition so vague that it is virtually useless. Another example is a word like jogging is best classified as a noun, or as a verb? It names a “thing” that many people do, but it also expresses an action. Riley and Parker write in their book “…, the semantic definitions associated with prescriptive grammar work in some cases, but are too limited and imprecise for classifying a great many other words”11. For this reason, parts of speech were made for a different approach for classifying words. Instead of focusing on the meaning of a word, with the descriptive approach which tends to focus more on the word’s form and behavior: “properties such as the endings that can be attached to the word, its ability to occur in the phrase as certain other words, and so on”12.
So what is the meaning of parts of speech? According to Sylvia Chalker and Edmund Weiner, Parts of Speech is a member of a class of words with shared grammatical characteristics that distinguish them from others13. In other words, the writer can say that Parts of Speech is a classification of words according to grammatical or structural characteristics that differ them from one and another.

2. Function of Parts of Speech
On the other side, Riley and Parker write that parts of speech or word classes are divided become two, the form classes and structure classes. “The form classes are those that carry the primary meaning in a sentence: nouns, verbs, adjectives, and adverbs. They are called form classes because they change “form” (e.g., boy/boys). In contrast, the structure classes are those whose primary function is to build grammatical structure rather than convey meaning. The structure classes include pronouns, conjunctions, auxiliary verbs, determiners and prepositions. They are called structure classes because they provide supporting “structure” for the form classes (e.g., from boys, with boys, to boys). An often used analogy is that the form classes are the “bricks” of a sentence, while the structure classes are the “mortar” that holds the bricks together”14.
Riley and Parker in their book also write some general characteristics of the form classes and the structure classes, as written below:
1). General Characteristics of The Form Classes.
Form classes are open sets. New members can be added by borrowing from other languages (e.g., chic comes from French) or by word-formation methods such as compounding (e.g., sightsee from sight + see), clipping (e.g., bra from brassiere), and blending (e.g., smog from smoke + fog). However, it is difficult to find a structure class word, such as a preposition, that we have borrowed from another language.
Form classes often undergo functional shift. For example, a noun may function adjectivally, as in the phrase a stone wall. However it is hard to find a structure class word, such as conjunction, functioning as another parts of speech.
Form class words need not co-occur with structure class words. For example, not all nouns require an article (e.g., honesty), likewise, not all verbs require an auxiliary (e.g., drove). However, articles always require nouns, and auxiliary verbs always require main verbs.
2). General Characteristics of The Structure Classes.
Structure classes are not closed sets. In contrast with the form classes, the structure classes rarely add new members. While form classes are large (and, in fact, have a potentially infinite size), structure classes have a relatively small and finite number of members (e.g., conjunctions include and, but, or, and a handful of other words).
Structure classes generally do not change form. The conjunction and, for example, takes no inflection or derivational affixes. (The exception to this general rule is the auxiliary verbs, which can have both tensed and participial forms). In contrast, as we have seen, form class words can undergo changes in form by means of inflections and derivation.
Structure classes occur in a limited and fixed position with respect to the associated form class words. For example, determiners normally occur only as the first item in a noun phrase (e.g., the coffee).
Structure class words do not tend to undergo functional shift. A form class word like horse can function not only as a noun (That horse is fast) but also an adjectival (We bought a horse trailer) or a verbal (They are horsing around). In contrast, structure class words tend to serve only their primary function.
Structure classes must co-occur with form class words. For example, although not all nouns require an article, all articles require a noun15.

Parts of Speech

Form Classes
(e.g., Noun, Verb, Adjective)
Open sets
Change form
Undergo functional shift
Occurs independently of structure words.
Structure Classes
(e.g., Conjunction, Preposition)
Closed sets
Do not change form
Do not undergo functional shift
Occur only with form class words

3 Varieties of Parts of Speech
Varieties is a plural form of variety which means a class of things that differ from others in the same general group. There are many analyses about varieties of parts of speech, as Sylvia Chalker and Edmund Weiner have written that “There is no single correct way of analyzing words into parts of speech (more usually today called word classes or form classes). The boundaries between different groups are not always clear. Generally recognized are nouns, verbs, pronouns, adverbs, conjunctions, prepositions, and interjections. Other categories are articles and determiners”16.
B. Phrasal Verbs
1. Definition of Phrasal Verbs
This research is more focusing on the using of phrasal verbs in the dialogue of the play, such as those which have been mentioned above, phrasal verbs are more or even are only used in informal English and have their own meaning differ from meaning of either verb or particle (preposition or adverb) itself, furthermore, Adam Makkai has written, “Some combinations have nominalized versions which may or may not be sememically related to the corresponding (if there is one) original combination; e.g., the take off was smooth, where the noun take-off is the nominalized version of a corresponding phrasal verb idiom to take off meaning ‘become airborne’. Both of these contrasts with the literal constitute take off as in take it off the shelf! In some nominalized versions of the original combination verb + adverb the order of the constituents is reversed and we have pattern adverb + verb. (E.g., upbringing from the idiom bring up ‘to rear’ and updo ‘woman’s hairdo swept up from the nape of the neck’ which has a corresponding idiom do up meaning fasten arrange’.)”17. In Oxford Dictionary Of English Grammar, ”phrasal verb is an umbrella term for different kinds of multiword verbs. Some analysis makes metaphorical (or idiomatic) meaning a criterion for phrasal verbs, excluding combinations which have a transparent literal meaning”18.
Martin Parrot said, “One verb may combine with different particles to give multiword verbs with different meanings (e.g., break away, break in, break down). Other verbs combine only with one particle and generally only have one meaning (e.g., ‘The man broke down under police interrogation’ or ‘I broke the chapter down into smaller units’). The meaning of multiword verbs is not the same as the independent meaning of the particle(s), e.g., come to ‘regain conciousness ; is not about coming or to’”19.
More simplify, phrasal verbs is a unification from verb with preposition or adverb or even both, has its own self-supporting and separate meaning.

Overall frequency of phrasal verbs ; per million words
Each ● represents 10020
CONV ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ●
FICT ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ●
NEWS ● ● ● ● ● ● ● ● ● ● ● ● ● ●
ACAD ● ● ● ● ● ● ● ●
Note : CONV : the using of phrasal verbs in conversation.
FICT : the using of phrasal verbs in fiction.
NEWS : the using of phrasal verbs in news.
ACAD : the using of phrasal verbs in academic writing or speaking.
2. Categories of Phrasal Verbs
Phrasal verbs or multiword verbs are divided become two parts, those are separable, which can be dissociated by another words generally by a pronoun or noun, Robert J. Dixson said in his book, “In English, certain idioms among those of the ‘two-word verb’ class are separable by their direct object is placed between the verb and it’s accompanying prepositional particle.”21, and non-separable (cannot be dissociated) generally by a noun or pronoun, while in separable phrasal verbs a noun lays between verb and particle.
For instance, the example of separable phrasal verbs, such as;

a). Put off, can be “We put off our trip” or “We put our trip off”.
b). Turn on, can be “I turned on the light” or “I turned the light on”.
c). Throw away, can be “He throws away the paper” or “He throws the paper away”,
etc, otherwise, there is a clue given by Robert J. Dixson that,” …the great majority of two word idioms (phrasal verbs) using the particles out and up are separable”22 .

and non-separable phrasal verbs are,
a). Run into, can be “I run into my old friend yesterday”.
b). Get on, can be “I get on the train”.
In a sentence, phrasal verbs can be the form of transitive (has an object) for example : bring up, carry out, find out, pick up, take out, turn on. Next can be the form of intransitive (does not have an object) e.g., break down, come along, come on, hold on and shut up. This matter depends on phrasal verbs that used in a sentence. For instance, below is the example of transitive phrasal verbs;
a). “Because you might find out it works”.
b). “He put on his business suit and coat”.
c). “He took up the post at Royal Waterloo”.
Then, intransitive phrasal verbs;
a). “Come on, tell me about nick”.
b). “Oh shut up, you’re so cruel”.
c). “But than this damn college kid asked if he could come along”.
d). “Hold on! What are doing there?”
The most common phrasal verbs:
The large majority of common phrasal verbs are activity verbs.
Other common verbs occurring more than ten times per million words:
a. activity intransitive - get on, look out, move in, step up, walk in;
b. activity transitive – bring in, build in, fill in, keep up, pull up, pull down, put in, put up, set out, sort out, take away, take in, take out, turn on, wake up, work out;
c. mental transitive – make out;
d. communication transitive – bring up, call in;
e. occurrence intransitive – break down, grow up, set in;
f. aspectual intransitive – carry on, go ahead, hang on;
g. aspectual transitive – keep on, start off.
There are relatively few common phrasal verbs from the domain of mental, communication, occurrence, and aspectual verbs.
Intransitive phrasal verbs are particularly common in conversation and fiction, but extremely rare in news and academic prose.
The transitive verb come on in conversation is the single most common phrasal verbs23.

C. Sociolinguistics
1. Definition of Sociolinguistics
Sociolinguistics was taken from two words, those were social and linguistics. Socio means society, people and folk, linguistics means a study of languages. As according to what Prof. Dr. Sumarsono, M.Ed. and Drs. Paina Partana, M.Hum. have written in their book “Sosiolinguistik” that “Sosio- adalah masyarakat, dan linguistic adalah kajian bahasa”24. Therefore, sosiolinguistics is the study of language as part of culture and society or in Bahasa means kajian bahasa sebagai bagian dari kebudayaan dan masyarakat25.
2. Sociolinguistics Theory
In this research, the writer used the sociolinguistics theory to analyze the phrasal verbs that used by all characters in ‘A Raisin In The Sun’ play written by Lorraine Hansberry. By using this theory the writer tried to analyze the phrasal verbs according to the sentence context.

D. Understanding of the Play
1. Character of the Play
The ‘A Raisin In The Sun’ play described the struggle of Afro-Americans in 1950’s that struggled for their rights, the rights as citizens of the United State of America, the rights of education and a better life. Even in Abraham Lincoln era the Apartheid problem had been solved, though it was not in all parts of the American life and it became the major topic in over decades. In 1950’s, there was a social-jealousy of the Afro-Americans to the White-American that made their life became unstable, unbearable, and only few of the Afro-Americans could get a better life or other words ‘rich’.
At that time, the Afro-Americans in many ways were left behind. Therefore according to the play the writer can get some information that some of them tried to have their rights back, some of them lived in poverty and uneducated and small numbers of them sought their self-identity as Africans.

2. Character of the Dialogues
Most of the dialogues used phrasal verbs that were one of the interesting parts in this play. As most of the characters in this play were uneducated, nevertheless, it could be found that the dialogues were not structurally true or correct. Many of the words, phrases even sentences were written in informal English. Probably, it happened because of the characteristics of the characters in this play.

A. Parts of Speech
1. Definition of Parts of Speech
English language is one of many languages which has complex structures and it can be divided in a few parts. Each part develops each others and makes good sentences, as written by W. Nelson Francis, “By grammatical structure is by meant the organizing of morphemes and words into larger meaningful utterances. Grammar, then, can be defined as the branch of linguistics which deals with the organization of morphemic units into meaningful combinations larger than words.”26, although practically there are still many mistakes made by English speakers even native speakers, usually they make mistakes in either their conversations or informal letters, the Linguists said that they are using the informal English, but the writer will not talk about formal or informal English in English users circumstances. It is also important to be recognized of the using of correct structures in a sentence, either in writing or speaking, depends on the social level and the educational background of the language user itself.
To classify words in one or more sentences traditionally we can also use semantic, or meaning-based, definitions to classify the words. Kathryn Riley and Frank Parker said in their book, “In studying grammar …, we probably encountered a semantic, or meaning-based, definition of the different part of speech”27. Different with Marcella Frank, “The sentence may be further divided according to the function each word has in the subject-predicate relationship. Each of these functions is classified as a different part of speech”28. This approach of classifying words is generally associated with prescriptive grammar. For example, some commonly used semantic definitions for noun and verb as given below.
Noun : a word used to name anything
Verb : a word used to express action or being
(Adapted from House and Harman, pp. 20 and 93)29.

But we will find some problems with semantic definition, accordingly to meaning-based, how can we consider whether love, confession and entertainment are nouns or verbs? Even though all those words are classified as nouns, yet they name a “thing” only in the broadest interpretation of the term. In fact, when including the word “anything” in the definition so vague that it is virtually useless. Another example is a word like jogging is best classified as a noun, or as a verb? It names a “thing” that many people do, but it also expresses an action. Riley and Parker write in their book “…, the semantic definitions associated with prescriptive grammar work in some cases, but are too limited and imprecise for classifying a great many other words”30. For this reason, parts of speech were made for a different approach for classifying words. Instead of focusing on the meaning of a word, with the descriptive approach which tends to focus more on the word’s form and behavior: “properties such as the endings that can be attached to the word, its ability to occur in the phrase as certain other words, and so on”31.
So what is the meaning of parts of speech? According to Sylvia Chalker and Edmund Weiner, Parts of Speech is a member of a class of words with shared grammatical characteristics that distinguish them from others32. In other words, the writer can say that Parts of Speech is a classification of words according to grammatical or structural characteristics that differ them from one and another.

2. Function of Parts of Speech
On the other side, Riley and Parker write that parts of speech or word classes are divided become two, the form classes and structure classes. “The form classes are those that carry the primary meaning in a sentence: nouns, verbs, adjectives, and adverbs. They are called form classes because they change “form” (e.g., boy/boys). In contrast, the structure classes are those whose primary function is to build grammatical structure rather than convey meaning. The structure classes include pronouns, conjunctions, auxiliary verbs, determiners and prepositions. They are called structure classes because they provide supporting “structure” for the form classes (e.g., from boys, with boys, to boys). An often used analogy is that the form classes are the “bricks” of a sentence, while the structure classes are the “mortar” that holds the bricks together”33.
Riley and Parker in their book also write some general characteristics of the form classes and the structure classes, as written below:
1). General Characteristics of The Form Classes.
Form classes are open sets. New members can be added by borrowing from other languages (e.g., chic comes from French) or by word-formation methods such as compounding (e.g., sightsee from sight + see), clipping (e.g., bra from brassiere), and blending (e.g., smog from smoke + fog). However, it is difficult to find a structure class word, such as a preposition, that we have borrowed from another language.
Form classes often undergo functional shift. For example, a noun may function adjectivally, as in the phrase a stone wall. However it is hard to find a structure class word, such as conjunction, functioning as another parts of speech.
Form class words need not co-occur with structure class words. For example, not all nouns require an article (e.g., honesty), likewise, not all verbs require an auxiliary (e.g., drove). However, articles always require nouns, and auxiliary verbs always require main verbs.
2). General Characteristics of The Structure Classes.
Structure classes are not closed sets. In contrast with the form classes, the structure classes rarely add new members. While form classes are large (and, in fact, have a potentially infinite size), structure classes have a relatively small and finite number of members (e.g., conjunctions include and, but, or, and a handful of other words).
Structure classes generally do not change form. The conjunction and, for example, takes no inflection or derivational affixes. (The exception to this general rule is the auxiliary verbs, which can have both tensed and participial forms). In contrast, as we have seen, form class words can undergo changes in form by means of inflections and derivation.
Structure classes occur in a limited and fixed position with respect to the associated form class words. For example, determiners normally occur only as the first item in a noun phrase (e.g., the coffee).
Structure class words do not tend to undergo functional shift. A form class word like horse can function not only as a noun (That horse is fast) but also an adjectival (We bought a horse trailer) or a verbal (They are horsing around). In contrast, structure class words tend to serve only their primary function.
Structure classes must co-occur with form class words. For example, although not all nouns require an article, all articles require a noun34.

Parts of Speech

Form Classes
(e.g., Noun, Verb, Adjective)
Open sets
Change form
Undergo functional shift
Occurs independently of structure words.
Structure Classes
(e.g., Conjunction, Preposition)
Closed sets
Do not change form
Do not undergo functional shift
Occur only with form class words

3 Varieties of Parts of Speech
Varieties is a plural form of variety which means a class of things that differ from others in the same general group. There are many analyses about varieties of parts of speech, as Sylvia Chalker and Edmund Weiner have written that “There is no single correct way of analyzing words into parts of speech (more usually today called word classes or form classes). The boundaries between different groups are not always clear. Generally recognized are nouns, verbs, pronouns, adverbs, conjunctions, prepositions, and interjections. Other categories are articles and determiners”35.
B. Phrasal Verbs
1. Definition of Phrasal Verbs
This research is more focusing on the using of phrasal verbs in the dialogue of the play, such as those which have been mentioned above, phrasal verbs are more or even are only used in informal English and have their own meaning differ from meaning of either verb or particle (preposition or adverb) itself, furthermore, Adam Makkai has written, “Some combinations have nominalized versions which may or may not be sememically related to the corresponding (if there is one) original combination; e.g., the take off was smooth, where the noun take-off is the nominalized version of a corresponding phrasal verb idiom to take off meaning ‘become airborne’. Both of these contrasts with the literal constitute take off as in take it off the shelf! In some nominalized versions of the original combination verb + adverb the order of the constituents is reversed and we have pattern adverb + verb. (E.g., upbringing from the idiom bring up ‘to rear’ and updo ‘woman’s hairdo swept up from the nape of the neck’ which has a corresponding idiom do up meaning fasten arrange’.)”36. In Oxford Dictionary Of English Grammar, ”phrasal verb is an umbrella term for different kinds of multiword verbs. Some analysis makes metaphorical (or idiomatic) meaning a criterion for phrasal verbs, excluding combinations which have a transparent literal meaning”37.
Martin Parrot said, “One verb may combine with different particles to give multiword verbs with different meanings (e.g., break away, break in, break down). Other verbs combine only with one particle and generally only have one meaning (e.g., ‘The man broke down under police interrogation’ or ‘I broke the chapter down into smaller units’). The meaning of multiword verbs is not the same as the independent meaning of the particle(s), e.g., come to ‘regain conciousness ; is not about coming or to’”38.
More simplify, phrasal verbs is a unification from verb with preposition or adverb or even both, has its own self-supporting and separate meaning.

Overall frequency of phrasal verbs ; per million words
Each ● represents 10039
CONV ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ●
FICT ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ●
NEWS ● ● ● ● ● ● ● ● ● ● ● ● ● ●
ACAD ● ● ● ● ● ● ● ●
Note : CONV : the using of phrasal verbs in conversation.
FICT : the using of phrasal verbs in fiction.
NEWS : the using of phrasal verbs in news.
ACAD : the using of phrasal verbs in academic writing or speaking.
2. Categories of Phrasal Verbs
Phrasal verbs or multiword verbs are divided become two parts, those are separable, which can be dissociated by another words generally by a pronoun or noun, Robert J. Dixson said in his book, “In English, certain idioms among those of the ‘two-word verb’ class are separable by their direct object is placed between the verb and it’s accompanying prepositional particle.”40, and non-separable (cannot be dissociated) generally by a noun or pronoun, while in separable phrasal verbs a noun lays between verb and particle.
For instance, the example of separable phrasal verbs, such as;

a). Put off, can be “We put off our trip” or “We put our trip off”.
b). Turn on, can be “I turned on the light” or “I turned the light on”.
c). Throw away, can be “He throws away the paper” or “He throws the paper away”,
etc, otherwise, there is a clue given by Robert J. Dixson that,” …the great majority of two word idioms (phrasal verbs) using the particles out and up are separable”41 .

and non-separable phrasal verbs are,
a). Run into, can be “I run into my old friend yesterday”.
b). Get on, can be “I get on the train”.
In a sentence, phrasal verbs can be the form of transitive (has an object) for example : bring up, carry out, find out, pick up, take out, turn on. Next can be the form of intransitive (does not have an object) e.g., break down, come along, come on, hold on and shut up. This matter depends on phrasal verbs that used in a sentence. For instance, below is the example of transitive phrasal verbs;
a). “Because you might find out it works”.
b). “He put on his business suit and coat”.
c). “He took up the post at Royal Waterloo”.
Then, intransitive phrasal verbs;
a). “Come on, tell me about nick”.
b). “Oh shut up, you’re so cruel”.
c). “But than this damn college kid asked if he could come along”.
d). “Hold on! What are doing there?”
The most common phrasal verbs:
The large majority of common phrasal verbs are activity verbs.
Other common verbs occurring more than ten times per million words:
a. activity intransitive - get on, look out, move in, step up, walk in;
b. activity transitive – bring in, build in, fill in, keep up, pull up, pull down, put in, put up, set out, sort out, take away, take in, take out, turn on, wake up, work out;
c. mental transitive – make out;
d. communication transitive – bring up, call in;
e. occurrence intransitive – break down, grow up, set in;
f. aspectual intransitive – carry on, go ahead, hang on;
g. aspectual transitive – keep on, start off.
There are relatively few common phrasal verbs from the domain of mental, communication, occurrence, and aspectual verbs.
Intransitive phrasal verbs are particularly common in conversation and fiction, but extremely rare in news and academic prose.
The transitive verb come on in conversation is the single most common phrasal verbs42.

C. Sociolinguistics
1. Definition of Sociolinguistics
Sociolinguistics was taken from two words, those were social and linguistics. Socio means society, people and folk, linguistics means a study of languages. As according to what Prof. Dr. Sumarsono, M.Ed. and Drs. Paina Partana, M.Hum. have written in their book “Sosiolinguistik” that “Sosio- adalah masyarakat, dan linguistic adalah kajian bahasa”43. Therefore, sosiolinguistics is the study of language as part of culture and society or in Bahasa means kajian bahasa sebagai bagian dari kebudayaan dan masyarakat44.
2. Sociolinguistics Theory
In this research, the writer used the sociolinguistics theory to analyze the phrasal verbs that used by all characters in ‘A Raisin In The Sun’ play written by Lorraine Hansberry. By using this theory the writer tried to analyze the phrasal verbs according to the sentence context.

D. Understanding of the Play
1. Character of the Play
The ‘A Raisin In The Sun’ play described the struggle of Afro-Americans in 1950’s that struggled for their rights, the rights as citizens of the United State of America, the rights of education and a better life. Even in Abraham Lincoln era the Apartheid problem had been solved, though it was not in all parts of the American life and it became the major topic in over decades. In 1950’s, there was a social-jealousy of the Afro-Americans to the White-American that made their life became unstable, unbearable, and only few of the Afro-Americans could get a better life or other words ‘rich’.
At that time, the Afro-Americans in many ways were left behind. Therefore according to the play the writer can get some information that some of them tried to have their rights back, some of them lived in poverty and uneducated and small numbers of them sought their self-identity as Africans.

2. Character of the Dialogues
Most of the dialogues used phrasal verbs that were one of the interesting parts in this play. As most of the characters in this play were uneducated, nevertheless, it could be found that the dialogues were not structurally true or correct. Many of the words, phrases even sentences were written in informal English. Probably, it happened because of the characteristics of the characters in this play.
This research is about “The Phrasal Verbs” which were found in the Drama of ‘A Raisin In The Sun’ written by Lorraine Hansberry. This research applied the library research. Through this research, it is expected that the readers know more about the phrasal verbs on the basis of structural theories and can be useful for them in the advancement of their knowledge. For the reason above, the writer used some theories as the basis of exploring the study of the Phrasal Verbs, some of the theories were:
1)Separable Phrasal Verbs, which can be dissociated by another words generally by a pronoun or noun,
2) Non-separable, (cannot be dissociated) generally by a noun or pronoun, while in separable phrasal verbs a noun lays between verb and particle.
3)Transitive Phrasal Verbs, (has an object) for example : bring up, carry out, find out, pick up, take out, turn on.
4)Intransitive Phrasal Verbs, (does not have an object) e.g., break down, come along, come on, hold on and shut up. This matter depends on phrasal verbs that used in a sentence.

In this chapter, the writer limited himself to compile the using of phrasal verbs in ‘A Raisin In The Sun’ play written by Lorraine Hansberry. The data were categorized into separable or non-separable of phrasal verbs and transitive or intransitive of phrasal verbs (table I). Then, the data were selected to find out which ones were more dominant in their usage (table II). In these findings, the writer will discuss the data description and the data analysis.
A.Data Description.
In this play, almost all of the characters used phrasal verbs and the writer has tabulated all phrasal verbs used by each character in this play. The writer tabulated the compiled data as follows;

Table 1. The Utilized Phrasal Verbs

No
Characters
The Types of Phrasal Verbs
Example in The Dialogues

Separable
Non-Separable
Transitive
Intransitive

1
Walter Younger

1. Back up
√
−
−
√
"A man needs a woman to back him up."(p.610)

2. Build up
√
−
√
−
"…don't understand about building their men up and…"

(P. 611)

3. Come on
−
√
−
√
"..Oh-come on in. You know my wife?"(P. 648

4. Come out
−
√
−
√
"..we's ain't gwine come out deh.."(P.656)

5. Come up
−
√
−
√
"…and I'll come up the steps to the house…"(P.640)

6. Figure out
√
−
√
−
"Have we figured out yet just exactly.."(P.612)

7. Fill up
√
−
√
−
"…what the hell you learning there?Filling up you heads

.." (P. 632)

8. Fool around
−
√
−
√
"I can't be being late to work on account of him fooling

around in there."(P.607)

9. Get down
√
−
√
−
"..I'll just get down on my black knees.."(P.656)

10. Get in
−
√
−
√
"…I can't even get in there yet?"(P.607)

11. Get on
−
√
−
√
"…nobody expects you to get on your knees" (P.612)

12. Get out
−
√
−
√
"Get out of my house, man." (P.645)

13. Go ahead
−
√
−
√
"…Go ahead!..."(P.643)

14. Go in
−
√
−
√
"..Travis didn't want to go in with us.."(P.647)

15. Go off
−
√
−
√
"I want to go off somewhere and be myself.."(P.626)

16. Go out
−
√
−
√
"…when she has to go out of here.."(P.626

17. Look into
−
√
−
√
"…spend your life looking into things and…"(P.655)

18. Make out
√
−
√
−
(to George) how's your oldman making out?"(P. 632)

19. Make up
√
−
√
−
"I just wondered if you've made up your mind.."(P.612

20. Pay off
√
−
√
−
"… in this world 'less you pay somebody off."(P. 610)

21. Put on
√
−
√
−
"Gonna put on a show for the man."

22. Pull up
√
−
√
−
"…and I'll pull on the car up the driveway…"(P.640)

23. Run out
−
√
−
√
"…But I think he's kind of running out of ideas, now"

(P.632)

24. Set off
√
−
√
−
"…set off another bomb yesterday."(P.607)

25. Sit in
−
√
−
√
"..he'll find himself sitting in a dungeon…"(P.655)

26. Shut up
√
−
√
−
"…Shut up!..I'm digging them drums.."(P.630)

27. Stay up
−
√
−
√
"…and cry about it anvd stay drums.."(P.630)

28. Strectch out
√
−
−
√
"I can see the future stretched out in front of me"(P.628)

29. Squeeze up
√
−
−
√
"…just a bunch of hustling people all sqeezed up…"

(P. 631)

30. Take over
√
−
√
−
"..how to take over and run the world.."(P.632)

31. Tie up
√
−
√
−
"..Cause we all tied up in a race of people.."(P.633)

32. Get up
−
√
−
√
"You should get up earlier.." (P. 611)

34. Go on
−
√
−
√
"…and he just went on down there without you."(P.649)

35. Put in
√
−
√
−
"…man I put my life in your hands."(P.649)

2
Ruth Younger

1. Close up
√
−
√
−
"And all the stores and things was closed up." (P.641)

2. Come along
−
√
−
√
"Cause he knowsyou going to come along behind him."

(P.613)

3. Come back
−
√
−
√
"She ain't come back yet."

4. Come in
−
√
−
√
"the agency and scream at them"my girl didn't come in"

(P.614)

5. Call up
√
−
√
−
"She'd be calling up the agency and scream.."(P.614)

6. Come on
−
√
−
√
"Come on now boy,it's seven thirty."(P.606)

7. Come out
−
√
−
√
"..and the first person who knocks to tell me to hury up

and come out."(P.641)

8. Get ahead
−
√
−
√
"…Walter Lee say coloured people ain't never going to

start getting ahead 'till they start…"(P.614)

9. Get down
√
−
√
−
"Get down them steps boy." (P.625)

10. Get in
−
√
−
√
"..He ain't hardly got in there good yet."(P. 607)

11. Get on
−
√
−
√
"Get on out of there or you going to be late."(P.609)

12. Get over
−
√
−
√
"If you through eating, you can get over there…"(P.608)

13. Get out
−
√
−
√
"Now you get out of here and get ready for

your beating." (P. 635)

14. Get off
−
√
−
√
"You get your mind off money and eat .."(P.608)

15. Get up
−
√
−
√
"I hopes to God you ain't going to get up here first

thing in…"(P.607)

16. Go ahead
−
√
−
√
"..alright you just go ahead and lay there.."(P. 606)

17. Go into
−
√
−
√
"..Ain't nobody business people 'till they go into

business"(P.614)

18. Go out
−
√
−
√
"You expect this boy to go out with you looking like

that?" (P.630)

19. Go on
−
√
−
√
"Go on away and enjoy yourself some"(P.615)

20. Go in
−
√
−
√
"I got to go in. We need the money."(P.614)

21. Hurry up
−
√
−
√
"I say hurry up, Travis! You ain't only person.."(P.606)

22. Hush up
√
−
√
−
"Hush up now and just eat!" (P.608)

23. Keep out
√
−
√
−
"Keep out of it now, Lena."

24. Keep in
√
−
−
√
"…and it takes a strong woman to keep 'em in hand"

(P. 619)

25.Go off
√
−
√
−
"A thousand times I have told you not to go off like

that." (P. 635)

26. Look out
−
√
−
√
"…Looks chilly out this morning."(P.608)

27. Make up
√
−
√
−
"I can't make up my mind."

28. Mind off
−
√
−
√
"You get your mind off money …"(p.608)

29. Pack up
√
−
−
√
"I'm serious just pack up and leave!"(P.615)

30. Pass up
√
−
√
−
"Anyhow,they was too good a bargain to pass up."

(P.641)

31. Pick on
−
√
√
−
"Bennie, why you always gotta be picking on you

brother?"(P.613)

32. Put into
√
−
√
−
"…we've put enough rent into this rat tarp."(P.615)

33. Put on
√
−
√
−
"Oh, Bennie-I meant to put a special note on that

carton" (P.641)

34. Set off
√
−
√
−
"..everybody say it's got to do with them bombs and

thingsthey keep setting off." (P. 631)

35. Set on
√
−
√
−
"It's just that he got his heart set on that store."(P.614)

36. Shut up
√
−
−
√
"Man, if you don't shut up and…"(P.607)

37. Sit up
√
−
−
√
"…good-for-nothing clowns sitting up running their

Mouths .."(P.607)

38. Sleep in
−
√
−
√
"…that head looking just like chickens slept in it."

(P.608)

39. Slip away
−
√
−
√
"Well, it's strting to slip away from us."(P.634)

40. Wake up
√
−
√
−
"..Lemme see you do some waking up in there now"

(P.606)
3
Travis Younger

1. Come on
−
√
−
√
"Daddy, come on!"

2. Come in
−
√
−
√
"I just came in."

3. Look out
−
√
−
√
"That's right-look out now!"

4. Have on
√
−
√
−
"…like-the ladies always have on in the magazines…

(P.647)

5. Make up
√
−
√
−
"I can't make up my mind."

6. Pull up
√
−
√
−
"The truck just pulled up."

4
Beneatha Younger

1. Come back
−
√
−
√
"How should I know-out hunting or something.Anyway

they are coming back now.."

(P.629)

2. Come in
−
√
−
√
"..Hello..[long pause] well-come in…"(P.622)

3. Come down
−
√
−
√
"..one day a kid named Rufus came down too fast.."

(P.651)

4. Come on
−
√
−
√
"Come on out of there, please!" (P. 612)

5. Fill in
√
−
√
−
"We used to fill them in with snow and make them

smooth" (P.650)

6. Get on
−
√
√
−
"How did I manage to get on everybody's wrong side.."

(P.616)

7. Get over
−
√
√
−
"Get over it? What are you talking about Ruth?"

8. Give up
√
−
√
−
"…Walter, give up;;leave me alone…"(P.612)

9. Go ahead
−
√
−
√
"..But it isn't. Go ahead and laugh.."(P. 623)

10. Go away
−
√
−
√
"You went away." (P.622)

11. Go out
−
√
−
√
"..Nobody asked, consulted me-they just went out and

things." (P. 651)

12. Mixed up
√
−
√
−
"You're getting me all mixed up…"(P. 653)

13. Nail up
√
−
√
−
"..if she wants to buy ship or a horse or a rocket ship or

just nail it up somewhere and look at it."(P. 612)

14. Pick on
−
√
√
−
"…picking on me is not going to make her…"(P.612)

15. Shut up
√
−
−
√
"Shut up." (P. 624)

16. Tie up
√
−
√
−
"..waiting to see if their little bennie is going to tie up the

family with.."(P.617)

17. Put in
√
−
√
−
"But all tryranny in the world will never put a God in

heavens"

18. Give away
√
−
√
−
"He gave away the money, Asagai." (P. 650)

5
Lena Younger

1. Bring up
√
−
√
−
"…You wasn't brought up that way." (P. 618)

2. Call up
√
−
√
−
"Well, let her have it. I'll just call her up and say you got

the flu." (P. 614)

3. Catch up
√
−
−
√
"Yes, a fine man-just couldn't never catch up with his

dreams.."(P. 616)

4. Come down
−
√
−
√
"No-there's something come down between me and

them." (P.619)

5. Come from
−
√
−
√
"How many miles is it from here to where you come

from? (P. 624)

6. Come on
−
√
−
√
"Come on now honey.."(P.622)

7. Come in
−
√
−
√
"Honey, Big Walter would come in here some nights.."

(P. 615)

8. Cheer up
√
−
−
√
"Cheer us all up so that we forget trouble…"(P. 654)

9. Cut up
√
−
√
−
"..otherwise they think you been cut up or something…

(P.614)

10. Drive out
√
−
−
√
"..poeple over there drive out them French…(P. 623)

11. Fall over
−
√
√
−
"..You look like you could fall over right there." (P. 614)

12. Fix up
√
−
√
−
"…I had 'bout buying that house anvd fixing it up…"

(P.615)

13. Get into
√
−
√
−
"What done got into you, girl?" (P. 614)

14. Get over
−
√
√
−
"You better get over there behind the bureau." (P.620)

15. Get out
−
√
−
√
"Boy, get oujt of my face and do some work."(P. 646)

16. Get on
−
√
√
−
"Get on away from me now." (P.646)

17. Get up
−
√
−
√
"Who told you to get up?" (P. 625)

18. Go into
−
√
−
√
"But whether I got into bussi nes selling it to 'em is.."

(P. 614)

19. Go on
−
√
−
√
"He had to go on a little errand." (P.620)

20. Go out
−
√
−
√
"..a child ought to have some hot grits or something

When he goes out in the cold."(P.613)

21. Give up
√
−
√
−
"I'm waiting to see you stand up and look like your

Daddy and say we done give up…" (P.628)

22. Hold on
√
−
√
−
"…and hold on to what you got."(P.654)

23. Lean back
√
−
−
√
"He'd get right in the eyes sometimes, lean his head

back with the water…"(P.616)

24. Lie down
−
√
−
√
"You need to lie down and rest awhile." (P. 622)

25. Lift up
√
−
−
√
"That song always lifts me up so-…" (P. 619)

26. Look after
√
−
√
−
"Girl, you better start eating and looking after yourself

better." (P. 614)

27. Look out
−
√
−
√
"Look out there girl, before you be spilling some..”

(P.620)

28. Make out
√
−
√
−
"Far as I could make out-to Egypt."(P.625)

29. Mess up
√
−
√
−
"Look out now, boy! You make me mess up my thing

here." (P.646)

30. Pick out
√
−
√
−
"We had even picked out the house." (P. 615)

31. Pour into
−
√
−
√
"..and all the money they pour into these churches."

(P.623)

32. Put in
√
−
√
−
"The rest you put in a checking account…" (P. 639)

33. Pull up
√
−
√
−
"…Beneatha, what's the matter with them stockings?

Pull them things up,girl…" (P.658)

34. Push on
−
√
−
√
"..You just got to do something different push on out

and do something bigger." (P.636)

35. Put away
√
−
−
√
"Some of it got to be put away for Benbeatha and her

schoolin'."(P. 615)

36. Put on
√
−
√
−
"Well-go get mine and put it on." (P. 613)

37. Take away
√
−
√
−
"..them French and Englishmen done taken away your

land…" (P. 623)

38. Take in
√
−
√
−
"How come you done taken it in your mind…" (P. 616)

39. Tie up
√
−
√
−
"Seem like you getting to a place wgere you always tied

up.." (P. 627)

40. Put up
√
−
√
−
"..they put up for coloured in them areas way out."

(P. 636)

6
Joseph Asagai

1. Come over
−
√
√
−
"I came over…I had some freetime…"(P.622)

2. Give away
√
−
√
−
"Who gave away what money?"

3. Give up
√
−
√
−
"…So that now you can give up the ailing human race

On account on it…"(P.652)

4. Go away
−
√
−
√
"Why-you were quite glad whan I went away…"(P.622)

5. Get up
√
−
√
−
"Allright, I shall leave you. No don't get up.."(P.653)

6. Rise up
−
√
−
√
"…Three hundred years later the African Prince rose up

Out of the seas…"(P.653)

7. Step out
−
√
−
√
"…but my own black country men..step out of the

shadows …"(P.652)

7
Karl Lindner

1. Set up
√
−
√
−
"…one of these community organizations set up to…"

2. Look after
−
√
√
−
"…these community orga nizations set up to look after

…"

3. Come down
−
√
−
√
"We feel that most the trouble in this world, when you

Come right down to it…"

4. Go around
−
√
√
−
"I'm the chairman … go around and see new people…"

5. Get along
−
√
−
√
"People out there feel that people get along better,…"

6. Make up
√
−
√
−
"…our community is made up of people…"

7. Work out
√
−
√
−
"We couldn't find some way to work this thing out."

8
George Murchison

1. Hurry up
−
√
−
√
"I hope she hurries up."

2. Cut out
√
−
√
−
"..I want you to cut it out."

3. Go on
−
√
−
√
"The world will go on thinking. …"

4. Go out
−
√
−
√
"I don't go out with you…"

9
Bobo

1. Put in
√
−
√
−
"I mean about the money I put in, Walter Lee…"

2. Go down
−
√
−
√
"Willy was going to go down to Springfield…"

3. Go into
−
√
−
√
"That me and Walter went into with Willy Harris."

4. Show up
√
−
−
√
"Willy didn't never show up."

5. Take off
√
−
√
−
" When a cat take off with your money…"

Total
82
82
74
87

Table 2. The Dominance of Phrasal Verbs Used in the Play

Phrasal Verbs
Kinds of Phrasal Verbs

Repentance In The Play

Separable
Non-separable
Transitive
Intransitive

1
Go out
−
√
−
√
14 times

2
Get out
−
√
−
√
9 times

3
Go on
−
√
−
√
9 times

4
Get up
−
√
−
√
8 times

5
Put on
√
−
√
−
8 times

B. Data Analysis
From the tabulated data of the table I, there were found that in the play, there are 14 times for Go out, Get out are 9 times, Go on are 9 times, Come in are 8 time, Get up are 8 times, put in are 8 times and Put on are 8 times. Even though, there are more phrasal verbs that the writer could not write here because of the time-limitation and the focus of the study. The next description is the analysis of the dominant phrasal verbs that are utilized in the play.
1. Go out
According to Oxford Advanced Learner’s Dictionary, it means to leave one’s house to go to social events; to move away from the land; to be sent; to be broadcast on radio or TV; to be announced or published and to stop burning or shining. However, from the play, the go out-phrase is utilized as follows:
a. Walter Younger
“…Yeah and tell it to my wife, Mama, tomorrow when she has to go out of here to look after somebody else’s kids…”(P. 626)
After being disappointed by Mama’s decision, Walter finally got angry and said this to her. Go out here means to leave a house.
“…I have to watch you go out and work in somebody’s kitchen.”(P. 626)
Still in the same time Walter said the phrasal verb again and with the same meaning as before.
“I’m going out!”(P. 626)
“I’m going out!”(P. 626)
He is hardly lost his patience. Those of the speech here have the same meaning as I am going to go out and the meanings are also the same to leave his house to go somewhere.
“I got to go out, Mama−”(P. 626)
Mama tried to make Walter understand about the condition. But Walter seemed not understand it and still wanted to leave the house.
b. Ruth Younger
“You expect this boy to go out with you looking like that?”(P. 630)
When Beneatha and Walter were dancing George entered the house but Beneatha ignored him. Ruth felt ashamed according to this condition and told Beneatha not to do that. Go out here means to have a date.
“I let him go out earlier and he ain’t come back yet. Boy, is he going to get it!”
Mama arrived after going somewhere and asked about her gradson, Travis, to Ruth. Go out in this sentence means going somewhere to play with other boys.
c. Beneatha
“Oh−I like George all right, Mama. I mean I like him enough to go out with him and stuff, but−”(P. 617)
Mama and Ruth asked about her relationship with George. Because, it seemed that George was not someone that she loves, even though, she liked to have a date and went shopping with him. Go out here means to have a date.
“…and God is just one idea I don’t accept. It’s not important. I’m not going out and be immoral or commit crimes because I don’t believe in God…”(P. 618)
Go out in this speech means to get outside of the house and do some activities there.
d. Mama Younger
“…a child ought to have some hot grits or something when he goes out in the cold.”(P. 613)
Mama commented about her grandson, Travis, that he was supposed to get a good food before he went outside either for playing or studying at school. Go out in this speech means to play or get some activities outside of the house.
“Who you going out with tomorrow night?”(P. 617)
Mama asked Beneatha, with whom is she going to go on Saturday night? (The time of this conversation was on Friday morning. Go out here means to have a date.
“…But if anybody asked you ‘bout it you just yell at ‘em and bust out the house and go out and drink somewheres…”(P. 627)
Go out here means to get some activities outside of the house.
“Lord, that’s a pretty thing just went out here!”(P. 624)
Joseph Asagai, one of Beneatha’s friend, had stopped by before he went back to where he studied at a university. Went out here is a past time of go out and it means to exit.
e. George Murchison
“…because this is stupid I don’t go out with you to discuss the nature of “quiet desperation” or…”(P. 637)
After having a date both Beneatha and George got a little quarrel to each other. Go out here means to have a date.
From the above descriptions the word ‘go-out’ means to leave some place, to have a date and to go somewhere. In addition the word ‘go-out’ is a non-separable phrase, because the phrase cannot be separated by an object and it is included as the intransitive verb.
2. Get out
In this play get out was repeated nine times, five times by Walter, three times by Ruth and once Lena “Mama” Younger. The meaning of get out itself is to leave a car; avoid work or an unpleasant activity.
a. Walter Lee Younger
“Never mind how I feel−you got anymore to say ‘bout how people ought to sit down and talk to each other?...Get out of my house, man.”(P. 645)
“Get out”(P. 645)
“Get out”(P. 645)
Those phrasal verbs were said by Walter when a man named Karl Lindner from Clybourne Park came to their house in order to bring back Mama’s money for the down payment of a house in a housing area. Get out here means to force someone to leave a house.
“…And-and oh, Mama−you would have been proud of the way me and Ruth and Bennie acted. We told him to get out….”(P. 655)
“…Lord have mercy! We told the man to get out. Oh, we was some proud folks this afternoon, yeach.”(P. 655)
Walter called up Mr. Karl Lindner to come right over. Walter told his family about what he had done to Mr. Lindner at the time when he came to their house. Get out here has the same meaning with to force someone to leave a house.
b. Ruth Younger
“Walter Lee, why don’t you leave the girl alone and get out of here to work?”(P. 612)
Walter and Beneatha quarreled in that morning, therefore Ruth asked Walter to get out. Get out here means to leave a house.
“Now you get out of here and get ready for your beating.”
Travis went home late that day and Ruth became angry because of it. Get out here means to exit the room.
“…I have to-but we got to move…we got to get out of here…”(P. 654)
Full of desperation, after some amount of money which given to Walter has gone taken by Willy Harris. Get out here means to move to another house or place.
c. Lena ‘Mama’ Younger
“Boy-get out of my face and do some work”(P. 646)
Walter was singing a song when finally Mama got annoyed because of the song. Get out here means to leave someone alone; not to disturb someone.
Then, the writer can say that the phrase ‘get-out’ means to leave by force, to leave somewhere and not to disturb someone. This phrasal verb is separable according to the using of this phrasal verb in conversations and it can be separated by a noun or pronoun.
3. Go on
Next phrasal verb is go on. Go on means to begin one’s performance; to move away from the land. The repeatance of this phrasal verb in the play was 10 times, 5 times repeated by Ruth Younger, 3 times by Mama, once by George, and once by Walter.
a. Ruth Younger
“I’m serious just pack up and leave! Go on away and enjoy yourself.”(P. 615)
Mama thought about what she would do with the insurance money that she would possibly get. Ruth suggested her to go somewhere abroad and have a vacation for herself. Go on here means to let someone to do something.
“You go on out and play now, baby.”(P. 625)
Finally, the money arrived and Mama just could not believe herself about the amount of the money, it was ten thousand dollars. Travis was there at that time, Ruth asked him to go out and play. Go on here means to push someone to do something.
“Oh, let him go on out and drink himself to death…”(P. 627)
Ruth wanted to talk with Walter but he did not want to hear it. Then, Ruth became angry an d left alone. Go on in this speech means to let someone start an activity.
“Well, I guess I might as well go on to bed …”(P. 623)
As usual, Walter a stubborn man had quarreled with Ruth. Go on here means to start an activity.
“…I guess maybe I better go on and do what I started…” (P. 633)
Go on here means to continue doing something. Ruth planned to abort her baby that was two months in pregnancy.
b. Lena ’Mama’ Younger
“She had to go on a little errand.” (P. 620)
It was Saturday morning. When Mama, Benneatha and Travis were cleaning the house, Travis asked his grandmother about his mother, Ruth, where was she? Go on here means to have or to get something checked.
“…I’ll go on out and leave you alone if you want..”(P. 626)
Mama asked Walter to talk with Ruth, his wife, but he seemed did not understand and he said that he could talk to her later. Go on here means to start doing an activity.
“All right, honey-go on down. I be down directly” (P. 659)
It was the moving day, finally, they moved to Clybourne Park. Go on here means to continue doing an activity.
c. George Murchison
“…because the world will go on thinking what it thinks regardless-“(P. 637)
George caught a hard argument with Beneatha. Go on here means to continue doing an activity.
4. Get Up
Get up means arise from bed or a chair. In this play, it was repeated 8 times, 3 times by Walter, 4 times by Ruth and 1 time by Mama.
a. Walter Lee Younger
“…He just going to have to start getting up earlier…”(P. 607)
Walter was angry because Travis was too long in the bath room. Get up here means to awake from sleep.
“You should get up earlier”(P. 611)
Beneatha grumbled to a person who was in the bathroom. Walter replied her with this speech. Get up in this sentence means to awake from sleep.
“You are in it-Don’t you get up and go work in somebody’s kitchen…”(P. 612)
Beneatha and Walter were quarreling when Ruth asked Walter not to drag her in their problem but Walter replied with that speech. Get up in this sentence has the same meaning as above to awake from sleep.
Thus, the writer can say this phrasal verb, ‘go on’, means to let someone doing something, to continue doing something and to start doing an activity. Go-on is one of the non-separable phrasal verbs, because it cannot be dissociated by nouns or pronouns.
5. Put on
Put on means to put clothes on one’s body. It was repeated for 8 times in this play, 5 times by Walter, 1 time by Ruth and 2 times by Mama.
a. Walter Lee Younger
“…Don’t you get up and go work in somebody’s kitchen for the last three years to help put clothes on her back?”(P. 612)
This speech was taken on a Friday morning when Walter was talking with Ruth about Beneatha, Ruth had been working hardly for three years in order to fulfill her sister-in-law’s needs. Put on here means to fulfill; to complete.
“…Mama-look. Old Willy Harris put everything on paper-.“(P. 626)
When Mama and Ruth were talking, suddenly, Walter entered the house and asked whether the insurance money had come or no. Mama seemed a bit angry, but Walter tried to ensure Mama about a business that he was going to run. Put on means to write or has written something.
“…Well, you tell that to my boy tonight when you put him to sleep on the living room couch…”(P. 626)
Still in the same situation as above, Mama and Ruth ignored what Walter want to say. Then, Mama told him that she did not allow him to open or run his plan to make a liquor store. Put on here means to place something or somebody.
“Called him to tell him to come over to the show, gonna put on a show for the man. Just what he wants to see…”(P. 655)
“…I’m going to put on the show Mama.”(P. 656)
Almost in the end of the play, Walter said that he called Mr. Lindner from Clybourne Park Housing to come to their house. Put on in both sentences are to give an answer or to give a responsibility.
b. Ruth Younger
“…Oh, Bennie-I meant to put a special note on that carton over there…”(P. 641)
At that time Ruth was finishing up the family’s packing. It was a moving day. Beneatha entered the room and suddenly Ruth remembered something. Put on here means to attach; to stick.
c. Lena “Mama” Younger
“Well, go get mine and put it on.”(P. 613)
Beneatha sat on a chair and Mama entered the room where Beneatha and Ruth were talking. She saw that Beneatha just wore simple dress. Put on here means to wear.
“I ain’t meddling. (pause) Put a lot of nice butter on it…”(P. 614)
Mama suggested about her grandson, Travis, about his food in that fall season. Ruth tried to explain that she had fed her boy with good food. Put on here means to add; to give an additional to something with something.
In addition to the descriptions above, the writer may say that the phrase ‘put-on’ means to wear something, to stick or attach, to place something or somebody and also to give a responsibility or an answer. The phrasal verbs ‘put-on’ is a separable phrasal verb and can be separated by a noun or pronoun.

CONCLUSION AND SUGGESTION

A. Conclusion
Phrasal verbs, although, are not as complex as idioms, but they are important for non-native speakers who have limitation in mastering the parts of speech even the phrases become the basis of studying and mastering English.

B. Suggestion
Based on the above analysis, the writer tries to have the following suggestions:
1.For the students who want to use phrasal verbs as the theory, probably they can search in the electronic media, because it seems to be a trend to use the media for the improvement of English study.
2.For those who want to make further research using phrasal verbs, they have to read more structures and dictionaries. In English there are also verbs and prepositions combinations which are almost the same as phrasal verbs but they are different. There is a difference between phrasal verbs and verb + preposition. This difference is attracted to be analyzed.
3.The writer suggests the readers who are interested in searching phrasal verbs; they can find more explanations and information from many different-respective references.
Finally, the writer hopes this study will be useful for the future improvement of studying phrasal verbs in English Department, especially in the faculty of Adab and Humanities, ‘Syarif Hidayatullah’ State Islamic University Jakarta.

BIBLIOGRAPHY
Azar, Betty. S., Fundamentals of English Grammar, New Jersey: Prentice Hall Inc., 1992, 2nd ed.
Biber, Douglas, et al., Longman Grammar of Spoken and Written English, London: Pearson education Limited, 1999.
Chalker, Sylvia and Weiner, Edmund, The Oxford of Dictionary of The English Grammar, Oxford: Oxford University Press.
Dixson, Robert. J., Essential Idiom in English, United States of America: Regents Publishing Company, 1981.
Francis,.W. Nelson, The Structure of American English, New York: The Ronald Press Company, 1958.
Frank, Marcella, Modern English: a practical reference guide, New Jersey: Prentice Hall Inc., 1972.
Frank, Marcella, Modern English, New Jersey: Prentice Hall Inc., 1972.
Hornby, A.S., Oxford Advanced Learners’ Dictionary of Current English, Oxford: Oxford University Press, 1995.
Makkai, Adam, Idiom Structure In English, Chicago: University of Illinois, 1972.
Parrot, Martin, Grammar for English Language Teacher, Cambridge: Cambridge University Press, 2000.
Riley, Kathryn and Parker, Frank, English grammar: Prescriptive, Descriptive, Generative, Performance, Massachusets: A Pearson Education Company, 1998.
Sumarsono, M.Ed., Prof. Dr. dan Partana M.Hum., Paina, Drs, Sosiolinguistik, Yogyakarta: SABDA Lembaga Studi Agama, Budaya dan Perdamaian dan PUSTAKA PELAJAR, 2002.

(Jakarta, June 22, 2007-rewrite- Cikarang, July 23, 2009)

For Father

2009-07-20T20:39:00.000-07:00

Satu daun gugur di saat musim kemarau yang membuat hati menjadi bertambah gersang tanpa lindungannya . ia dulu senantiasa menghembuskan semilir angin yang menggoda hati untuk terus maju menatap hari yang penuh mimpi. Mimpi-mimpi yang dulu terlantar tak terhiraukan lagi. Terlantar dan nyaris hancur oleh kerasnya kehidupan yang tak kenal lelah merajam dan mengerogoti tiap senti persendian. Nyaris lumpuh tak terperikan. Terkapar tanpa belas kasihan. Kasih dan sayangnya takkan memudar oleh zaman yang terus menerus menempa keteguhan hati. Keteguhan hati yang juga luruh oleh air waktu. Waktu yang telah menenggelamkan harapan-harapan jiwa yang penuh dengan rencana. Rencana yang dibuat dengan kesungguhan hati. Kasungguhan hati yang sepertinya tiada berarti lagi. Arti adalah yang dicari. Dengan keringat, tangis, dan darah untuk mencari arti dalam pergulatan dunia. Dunia yang penuh dengan kepalsuan membutakan. Kepalsuan yang diciptakan hanya demi sekeping kedamaian. Kedamaian yang menipu diri sendiri. Diri sendiri yang kaku oleh mitos dan sangkaan.
Tapi ia masih ada. Ia titipkan harapan. Harapan di masa depan. Dengan senyumnya kaki melangkah. Dengan ketegasannya tangan mengayun. Dengan hening suaranya,… terus maju.
In Memoriam (for you… Father….(Alm.) Prayudhi, SE …1962-July 18, 2009 )
(Jakarta, July 19, 2009)

OPINION

2009-07-20T20:27:00.000-07:00

“Ketik Reg spasi … dan kami akan meramalkan nasib anda” itulah penggalan dari iklan yang saat ini semakin gencar di setiap media cetak atau TV. Semakin bermunculannya iklan-iklan seperti itu menggambarkan semakin berkurangnya nilai-nilai keimanan bangsa ini bahkan mungkin juga semakin berkurangnya nilai-nilai moralnya juga.
Mengambil intisari dari buku The Secret bahwa hidup ini menganut sistem ketertarikan, mengindikasikan jika kita, tanpa bantuan manusia pun, dapat membangun hidup kita sesuai dengan apa yang kita yakini tinggallah do’a kita kepada yang Maha Kuasa. “Ora et Labora” atau berdoa dan berusaha yang diambil dari bahasa Yunani, menunjukkan bahwa kita sebagi manusia diwajibkan untuk berdo’a sebagai penentu niat dan berusaha sebagai bukti nyata mewujudkan cita-cita yang akan penuh dengan hambatan, kesulitan, dan kadang penuh luka. Dalam Al-qur’an Allah berkata, Ia tidak akan merubah nasib suatu kaum sampai kaum tersebut yang merubahnya.
Bertukar pikiran untuk akhirnya memutuskan sesuatu memang di perlukan tetapi bukan menyerahkan masa depan di tangan sesama mahluk yang juga memiliki kekurangan. Adalah manusia yang juga memiliki sifat mencari-cari suatu hal yang berada diluar rasionalnya. Manusia akan senantiasa menelaah dan menganalisa apa dan siapa Tuhan mereka. Bagi yang beruntung mereka akan mendapatkan hidayah, bagi yang tidak maka mereka akan tak terpuaskan. Namun mengkultuskan manusia sebagai penentu langkah masa depan bukanlah hal yang tepat. Maka beruntunglah bagi anda yang bertuhan…
(Jakarta, July 18, 2009)

Terrorists? NO WAY….
Islam adalah agama rahmatan lil ‘alamin. Umat Islam memliki dua pilar utama sebagai petunjuk ke arah hidup yang saleh dan akhirat yang damai. Sebagai umat Islam yang kaaffah pastilah mengetahui apakah dua pilar tersebut. Nabi Muhammad di utus untuk memperbaiki aqidah dan akhlak manusia. Sedangkan kitabnya diturunkan sebagai petunjuk orang-orang yang bertakwa.
Jihad fi sabilillah adalah berjuang di jalan Allah untuk mendapatkan ridhoNya. Akan tetapi Jihad bukan hanya di artikan sebagai membom tempat-tempat umum dan menciptakan kondisi yang penuh dengan teror. Dan saya yakin setiap muslim yang mengetahui apa itu Islam sebenarnya tidak akan melakukan hal-hal yang bodoh tersebut. Membuat teror dengan menghancurkan dan membunuh orang yang tidak bersalah bukanlah cara tepat bahkan Islampun mengharamkan perbuatan seperti itu. Setiap non-muslim yang berada disuatu wilayah mayoritas muslim, maka mayoritas muslim tersebut memiliki kewajiban menjaga dan menjamin keselamatan setiap non-muslim.
Banyak hal yang dapat dilakukan dalam upaya mengamalkan jihad karena semua yang kita lakukan atas nama Allah dan demi kebaikan umat muslim serta unat manusia adalah jihad. Mencari nafkah demi keberlangsungan hidup keluarga adalah jihad. Menuntut ilmu yang bermanfaat untuk kemaslahatan dikri dan umat adalah jihad. Makan dan minum yang dimulai dengan namaNya pun jihad. “Yaa ayyuhalladziina aamanu udkhulu fissilmi kaaffah wala tamutunna illa wan antum muslimuun…”.
Satu hal yang perlu di tekankan adalah Islam BUKANlah TERORIS. Pengeboman yang terjadi beberapa tahun ini dilaksanakan oleh segelintir orang dan bisa jadi pihak-pihak yang mengatasnamakan Islam. Terbukti dr. Azahari yang merupakan otak pemboman di Bali bukan warga negara Indonesia. Kemudian Noordin M Top juga di tengarai bukanlah warga negara Indonesia. Indonesia hanyalah sasaran empuk bagi oknum-oknum yang tidak memiliki rasa pertanggung jawaban. Umat Islam di Indonesia BUKANlah TERORIS. SO… Go To Hell for all Terrorists…
Ketidak stabilan yang terjadi di dunia Islam merupakan hasil campur tangan dari pihak-pihak yang memiliki kompetensi dalam menciptakan kehancuran, ketegangan dan lainnya. Kemajuan teknologi pun dapat memberikan dampak negatif dalam memperparah kondisi ketidak stabilan tersebut. Teknologi informasi terutama media yang di kuasai oleh pihak tertentu menyediakan informasi yang menyudutkan dunia Islam. Mereka membuat seolah-olah Islam penuh dengan kekerasan dan darah. Mereka selalu memberitakan mengenai perseteruan yang terjadi di dunia Islam meskipun awalnya hanya perseteruan kecil namun setelah hadirnya pemberitaan yang berat sebelah maka hal tersebut menjadi besar. Kenyataannya jauh disana, di Inggris tepatnya, telah berabad-abad lamanya terjadi pertikaian berdarah antara dua keyakinan akan tetapi karena tidak adanya inetrvensi dari media dan pihak-pihak lainnya maka keadaannya dapat di redam serta relatif stabil.
Timur tengah, negara dunia ketiga, dan umat Islam adalah korban dari pihak yang memiliki kepentingan dibalik ketidak stabilan tersebut. Adalah pihak-pihak yang sebenarnya tidak ingin melihat para korban di atas menjadi maju dan berkembang karena mereka sendiri tak ingin posisi mereka terganggu.
Wallahu ‘alam
(Cikarang, 00.05, July 21, 2009)

Belum Final

2009-07-18T02:11:00.000-07:00

Belum Final
Penyebaran agama Islam di Indonesia telah berlangsung selama berabad-abad dari semenjak jaman daun Lontar hingga jaman Flashdisc. Meskipun penyebaran telah di lakukan selama berabad-abad namun nampaknya belum mendapatkan hasil yang maksimal. Nilai-nilai Islam yang sesungguhnya masih sedikit yang telah di amalkan oleh muslimin dan muslimat di Indonesia. Sebagai akibat dari minimnya pemahaman tentang Islam terutama di daerah pedalaman. Hal itulah yang menyebabkan menjamurnya aliran-aliran berlabel Islam tetapi tindak-tanduknya kafir. Atau masih banyaknya praktik-praktik yang berbau mistis yang menghembuskan aroma musyrik di nusantara ini.
Awal perkembangan Islam di Indonesia tidak terlepas dari jasa para wali songo yang telah dengan setulus hati menyebarkan kebenaran di bumi nusantara kita. Islam hadir bukanlah untuk menciptakan kehancuran, permusuhan, atau kemunduran suatu peradaban akan tetapi membenahi yang baik dan menghilangkan yang buruk. Sebagai contoh dari bidang ilmu pengetahuan, setelah kemunduran Romawi ada banyak buku-buku peninggalan para tokoh Yunani seperti Socrates, Plato dan lainnya yang dibiarkan berdebu di gereja-gereja eropa. Akan tetapi para ilmuwan Islamlah yang kemudian membersihkan dan membaca buku-buku tersebut.
Para wali songo tersebut menyebarkan Islam secara perlahan-lahan. Ritual-ritual paganisme disisipi nilai-nilai Islam sehingga nenek moyang kita dapat menerima pelajaran-pelajaran Islam dengan baik tanpa terjadinya penolakan-penolakan yang tidak baik. Di situlah letak permasalahannya, Islam belum secara penuh di ajarkan kepada bangsa ini. Bukti dari belum sepenuhnya Islam di ajarkan adalah dengan eksistensi dari Islam abangan di jawa. Secara umum mereka menganut Islam tetapi masih menganut nilai-nilai yang berbau paganisme.
Seiring perkembangan jaman lahirlah beberapa ormas keagamaan yang bermaksud untuk meluruskan segala khilafiyah di dunia Islam Indonesia. Mulai dari yang secara halus hingga ke yang ekstrem. Ormas yang halus sangat di minati oleh masyarakat sebaliknya ormas yang ekstrem kurang di minati oleh masyarakat. Mengapa itu bisa terjadi? Hal tersebut disebabkan ormas yang halus tidak dengan serta merta mengharamkan kegiatan-kegiatan berbau bid’ah yang merupakn warisan dari budaya hindu sebagai agama yang di anut oleh para founding father di masa lampau. Berbeda 180 derajat dengan ormas ekstrem yang mengharamkan aktifitas-aktifitas tersebut karena secara rasional lebih banyak mudharat ketimbang manfaat. Bahkan ada yang lebih ekstrem lagi dengan menambahkan dalil-dalil yang aneh tapi nyata.
Adapun aliran Wahabi tercipta untuk membenahi bid’ah-bid’ah, peraturan-peraturan, dan kebijakan-kebijakan yang bertentangan dengan syari’at Islam yang sesungguhnya. Bukanlah untuk merusak atau meresahkan kehidupan masyarakat. Justru bila ada masyarakat yang terusik atau terganggu dengan kehadirannya, maka itu berarti masyarakat tersebut belum sepenuhnya memahami Islam.
Wallahu A’lam
(Cikarang, 00.07am, July 11, 2009)

CV

2009-07-09T19:40:00.002-07:00

Nurhendi, SS (NIDN:Nomor Identitas Dosen Nasional:0326038302)
Jl. Jembatan Selatan No. 6 Kelurahan Pulo, Kebayoran Baru Jakarta Selatan
081314146767/02195401483
nurhendi.blogspot.com (monsieur)

Place and Date of Birth : Jakarta, March 26, 1983
Interests : Linguistics and Literature, Teaching, Cooking
Vision : Being a Linguist and a Good Educator
Mission : To become a beneficial person for other people.

Education :

SDN Gadog I Bogor (1989-1995)
SMPI Al-Amjad Jakarta (1995-1998)
SMU BKUI Jakarta (1998-2001)
Universitas Islam Negeri “Syarif Hidayatullah” Jakarta
Majoring in English Literature (2001-2007)
STAI Al-‘Aqidah (2005-...)

Professional Experience :

I. College

STIKes Sismadi Jakarta (2008-now)
-English for Nurses Lecturer

STBA Pranata Indonesia Bekasi A and C (2007-now)
-Lecturer
English Tourism
Translation
Structure
Drama
Composition
Entrepreneurship
Vocabulary
Grammar

Sekolah Tinggi Transportasi Darat (STTD) (2007-now)
-Guest Lecturer
English for Transport
TOEFL Preparation

STMIK Pranata Indonesia Bekasi (2007-2008)
-English Lecturer

Krisanti Tourism Academy Jakarta (2007-2009)
-English Lecturer

STIKes Bhakti Husada Cikarang (2006-2007)
-Guest Lecturer
English for Nurses
English for Midwives
TOEFL Preparation

II. School

SMK/SMIP Krisanti Jakarta (2007-2009)
-English Teacher

SMP/SMK BKUI Jakarta (2005-2006)
-English Teacher
-OSIS Advisor (Pembina OSIS)

III. Course

Lembaga Pendidikan Indonesia Amerika (LPIA) (2004-now)
-Instructor
Conversation
English for Special Purposes
TOEFL Preparation
TOEIC Preparation

International Course of English (2006-now)
-Academic Director

FUIR English Course (2004-2005)
-Academic Manager

IV. In-company and In-house Training

PT. Sinar Palasari Jakarta (2009-....)
PT. Langgeng Mandiri Jakarta (2008-2009)
Bank Indonesia (2006-2009)
PT. Bank Mandiri (2007-2008)
PT. Minda Automotive Karawang (2006-2007)
Mabes POLRI (2005-2006)
PT. Talenta Jakarta (2005)

Organization :

Forum Ukhuwah Islamiah Ruhama Jakarta (2001-now)
-Div. Kesejahteraan Masyarakat
South East Asian Youth Program (SEAYP) (2003-2004)
-Member
Forum Halaqah Dzikir Lailatul Qadr Indonesia (2002)
-Sekretaris 2
Kreasi Karya Muda (K2M) E.O. (2001-2002)
-Sekretaris Umum]

Modul:

-ESP Shipping (LPIA)
-Bahasa For Foreigners (LPIA)

2009-07-09T19:40:00.001-07:00

I tried so hard and got so far but in the end it doesn’t even matter
I had too far to lose it all but in the end it doesn’t even matter
I put my trust in you I push as far as I can go for all these there’s only one thing you should know I put my trust in you I push as far as I can go for all these there’s only one thing you should know I put my trust in you I push as far as I can go for all these there’s only one thing you should know I tried so hard and got so far but in the end it doesn’t even matter
I had too far to lose it all but in the end it doesn’t matter
but in the end it doesn’t even matter
one thing I don’t know why it doesn’t even matter how hard you try
keep that in mind I desire it with rhyme to remind myself how I TRIED SO HARD
It’s back to the way you mocked at me acted like I was a part of your property
Remembering at the time you fought with me and you knew that I fell apart
In the end it doesn’t even matter….
I put my trust in you I push as far as I can go for all these there’s only one thing you should know I put my trust in you I push as far as I can go for all these there’s only one thing you should know I put my trust in you I push as far as I can go for all these there’s only one thing you should know I tried so hard and got so far but in the end it doesn’t even matter
I had too far to lose it all but in the end it doesn’t matter
(4 Y.K…..)

I tried so hard and got so far but in the end it doesn’t even matter
I had too far to lose it all but in the end it doesn’t even matter
I put my trust in you I push as far as I can go for all these there’s only one thing you should know I put my trust in you I push as far as I can go for all these there’s only one thing you should know I put my trust in you I push as far as I can go for all these there’s only one thing you should know I tried so hard and got so far but in the end it doesn’t even matter
I had too far to lose it all but in the end it doesn’t matter
but in the end it doesn’t even matter
one thing I don’t know why it doesn’t even matter how hard you try
keep that in mind I desire it with rhyme to remind myself how I TRIED SO HARD
It’s back to the way you mocked at me acted like I was a part of your property
Remembering at the time you fought with me and you knew that I fell apart
In the end it doesn’t even matter….
I put my trust in you I push as far as I can go for all these there’s only one thing you should know I put my trust in you I push as far as I can go for all these there’s only one thing you should know I put my trust in you I push as far as I can go for all these there’s only one thing you should know I tried so hard and got so far but in the end it doesn’t even matter
I had too far to lose it all but in the end it doesn’t matter
(4 Y.K…..)

Marriage

2009-07-09T19:34:00.000-07:00

Marriage
Banyak orang mengatakan bahwa belumlah sepenuhnya sukses seseorang bila ia menghadapi dunia ini seorang diri tanpa ditemani oleh seseorang yang senantiasa mendampingi. Hidup berdampingan, dalam konteks yang sudah halal, dapat memberikan ketenangan, kenyamanan, dan semangat hidup selama itu selalu dihiasi oleh nilai-nilai keagamaan dan kejujuran. Hidup berdampingan pun dapat menghasilkan sumber permasalahan baru yang awalnya tidak ada, namun hal tersebut dapat di atasi selama kedua pasangan saling terbuka dan menerima satu sama lain. Menyatukan dua karakter yang berbeda tentunya sangat sulit dan tidaklah mudah sehingga diperlukan waktu dan kesabaran agar keduanya dapat seiring sejalan mengarungi hidup yang fana ini.
Pernikahan adalah bentuk penyatuan dua jenis manusia demi terciptanya pergaulan yang halal diantara keduanya. Dari situlah kemudian lahir generasi-generasi baru yang diharapkan dapat menjadi penerus yang berakhlak mulia dan berakal budi. Pernikahan adalah dibolehkan bila hal tersebut dilakukan dengan tujuan memperoleh keturunan secara halal. Diwajibkan bila yang bersangkutan sudah cukup dari segi mental dan finansial serta bila pernikahan dilakukan dapat menghindarkan keduanya dari perbuatan maksiat. Diharamkan bila salah seorang diantaranya memiliki niatan buruk dalam pernikahan tersebut.
Karena mengharap ridho dari Allah adalah sebuah tujuan yang terbaik dari sebuah pernikahan dan bukanlah yang lain. Allah maha adil, bila seseorang mengharapkan materi semata atas amal yang ia lakukan maka Allah akan memberikan materi. Bila ia mengharapkan popularitas maka popularitas pula yang akan ia dapatkan. Tapi bila ia hanya menharapkan ridho Allah niscaya ia akan mendapatkan semuanya.
Fenomena kawin dan cerai di kalangan publik figur di Indonesia sudah sangat mengkhawatirkan tanpa di sadari akan dapat mengakibatkan meningkatnya jumlah perceraian di Indonesia. Entah apa yang di cari oleh saudara/I kita yang terkenal itu, tapi perbuatan mereka telah menciptakan dampak yang buruk pada tatanan hidup masyarakat. Sudah sepatutnya mereka sadari bahwa pernikahan adalah suatu hal yang sakral dan bukanlah kegiatan seremonial belaka. Itu berarti mereka harus sadar betul apa yang mereka lakukan, sehingga bila terjadi permasalahan mereka dapat mengatasinya dengan saling bertukar pikiran dari hati ke hati dan tidak perlu menyelesaikannya di meja pengadilan agama. Keterbukaan, kejujuran, dan saling menerima merupakan hal-hal yang penting untuk dilaksanakan kemudian biarkanlah nilai-nilai keagamaan yang mewarnai dan melindunginya.
Wallahu ‘alam…
(cikarang, 01.47 am, July 10, 2009)

PNS vs PMS

2009-07-02T23:43:00.000-07:00

PNS menjadi PMS
Untuk mengetahui kualitas sumber daya manusia suatu negara bisa kita melihatnya dari kualitas pendidikan negara tersebut. Untuk mengetahui masa depan dari sebuah negara kita dapat melihatnya dari pemimpinnya. Untuk mengetahui watak penduduk sebuah negara itupun dapat dilihat dari para pelayan masyarakatnya atau pegawai negerinya alias aparatur negaranya. Pada sebuah acara debat capres beberapa waktu lalu telah disinggung mengenai menggelembungnya jumlah aparatur negara di negara ini sehingga diperlukannya sebuah penyesuaian yang dapat mengurangi pengeluaran APBN.
Suatu saat pernah saya membaca terjemahan Pegawai Negeri Sipil dari sebuah kamus bahasa dan di situ tertulis Public Servant yang secara awam dapat diartikan menjadi Pelayan Publik. Terminologi tersebut diambil dari sebuah bahasa yang berasal dari negara maju dan itu menandakan bahwa di negara maju PNS memang benar-benar di sediakan untuk melayani publik atau masyarakat. Pendapatan mereka pun telah di tentukan oleh negara jadi apabila kekayaan mereka berlebihan berarti mereka....
Dinegara ini menjadi pegawai negeri adalah impian setiap orang karena adanya embel-embel tunjangan dan jaminan pensiun. Sehingga banyak orang yang dengan segala cara berupaya untuk menjadi PNS atau Pelayan Masyarakat meskipun harus mengeluarkan uang hingga Rp. 40 juta hanya demi jaminan di masa depan. Kalau sudah seperti itu maka akan sama halnya dengan berdagang untuk mendapat untung harus mengeluarkan modal. Bila modalnya besar maka keuntungannya pun harus besar jika perlu berlipat. Lantas dimana letak pelayanan terhadap masyarakat bila para pegawai negeri yang terhormat kita berlomba-lomba mencari balik modal serta keuntungan.
Saya memiliki dua orang Uwak yang kita sebut saja Uwak A dan Uwak B. Uwak A dulunya adalah seorang pegawai negeri beliau bekerja disebuah Bank milik BUMN. Dulu ia jaya, ia dapat menghidupi istrinya serta ketiga anaknya dengan sangat baik. Tetapi setelah pensiun ia tidak punya apa-apa bahkan anaknya yang terakhir pun hampir tak bisa menyelesaikan SMA. Lain lagi dengan Uwak B, awalnya ia bekerja pada sebuah perusahaan kontruksi milik BUMN tetapi kemudian ia keluar dan memilih menjadi kontraktor profesional. Tapi ia dapat hidup dengan sangat mapan beserta seorang istri dan keempat putrinya. Seluruhnya dapat menyelesaikan pendidikan SMA bahkan berlanjut hingga ke tingkat universitas swasta yang terkemuka di Jakarta. Nah sepertinya saya lebih memilih Uwak B dech...
Namun sayangnya masyarakat kita masih memiliki pola berpikir yang salah seakan-akan untuk menjadi kaya, ya.. harus jadi pegawai negeri padahal negeri kita kan miskin uang meskipun memang kaya alamnya serta melimpah hutangnya. Akhirnya mereka akan melakukan segala cara demi mendapatkan seragam coklat-coklat, ijo-ijo, dan batik. Dan lebih akhirnya lagi, bila mereka terpilih menjadi PNS maka mereka akan melakukan segala cara untuk mendapatkan balik modal dan keuntungan. Dan ini sudah menjadi RAHASIA UMUM loch...
Sehingga menurut hemat saya demi terciptanya aparat negara yang benar-benar menjaga amanah maka akan lebih baik mengganti label PNS (Pegawai Negeri Sipil) menjadi PMS (Pegawai Masyarakat Sipil/Pelayan Masyarakat Sipil). Mengapa? Agar para aparat paham betul tugas dan tanggung jawab mereka bahwa mereka digaji oleh orang-orang miskin dan untuk melayani orang-orang miskin. Mudah-mudahan dengan penggantian label tersebut akan menghasilkan aparat-aparat yang berkualitas, professional, berdedikasi, dan bertanggung jawab. Amin.
(Cikarang, June 25, 2009)

She

2009-06-24T06:11:00.000-07:00

She could be the one that I loved
She could be the one that I cared
She could be the one that I shared
She could be the one that I needed
She could be the one that I hugged
She could be the one that I heard
She could be the one that I liked
She could be the one that I trusted
She could be the one that I wanted
She could be the one that I voiced
She could be the one that I voted
She could be the one that I dreamed
She could be the one that she could be....
(Cikarang, June 24, 2009)

Indonesiaku Ironisku

2009-06-24T06:09:00.000-07:00

Indonesiaku Ironisku (I)
Manohara Pinoet, Siti Hajar, dan masih banyak lagi yang lain adalah korban dari kurangnya nilai harga diri bangsa Indonesia di mata internasional yang kemudian menyebabkan rendahnya appresiasi masyarakat internasional kepada warga negara Indonesia. Bukan hanya di Malaysia bahkan di negara-negara timur tengah dan eropa pun warga negara Indonesia seakan dipandang sebelah mata. Tindakan yang tidak manusiawi tidak hanya terjadi pada TKI atau TKW yang ada di Malaysia saja tetapi juga terjadi pada para pahlawan devisa yang di berada di beberapa negara timur tengah dan eropa.
Beberapa tahun yang lalu saat masih kuliah, saya tinggal di sebuah kos-kosan yang memperkerjakan seorang pembantu yang berusia sekitar 40 tahunan, sebut saja Neneng. Satu hal yang menarik, Neneng adalah seorang Hajjah padahal pemilik kos-kosan pun saat itu belum bisa meraih gelar tersebut. Ternyata Neneng adalah seorang mantan TKW di sebuah negara di timur tengah ia memang beruntung dapat menunaikan ibadah haji sementara ia bekerja di sebuah rumah sebagai pembantu rumah tangga. Namun malang tak dapat di tolak, setelah beberapa tahun bekerja di sana tiba-tiba Neneng terkena penyakit yang menyebabkan ia mengalami amnesia. Beberapa hari di rumah sakit kemudian Neneng yang masih dengan amnesianya dipulangkan ke tanah air. Malangnya Neneng dideportasi secara halus tanpa harta benda yang ia simpan di negara tempat ia bekerja. Maka ia pun pulang dengan hanya beberapa helai pakaian dan penyakitnya yang belum sembuh.
Bukanlah hal yang aneh bila jasa para pahlawan seringkali dilupakan oleh bangsa ini sementara kita hafal betul sebuah ungkapan “Bangsa Besar adalah Bangsa yang Menghargai Jasa Pahlawannya”. Jadi kesimpulannya....
Indonesiaku Ironisku (II)
Masih ingatkah anda pada Sumpah Pemuda yang melahirkan semangat persatuan dan tertuang dalam sebuah Ikrar “Berbangsa satu, bangsa Indonesia. Berbahasa satu, bahasa Indonesia. Bernegara satu, negara Indonesia.” Indonesia adalah sebuah negara yang kaya, kaya budayanya, kaya sukunya, kaya tradisinya, kaya bahasanya, kaya alamnya, serta kaya hutangnya. Tujuan awal dari Sumpah Pemuda tersebut adalah memupuk dan mengembangkan jiwa patriotisme terhadap bangsa dan negara dengan cara menciptakan identitas bangsa yang diwujudkan berdasarkan ikrar di atas.
Menjamurnya sekolah dengan embel-embel Internasional merupakan motor dari majunya pendidikan di negeri ini. Tetapi yang jadi permasalahannya adalah penerapan salah satu bahasa asing sebagai bahasa pengantar di sekolah yang umumnya dihuni oleh kalangan atas itu. Penerapan bahasa asing tersebut yang kemudian di ikuti oleh sekolah jenis lainnya merupakan kabar baik dan sekaligus kabar buruk. Kabar baiknya adalah niscaya bangsa ini dapat bersaing dengan bangsa lain oleh karena para generasi baru telah di bekali dengan penguasaan bahasa asing yang mumpuni.
Kabar buruknya adalah hilangnya identitas bangsa ini. Karena dari semenjak dini generasi baru telah di cekoki oleh bahasa asing yang lambat laun akan menghapus perbendaharaan bahasa Indonesia di otak kiri mereka. Inilah yang di sebut dengan penjajahan model baru.....Indonesiaku Ironisku (I)
Manohara Pinoet, Siti Hajar, dan masih banyak lagi yang lain adalah korban dari kurangnya nilai harga diri bangsa Indonesia di mata internasional yang kemudian menyebabkan rendahnya appresiasi masyarakat internasional kepada warga negara Indonesia. Bukan hanya di Malaysia bahkan di negara-negara timur tengah dan eropa pun warga negara Indonesia seakan dipandang sebelah mata. Tindakan yang tidak manusiawi tidak hanya terjadi pada TKI atau TKW yang ada di Malaysia saja tetapi juga terjadi pada para pahlawan devisa yang di berada di beberapa negara timur tengah dan eropa.
Beberapa tahun yang lalu saat masih kuliah, saya tinggal di sebuah kos-kosan yang memperkerjakan seorang pembantu yang berusia sekitar 40 tahunan, sebut saja Neneng. Satu hal yang menarik, Neneng adalah seorang Hajjah padahal pemilik kos-kosan pun saat itu belum bisa meraih gelar tersebut. Ternyata Neneng adalah seorang mantan TKW di sebuah negara di timur tengah ia memang beruntung dapat menunaikan ibadah haji sementara ia bekerja di sebuah rumah sebagai pembantu rumah tangga. Namun malang tak dapat di tolak, setelah beberapa tahun bekerja di sana tiba-tiba Neneng terkena penyakit yang menyebabkan ia mengalami amnesia. Beberapa hari di rumah sakit kemudian Neneng yang masih dengan amnesianya dipulangkan ke tanah air. Malangnya Neneng dideportasi secara halus tanpa harta benda yang ia simpan di negara tempat ia bekerja. Maka ia pun pulang dengan hanya beberapa helai pakaian dan penyakitnya yang belum sembuh.
Bukanlah hal yang aneh bila jasa para pahlawan seringkali dilupakan oleh bangsa ini sementara kita hafal betul sebuah ungkapan “Bangsa Besar adalah Bangsa yang Menghargai Jasa Pahlawannya”. Jadi kesimpulannya....
Indonesiaku Ironisku (II)
Masih ingatkah anda pada Sumpah Pemuda yang melahirkan semangat persatuan dan tertuang dalam sebuah Ikrar “Berbangsa satu, bangsa Indonesia. Berbahasa satu, bahasa Indonesia. Bernegara satu, negara Indonesia.” Indonesia adalah sebuah negara yang kaya, kaya budayanya, kaya sukunya, kaya tradisinya, kaya bahasanya, kaya alamnya, serta kaya hutangnya. Tujuan awal dari Sumpah Pemuda tersebut adalah memupuk dan mengembangkan jiwa patriotisme terhadap bangsa dan negara dengan cara menciptakan identitas bangsa yang diwujudkan berdasarkan ikrar di atas.
Menjamurnya sekolah dengan embel-embel Internasional merupakan motor dari majunya pendidikan di negeri ini. Tetapi yang jadi permasalahannya adalah penerapan salah satu bahasa asing sebagai bahasa pengantar di sekolah yang umumnya dihuni oleh kalangan atas itu. Penerapan bahasa asing tersebut yang kemudian di ikuti oleh sekolah jenis lainnya merupakan kabar baik dan sekaligus kabar buruk. Kabar baiknya adalah niscaya bangsa ini dapat bersaing dengan bangsa lain oleh karena para generasi baru telah di bekali dengan penguasaan bahasa asing yang mumpuni.
Kabar buruknya adalah hilangnya identitas bangsa ini. Karena dari semenjak dini generasi baru telah di cekoki oleh bahasa asing yang lambat laun akan menghapus perbendaharaan bahasa Indonesia di otak kiri mereka. Inilah yang di sebut dengan penjajahan model baru.....

Affixation (part II)

2009-06-24T06:07:00.000-07:00

Affixation (Part II)
According to the function of the affix, divided into 2 kinds;
1.Inflectional Affixation means the giving of affixes in a word does not change the word-classes
-s = Write + -s = writes
-es = Fix + -es = Fixes
-ies= Study + -ies= studies
-ing= Work + -ing= working
-ed= Start + -ed = started
Re-= Re- + search = research
Dis- = Dis- + like = dislike
Im- = Im- + posible = Impossible
Ir- = Ir- + regular = Irregular
2.Derivational Affixation means the giving of affixes in a word changes the word-classes
a). Adjective -> Adverb
-ily = easy + -ily = easily
-ly = independent + -ly = independently
b). Noun -> Verb
-ize = Emphasis + -ize= emphasize
-ify = Beauty + -ify = beautify
-en = Threat + -en = threaten
Be- = Be- +witch = bewitch
Im- = Im- + prison = Imprison
Ac- = Ac-+ knowledge = acknowledge
c). Noun -> Adjective
-ful = Beauty + -ful = beautiful
-ic = period + -ic = periodic
-al = condition + -al = conditional
-y = water + -y = watery
-ous = courage + -ous = courageous
-en = wood + -en = wooden
-ish = Child + -ish = Childish
-like = Lady + -like = ladylike
-ate = Fortune + -ate = fortunate
-wide = World + -wide= worldwide
-ship = Friend + -ship = friendship
-worthy = Trust + -worthy = trustwothy
-less = Speech + -less = speechless
d). Adjective -> verb
-en = sharp + -en = sharpen
En- = Large + en- = enlarge
-ate = Active + -ate = activate
e). Verb -> noun
-ion = Product + -ion = Production
-or = Detect + -or = Detector
-ence = Depend + -ence = Dependence
-ance = Accept + -ance = acceptance
-er = Work + -er = worker
-tion = Distribute + -tion = Distribution
-ment = Enter + -ment = entertainment
-ery = Rob + -ery = Robbery
-ity = Secure + -ity = Security
f). Adjective -> Noun
-th = wide + -th =width
-ness = happy + -ness = happiness
-some = whole + -some = wholesome
--ity = Curious + -ity = curiousity
-ry = Brave + -ery = bravery
( Cikarang, 01.35am, June 14, 2009)
Affixation (Part II)
According to the function of the affix, divided into 2 kinds;
1.Inflectional Affixation means the giving of affixes in a word does not change the word-classes
-s = Write + -s = writes
-es = Fix + -es = Fixes
-ies= Study + -ies= studies
-ing= Work + -ing= working
-ed= Start + -ed = started
Re-= Re- + search = research
Dis- = Dis- + like = dislike
Im- = Im- + posible = Impossible
Ir- = Ir- + regular = Irregular
2.Derivational Affixation means the giving of affixes in a word changes the word-classes
a). Adjective -> Adverb
-ily = easy + -ily = easily
-ly = independent + -ly = independently
b). Noun -> Verb
-ize = Emphasis + -ize= emphasize
-ify = Beauty + -ify = beautify
-en = Threat + -en = threaten
Be- = Be- +witch = bewitch
Im- = Im- + prison = Imprison
Ac- = Ac-+ knowledge = acknowledge
c). Noun -> Adjective
-ful = Beauty + -ful = beautiful
-ic = period + -ic = periodic
-al = condition + -al = conditional
-y = water + -y = watery
-ous = courage + -ous = courageous
-en = wood + -en = wooden
-ish = Child + -ish = Childish
-like = Lady + -like = ladylike
-ate = Fortune + -ate = fortunate
-wide = World + -wide= worldwide
-ship = Friend + -ship = friendship
-worthy = Trust + -worthy = trustwothy
-less = Speech + -less = speechless
d). Adjective -> verb
-en = sharp + -en = sharpen
En- = Large + en- = enlarge
-ate = Active + -ate = activate
e). Verb -> noun
-ion = Product + -ion = Production
-or = Detect + -or = Detector
-ence = Depend + -ence = Dependence
-ance = Accept + -ance = acceptance
-er = Work + -er = worker
-tion = Distribute + -tion = Distribution
-ment = Enter + -ment = entertainment
-ery = Rob + -ery = Robbery
-ity = Secure + -ity = Security
f). Adjective -> Noun
-th = wide + -th =width
-ness = happy + -ness = happiness
-some = whole + -some = wholesome
--ity = Curious + -ity = curiousity
-ry = Brave + -ery = bravery
( Cikarang, 01.35am, June 14, 2009)
Affixation (Part II)
According to the function of the affix, divided into 2 kinds;
1.Inflectional Affixation means the giving of affixes in a word does not change the word-classes
-s = Write + -s = writes
-es = Fix + -es = Fixes
-ies= Study + -ies= studies
-ing= Work + -ing= working
-ed= Start + -ed = started
Re-= Re- + search = research
Dis- = Dis- + like = dislike
Im- = Im- + posible = Impossible
Ir- = Ir- + regular = Irregular
2.Derivational Affixation means the giving of affixes in a word changes the word-classes
a). Adjective -> Adverb
-ily = easy + -ily = easily
-ly = independent + -ly = independently
b). Noun -> Verb
-ize = Emphasis + -ize= emphasize
-ify = Beauty + -ify = beautify
-en = Threat + -en = threaten
Be- = Be- +witch = bewitch
Im- = Im- + prison = Imprison
Ac- = Ac-+ knowledge = acknowledge
c). Noun -> Adjective
-ful = Beauty + -ful = beautiful
-ic = period + -ic = periodic
-al = condition + -al = conditional
-y = water + -y = watery
-ous = courage + -ous = courageous
-en = wood + -en = wooden
-ish = Child + -ish = Childish
-like = Lady + -like = ladylike
-ate = Fortune + -ate = fortunate
-wide = World + -wide= worldwide
-ship = Friend + -ship = friendship
-worthy = Trust + -worthy = trustwothy
-less = Speech + -less = speechless
d). Adjective -> verb
-en = sharp + -en = sharpen
En- = Large + en- = enlarge
-ate = Active + -ate = activate
e). Verb -> noun
-ion = Product + -ion = Production
-or = Detect + -or = Detector
-ence = Depend + -ence = Dependence
-ance = Accept + -ance = acceptance
-er = Work + -er = worker
-tion = Distribute + -tion = Distribution
-ment = Enter + -ment = entertainment
-ery = Rob + -ery = Robbery
-ity = Secure + -ity = Security
f). Adjective -> Noun
-th = wide + -th =width
-ness = happy + -ness = happiness
-some = whole + -some = wholesome
--ity = Curious + -ity = curiousity
-ry = Brave + -ery = bravery
( Cikarang, 01.35am, June 14, 2009)
Affixation (Part II)
According to the function of the affix, divided into 2 kinds;
1.Inflectional Affixation means the giving of affixes in a word does not change the word-classes
-s = Write + -s = writes
-es = Fix + -es = Fixes
-ies= Study + -ies= studies
-ing= Work + -ing= working
-ed= Start + -ed = started
Re-= Re- + search = research
Dis- = Dis- + like = dislike
Im- = Im- + posible = Impossible
Ir- = Ir- + regular = Irregular
2.Derivational Affixation means the giving of affixes in a word changes the word-classes
a). Adjective -> Adverb
-ily = easy + -ily = easily
-ly = independent + -ly = independently
b). Noun -> Verb
-ize = Emphasis + -ize= emphasize
-ify = Beauty + -ify = beautify
-en = Threat + -en = threaten
Be- = Be- +witch = bewitch
Im- = Im- + prison = Imprison
Ac- = Ac-+ knowledge = acknowledge
c). Noun -> Adjective
-ful = Beauty + -ful = beautiful
-ic = period + -ic = periodic
-al = condition + -al = conditional
-y = water + -y = watery
-ous = courage + -ous = courageous
-en = wood + -en = wooden
-ish = Child + -ish = Childish
-like = Lady + -like = ladylike
-ate = Fortune + -ate = fortunate
-wide = World + -wide= worldwide
-ship = Friend + -ship = friendship
-worthy = Trust + -worthy = trustwothy
-less = Speech + -less = speechless
d). Adjective -> verb
-en = sharp + -en = sharpen
En- = Large + en- = enlarge
-ate = Active + -ate = activate
e). Verb -> noun
-ion = Product + -ion = Production
-or = Detect + -or = Detector
-ence = Depend + -ence = Dependence
-ance = Accept + -ance = acceptance
-er = Work + -er = worker
-tion = Distribute + -tion = Distribution
-ment = Enter + -ment = entertainment
-ery = Rob + -ery = Robbery
-ity = Secure + -ity = Security
f). Adjective -> Noun
-th = wide + -th =width
-ness = happy + -ness = happiness
-some = whole + -some = wholesome
--ity = Curious + -ity = curiousity
-ry = Brave + -ery = bravery
( Cikarang, 01.35am, June 14, 2009)

Affixation (part I)

2009-06-13T05:51:00.000-07:00

Affixation
Affixation is affixed from a word affix means to stick, fasten, or to attach something (verb) or a letter or group of letters added to the beginning or the end of a wood to change its meaning or the way it is used (noun). Thus, it can be comprehended that affixation is the process of giving affixe(s) onto a word.
According to the place of attaching the affix, affixation can be divided into 5 kinds;
1. Prefix : the attaching of affix at the beginning of a word...
Pre- : Pre + position Under- : Under + developed
Dis- : Dis + like Inter- : Inter + national
Ir- : Ir + regular Bi- : Bi + lingual
Un- : Un + limited Mono- : Mono + rail
En- : En + danger etc....
Im- : Im + possible
Re- : Re + search
2. Suffix : the attaching of affix at the end of a word...
-en : sharp + en -ion : suggest + ion
-ily : easy -> easily -ness : happy -> happi + ness
-ly : quick + ly -less : speech + less
-y : water + watery -al : bury -> buri + al
-tion : produce + tion etc...
3. Circumfix : the attaching of affixes at the beginning and at the end of a word...
Dis + agree + ment
Un + happi + ness
Re + search + er
Etc...
4. Infix : the attaching of affix in the middle of a word...
5. Interfix : the attaching of affixes between affixes in a word...

(Cikarang, June 13, 2009)

STBA Grammar Syllabus

2009-06-13T05:40:00.000-07:00

Grammar I

1. Present Tense
a. Simple Present (verbal)
b.Simple Present (nominal)
c. Present Progressive
2. Present Tense II
a. Present Perfect (verbal)
b.Present Perfect (nominal)
c.Present Perfect Progressive
3. Past Tense I
a. Simple Past (verbal)
b. Simple past (nominal)
c. Past Progressive
1) Statement
2) Negative
3) Interrogative
4. Past Tense II
a. Past Perfect (verbal)
b. Past Perfect (nominal)
c. Past Perfect Progressive
5. Future Tense I
a. Simple Future (verbal)
b. Simple Future (nominal)
c. Simple Future Progressive
6. Future Tense II
a. Future Perfect (verbal)
b. Future Perfect (nominal)
c. Future Perfect Progressive
7. Mid test
8. Past Future Tense I
a. Simple Past Future (verbal)
b. Simple Past Future (nominal)
c. Past Future Progressive
9. Past Future Tense II
a. Past Future Perfect (verbal)
b. Past Future Perfect (nominal)
c. Past Future Perfect Progressive
10. Passive Sentences I
a. Present Tense
1) Simple Present
2) Present Progressive
3) Present Perfect
4) Present Perfect Progressive
11. Passive Sentences II
a. Past Tense
1) Simple Past
2) Past Progressive
3) Past Perfect
4) Past Perfect Progressive
12. Passive Sentences III
a. Future Tense
1) Simple Future
2) Future Progressive
3) Future Perfect
4) Future Perfect Progressive
13. Passive Sentences IV
a. Past Future Tense
1) Simple Past Future
2) Past Future Progressive
3) Past Future Perfect
4) Past Future Perfect Progressive
5) Passive Modal Auxilliaries
14. Final

Grammar II
1. Pronoun
a. Subjective Pronoun
b. Objective Pronoun
c. Possessive Pronoun
d. Possessive Adjective
e. Reflxive Pronoun
2. English Expressions I
a. Expressions of Necessity
b. Expressions of Advisability
c. Expressions of Ability
3. English Expressions II
a. Expressions of Probability
b. Expressions of Preference
c. Expressions of Planned actions
4. a.Prepositions (in/on/at)
b.Adverbs
1) Time
2) Place
3) Manner
5. Adjectives
a. Proper Adjective
b. Numeral Adjectives
1) Cardinal
2) Ordinal
6. Midtest
7. a. Adjective of Comparisons
b. Descriptive Adjective
8. Noun
a. Proper Noun
b. Common Noun
c. Interrogative noun
9. a. Demonstrative Adjective
b.Demonstrative Pronoun
c. Ditributive Adjective/Noun
10. a. Question Tag
b. Addition of Remark (so am I...)
11. For, Since, Still, Yet, Just, Already
12. American English and British English
13. Expletive There VS Expletive It/here
14. Final Test

Grammar III
1. Past English Expressions I
a. Past Necessity
b. Past Advisability
c. Past Ability
2. Past English Expressions II
a. Past Probability
b. Past Habits
3. English Expression
a. Custom
b. Supposability
4. a. Stative Passive
b. Adjective –Ing & -ed
5. a. Expressions of The Other, others...
b.One/ones
c. So/very/too
6. Sequence of Determiners
7. Midtest
8. Causative Verbs
9. Linking Verbs
10. Adverbs
a. Adv. Of Time
b. Adv. Of Intensifier
c. Adverbs of Purpose
d. Adverbs of Degree
e. Adverbs of Accompaniment
f. Adverbs of Agent
11. a. Reversal of Words Order
b.Instead/Instead of
c. Rather/quite/enough
12. Direct and Indirect Speech
13. Telling time, date,and English Calculations
14. Final Test

Grammar 4
1. Articles
a. Definite
b. Indefinite
2. A few, a little, little, few
3. Conditional clauses
a. Wish Clauses
b. If Clauses
4. Paired conjunctions
a. Both...and...
b. Neither...nor...
c. Either...or...
d. Not only...but also...
5. Adjective clause I
a. Who
b. Whom
c. Which
d. That
6. Adjective clause II
a. Whose
b. At/in/on Which
7. Mid-test
8. Extra Information
9. Adjective phrase
10. Subjunctive
a. Subjunctive Noun
b. Subjunctive Verb
c. Subjunctive Adjective
11. Inflectional Affixation
a. Prefix
b. Suffix
12. Derivational Affixation
a. Prefix
b. Suffix
c. Circumfix
d. Interfix
13. Sequence of Adjective
14. Final

Grammar V
1. a. A large number/amount of...
b. A number of.../The number of...
2. Definite Articles (with or without “The”)
3. a. Adjective and Adverbs
b.So/such
4. a. For/During/while
b. By/Until/By the time...
c. On time/In time
d. at the end/in the end
5. Noun+preposition
6. Preposition+noun
7. Midtest
8. Adjective+preposition I
9. Adjective+preposition II
10. Verb+prepoition I
11. Verb+preposition II
12. Verb+preposition III
13. Verb+object+preposition
14. Final

(Cikarang, June 13, 2009)

Feminism II

2009-06-09T21:57:00.000-07:00

ISLAMic FEMINISM
Sultana as a main female character, she reflects the Islamic Feminism Values. Because she does not break the rules in Islam. Islamic feminism does not teach a woman to rebel to her man (husband), but Islamic Feminism teaches that women also have rights to speak and determine their life without any force from men. And in Islam there is no lesson that propose men to act rudely over their women (wives). As our Prophet Muhammad SAW explained when he was asked by one of his bestfriends, “ My Prophet, whom I must appreciate the most?”. Prophet replies, “ Your Mother..”. He asked (again), “Then whom..”, Prophet Muhammad answered, “Your mother...”. He continued asking,”Then whom else...”, Prophet explained, “Your mother and then your father...”.
From the hadith explained above, we can observe that how valuable is a woman in Islamic values and moreover to mother as our Prophet Muhammad SAW appreciated mother very much. In Islamic ways of life, Qur’an and Hadith, there are many feminism values which describe how important women are in this life. It is Qur’an that has a special part in it (Surah Annisa). It is Qur’an that explains the contribution of women in a nation. It is Qur’an that shows the importance of women in family. It is hadith that places women in a high position. It is hadith that shows the pride of women. It is Islam that promotes the equality between men and women with their duties to establish good, strong, and forward-minded generations according to the Islamic ways.
However, some people comprehend the contents of Qur’an or Hadith in a wrong way. Even they use it for some peculiar purposes and for the sake of political will (purposes). Those make the misunderstanding of Islam for other faiths’ followers. Those have been contaminated by the wrong hands. Those have been used not in the name of the most merciful(Allah). Many irresponsible men married to more than one woman and hode themselves behind the Sunnah while , in fact, mostly they did that just because of sexual interets and not more. Meanwhile, Prophet Mohammad did the polygamy in order to develop Islam and raise the prestige of women at that time. The misleading of Qur’an and Hadith has made the decreasing of Islam. In the other words, Islam has been ruined by its own followers. Blame of Islam degradation nowadays should not be addressed to others but truly to ourselves.
Islam was established for the Rahmatan Lil ‘Alamin, for the peace, safety, and prosperity in this world as a way to face the other day. “There is no doubt in this book(Qur’an/Koran);it is a direction to pious, who believe in the mysteries of faith..” Al-baqarah verses 2-3. Allah tells, describes, explains, and argues everything in Holy Qur’an. He solves and convinces in the verses of Qur’an. There is no other holy books except Qur’an.
(Cikarang, June 8, 2009)

Am.E and Br. E

2009-06-09T21:53:00.000-07:00

1.Spelling
A.In British English verbs ending in –l have –ll- before ing and –ed (whether the final syllable is stressed or not)
Travel/travelling/travelled cancel/cancelling/cancelled (Br. English)
Travel/traveling/traveled cancel/canceling/canceled (Am. English)
B.Some words with different spelling but the same meaning and pronunciation (some words)..
Br. English Am. English
Centre Center
Colour Color
Labour Labor
Favourite Favorite
Theatre Theater
Programme Program
Accoutrements Accouterments

2.Pronunciation
Br. English Am. English
Abhor
3.Glossary
Br.English Am. English
Petrol Gasoline
Petrol Station Gas Station
Skip Jump
Film Movie
Football Soccer
Gaol jail
In prison in jail
Match Game
Slaughterhouse Abbatoir
About Around
Aeroplane Airplane
Alsatian German Shepherd
Fish-slice Spatula
Penknife Pocket Knife
(Cikarang, June 4, 2009)

American English VS British English

2009-06-08T01:48:00.000-07:00

There are some differences between American and British English in some ways. Therefore, sometimes they give many difficulties for a beginner of non-native English learners to distinguish them, and lead him into confusion and errors in using of English. Here the writer tries to explain briefly about the differences...

A. In American English the past simple is often used to give new information or to announce a recent happening:
-I lost my key. Can you help me look for it?
B. The past simple is used with just and already:
-I’m not hungry. I just had lunch
-‘Don’t forget to post the letter.’ ‘I already posted it’.

C. Americans use the past simple simple with yet:
-I didn’t tell them about the accident yet
D. In American English the forms I have/I don’t have/do you have? Are more usual than ‘I’ve got/I haven’t got/Have you got?’:
-we have a new car(Am.E)
-we have got a new car(Br.E)
-Do you have any change?(Am.E)
-Have you got any change?(Br.E)
E. Americans use the infinitive (without to) in structures with insist/suggest etc.:
-They insisted that we have dinner with them
-Jim suggested that I buy a car
This structure is also used in British English
F. Americans say ‘the hospital’
-The injured man was taken to the hospital(Am.E)
-The injured man was taken to hospital (Br.E)
F. Americans say ‘the hospital’
-The injured man was taken to the hospital(Am.E)
-The injured man was taken to hospital (Br.E)
G. Americans say ‘on a team’
-He’s the best player on the team(Am.E)
-He’s the best player in the team(Br.E)
H. Quite in Br.E means less than ‘very’ but more than ‘a little’
Quite in Am.E means completely, e.g. ‘Are you sure?’ ‘Yes, quite sure’ (=completely sure)
I. Americans say ‘on the week-end/on week-ends. The british say ‘at the week-end/at week-ends.
J. In Am.E ‘different than’ is also possible and ‘different to’ is not used. In Br.E ‘different from’ is as possible as ‘different to.’
K. Americans say write someone (without to)
-Please write me soon and tell me how you are
L. The past participle of get is gotten in Am.E:
-Your English has gotten much better since I last saw you.(Am.E)
-Your English has got much better since I last saw you.(Br.E)
M. Some verbs, which are irregular in Br. E, are normally regular in Am.E
Burn Burnt (Br.E) or Burned(Am.E)
Dream Dreamt (Br.E) or Dreamed(Am.E)
Lean Leant (Br.E) or Leaned(Am.E)
Learn Learnt(Br.E) or Learned(Am.E)
Smell Smelt(Br.E) or Smelled(Am.E)
Spell Spelt(Br.E) or Spelled(Am.E)
Spill Spilt (Br.E) or Spilled(Am.E)
Spoil Spoilt(Br.E) or Spoiled(Am.E)
N. (a) –er....than comparative
the....-est superlative
Adjectives with one syllable
taller than, the tallest
Adjectives with two syllables ending in:
-y dirtier than, the dirtiest
-le nobler than, the noblest
(b) more....than comparative
The most..... superlative
(1)Adjectives with three or more syllables
more beautiful than, the most beautiful
(2)Two-syllable adjectives with derivational endings (-ful, -less, -ish, -ous, -ing, -ed, etc.):
more useful than, the most useful
(c) Two-syllable adjectives with either Br. English form (–er....than comparative and the....-est superlative) or Am. English form (more....than comparative and The most..... superlative)
(1) adjectives ending in –er : clever, tender, bitter
(2) adjectives ending in –ow : narrow, sorrow, shallow
(3) adjectives ending in –some : handsome, wholesome, lonesome
(4) others : polite, profound, sincere, severe, common, pleasant, cruel, quiet, stupid
O. Agreement with collective nouns, the following are examples of collective nouns:
audience couple family public
class crowd government staff
committee faculty group team
When the collective noun refers to a collection of individuals, the verb may be either singular or plural:
My family is OR are loving and supportive. A singular verb is generally preferred in American English. A plural verb is used more frequently in British English, especially with the words government and public. (Am.: The government is planning many changes. Br.: The government are planning many changes.)
For numbers over 100 we use and to link the hundreds and the tens. When said aloud, and is pronounced /n/. The main stress falls on the final word of the number:
,three, hundred and, twenty-’nine
,five, hundred and ‘sixty
- In American English and is often left out:
,eight, hundred, ninety-’two
The time is expressed in different ways in British and American English:
It’s (a) quarter to eight. (Brit)
It’s seven forty-five. (Brit)
It’s (a) quarter to/of eight. (Am.)

It’s (a) quarter past one. (Brit)
It’s one fifiteen. (Brit)
It’s (a) quarter after one. (Am.)

It’s five (minutes) to four. (Brit)
It’s three fifty-five. (Brit)
It’s five to/of four. (Am.)
The twenty-four hour clock is used in Britain for timetables and in some official letters and notices. In the USA it is used only for military purposes and on ships.
Times are spoken as:
0300 (o) three hundred hours
1345 thirteen fourty-five
2305 twenty-three o five
There are two ways of saying midnight:
0000 o o double o
2400 twenty-four hundred hours
Subjuntive is a basic verb of a verb used after verbs, nouns, or adjectives which show importance.
Verbs that use subjunctive: advise, ask, beg, command, decree, demand, desire, insist, instruct, order, prefer, propose, recommend, request, require, stipulate, suggest, urge, warn.
Nouns followed by subjunctive: advice, command, demand, insistence, instruction, order, preference, proposal, recommendation, request, requirement, suggestion.
Adjectives followed by subjunctive: imperative,important, essential, (un)necessary, crucial, urgent.

Eg.:
-The doctor advised that my father stay at home for a home remedy (Am.E)
-The doctor advised that my father should stay at home for a home remedy (Br.E)
-The advice that my father stay at home for a home remedy is unavoidable.(Am.E)
-The advice that my father should stay at home for a home remedy is unavoidable.(Br.E)
-It is important that my father stay at home for a home remedy. (Am.E)
-It is important that my father should stay at home for a home remedy. (Br.E)

s. Date are wrtten and spoken as:
- June 4, 2009 (Am.E) = “June the fourth two thousand nine”
- June 4th, 2009 (Am. E) = “June the fourth two thousand nine”
- 4 June 2009 (Br.E) = “the fourth of June two thousand and nine”
- 4th June 2009 (Br.E) = “the fourth of June two thousand and nine”
THANK YOU VERY MUCH

(nurhendi.blogspot.com) =(pejantan tangguh)

Si Bejooo

2009-05-31T21:57:00.000-07:00

A Story
Si Bejooo
“Bejoo...” teriak uwakku dari ruang keluarga. Seorang wanita paruh baya berusia sekitar 50an yang merupakan kakak tertua dari ayahku. Dengan tergopoh-gopoh akupun segera menuju sumber suara itu tidak boleh telat sedetik pun atau aku harus mendapat omelan yang teruntai panjang tanpa henti bak kereta api barang antar propinsi. Sesampainya di tempat suara tersebut bersumber kudapati uwakku yang tampak marah, “Bejo sini,...lu dah nyapuin ruangan ini belum?” tanya uwakku sambil menunjuk-nunjuk ke arahku dan ke salah satu bagian dari ruangan tersebut. “udah wak..?” jawabku singkat. Kemudian ia menjewerku dan menunjuk ke lantai yang berdebu dan bertanya, “ lihat, udah bersih belum?” aku menjawab “iya tadi kelewat.. maaf”, dengan nada mengancam ia berkata “Bersihin awas lu kalo gak”, akupun segera membersihkan ruangan tersebut. Ya, itulah tugasku sehari-hari membersihakn sebuah rumah seluas 200meter dengan dua lantai dan 5 kamar, membersihkan halaman depan, mencuci piring, menguras kamar mandi, dan tugas-tugas lainnya yang harus selesai sebelum pukul 12 siang karena itulah waktu untukku bersiap-siap pergi ke sekolah. Aku bersekolah di sebuah SMP Islam di bilangan Cipete Utara dan kegiatan belajar mengajar di sekolah hanya dilakukan di siang hari karena paginya digunkan untuk SD dan TK dari Yayasan yang sama. Di sekolah itulah setiap harinya, kecuali hari Minggu, aku belajar dari jam 1 siang hingga jam 5.30 sore. Meskipun bukan sekolah yang aku harapkan tetapi aku yakin dari sekolah itulah aku bisa menjadi orang besar.
Bejo bukanlah namaku sebenarnya, namaku adalah Ahmad Suparman. Entah kapan aku dinobatkan untuk memakai nama tersebut tapi yang pasti kedua uwakku beserta kelima anak perempuannya dengan kompak memanggilku “Bejo”. Aku berasal dari Bogor meskipun secara de jure aku lahir di Jakarta namun secara de facto aku dibesarkan di Kota Hujan tersebut. Aku hijrah ke Jakarta lantaran ibuku tidak mampu membiayai sekolahku yang seharusnya lanjut ke tingkat SMP. Beruntung uwakku membawaku kesini ke ibukota ini dan menyekolahkanku di SMP Islam Al-Amjad. Dirumah uwakku akulah satu-satunya anak laki-laki yang tinggal bersama mereka dan sejauh yang kutahu mereka menginginkan anak laki-laki. Meskipun demikian aku tetap saja harus mengerjakan pekerjaan rumah yang cukup banyak.
Hari demi hari ku jalani di rumah yang lama-kelamaan terasa seperti neraka itu. Selain bersekolah, mengaji, dan menjalankan tugas uwakku, semisal pergi ke pasar untuk membeli sayur-sayuran serta yang lainnya, maka aku tidak dapat keluar rumah meskipun untuk bermain dengan teman sebayaku. Di sekolah dan di pengajian aku termasuk anak yang diperhitungkan. Aku selalu mandapatkan rangking 1 atau 2 di sekolahku dan dipengajian aku selalu dipercaya untuk menjadi qari bila ada peringatan hari besar islam. Sehingga di SMP dari kelas 1 hingga kelas 3 aku selalu berada di kelas A yaitu kelas yang cukup bergengsi di SMP tersebut karena terdiri dari siswa dan siswi yang berprestasi. Meskipun pada saat kelas 3 aku sempat masuk black list disebabkan aku ikut serta dalam tawuran kecil-kecilan dengan SMP tetangga dan terlibat dalam aksi kegaduhan pada jam belajar mengajar tapi aku tak pernah kapok. Mungkin tawuran dan kelakuan nakalku adalah pelampiasan kekesalanku terhadap pengekangan yang dilakukan uwakku.
Berbeda 180 derajat ketika berada di rumah uwakku, aku adalah anak yang penurut, pendiam, dan rajin sehingga mau tidak mau harus belajar. Bagiku saat itu adalah sebuah pengekangan namun terasa sekali efek positifnya di kemudian hari. Kedua uwakku memang orang yang rajin, telaten, pekerja keras tapi janganlah ditanya bagaimana ekspresinya ketika marah. Pengajian adalah tempat favoritku, disanalah aku mendapatkan petuah-petuah yang langsung berdasarkan kejadian nyata dan penjelasanya yang mudah dicerna tidak sama dengan pengajian kitab kuning Jurumiah, Sapinah, atau Tijan di pesantren salafiyah dekat rumahku di Bogor yang bagiku hanya teori-teori yang hampir mirip dengan doktrin hambar tanpa rasa. Taman Pengajian Al-Qur’an Al-Amanah, itulah nama pengajian tersebut. Selain belajar Tajwid dan Makhraj akupun belajar membaca rawi atau barzanji atau riwayat nabi yang biasanya di baca pada saat perayaan Maluid Nabi dan Isra’ Mi’raj.
Setelah 3 tahun di SMP Islam Al-Amjad akupun lulus dengan nilai yang memuaskan. Aku mendapatkan nilai tertinggi di SMPku dan itu artinya aku bisa melanjutkan ke SMU negeri favoritku. Saat itu aku sudah jatuh hati pada SMU negeri yang terletak tidak jauh dari rumah uwakku dan nilaiku mencukupi untuk masuk ke sekolah itu. Namun aku lupa satu hal yaitu pelajar sekolah tersebut hampir sering tawuran di daerah sekitar komplek tempat tinggal uwakku dan tentunya mereka tidak setuju bila aku masuk ke sekolah itu.....
(Cikarang, May 31, 2009)

YOURSELF
YOU YOURSELF will consider how strong it is
YOU YOURSELF can underline the contents
YOU YOURSELF are to put a faith in it
YOU YOURSELF should open the ways
YOU YOURSELF need to punish one
YOU YOURSELF must organize this life
YOU YOURSELF may start or stop anything
YOU YOURSELF might determine the values
YOU YOURSELF shall take or lay anything
YOU YOURSELF is YOURSELF
(Cikarang, May 31, 2009)

ENGLISH ( in brief )

2009-05-31T21:55:00.000-07:00

ENGLISH ( in brief )
The Ancestry of English
A large group of culturally related human beings living before 2000 B.C. in central and southern Europe have been given the name Indo-Europeans by language scholars. Seeking food and possibly grazing lands, these people spread all over Europe and penetrated into India. During the course of many centuries they became isolated from each other. Their language, once understood by all the group, developed distinct characteristics in distinct areas, giving rise to what are today called “branches” of the Indo-European language. Two branches which have strongly influenced modern English are the Italic, from which developed Latin, Italian, Spanish, and French; and Hellenic, from which developed the Greek language. However, the branch from which English comes is called Germanic, and was the speech of early peoples of Europe. Group of this Germanic-speaking people also scattered, bringing about changes in the form of their speech which we identify as “divisions” of the Germanic branch(1) an eastern division which has disappeared, leaving only some written documents in a language called Gothic; (2) a northern division from which have developed Icelandic, Norwegian, Swedish, and Danish; and (3) a western divisionfrom which came German, Dutch, Flemish and English. Hence scholars call English a language derived from the western division of the Germanic branch of the Indo-European family of languages. But the vocabulary of English has been greatly enriched by words from other branches.
England before The English
Not long before the beginning of the Christian era England was invaded and settled by a people from Western Europe called Celts, related to the Gauls about whom Julius Caesar wrote. They spread out over the British Isles. These people spoke languages derived from another branch of the Indo-Europen family of languages, called the Celtic branch. From this branch developed Cornish (now no longer spoken); Welsh, the language of Wales; Erse, the language of Ireland; and Scots, the surviving ancient tongue of the Scottish Highlanders.
These Celtic people in time contributed richly to the literature was oral, but from it have sprung not only the great romantic legends of Arthur and Tristram but also a delicate quality of the imagination that is found in some of the most gifted of the English poets. It is fairylike loveliness of the Celtic literature that produced such a description as:
And they saw a tall tree by the side of the river, one half of which was in flames from the root to the top, and the other half was green and in full leaf.
By legend, by romantic stories of love and adventure, and by special qualities of delicate of imagination our literature is linked to the prehistoric Celtic occupants of England, Scotland, and Wales.
During the nearly four hundred years that British was part of the Roman Empire the camps of the legions dotted the countryside, particularly along the borders of Roman rule. Their presence or influence survives in names of towns ending in –chester, -cester, and –caster from castra, the latin word for camp. A map of England today quickly reveals the names Colchester and Chester, the latter an important camp on the Welsh border; Lancaster, Doncaster, and Manchester in northern England; Worcester, Gloucester, and Leicester in Central England; and Dorchesteron the south coast. These are only a few of many English cities whose names reflect the Roman occupation.
Adapted from; Pooley, Robert C., et al, England in Literature, United States of America: Scott, Foresman and Company, 1963.
(Cikarang, May 31, 2009)

ENGLISH ( in brief )
The Ancesttry of English
A large group of culturally related human beings living before 2000 B.C. in central and southern Europe have been given the name Indo-Europeans by language scholars. Seeking food and possibly grazing lands, these people spread all over Europe and penetrated into India. During the course of many centuries they became isolated from each other. Thir language, once understood by all the group, developed distinct characteristics in distinct areas, giving rise to what are today called “branches” of the Indo-European language. Two branches which have strongly influenced modern English are the Italic, from which developed Latin, Italian, Spanish, and French; and Hellenic, from which developed the Greek language. However, the branch from which English comes is called Germanic, and was the speech of early peoples of Europe. Group of this Germanic-speaking peoplealso scatterred, bringing about changes in the form of their speech which we identify as “divisions” of the Germanic branch(1) an eastern division which has disappeared, leaving only some written documents in a language called Gothic; (2) a northern division from which have developed Icelandic, Norwegian, Swedish, and Danish; and (3) a western divisionfrom which came Gferman, Dutch, Flemish and English. Hence scholars call English a language derived from the western divisionof the Germanic branch of the Indo-European family of languages. But the vocabulary of English has been greatly enriched by words from other branches.
England before The English
Not long before the beginning of the Christian era England was invaded and settled by a people from Western Europe called Celts, related to the Gauls about whom Julius Caesar wrote. They spread out over the British Isles. These people spoke languages derived from another branch of the Indo-Europen family of languages, called the Celtic branch. From this branch developed Cornish (now no longer spoken); Welsh, the language of Wales; Erse, the language of Ireland; and Scots, the urviving ancient tongue of the Scottish Highlanders.
These Celtic people in time contributed richly to the literature was oral, but from it have sprung not only the great romantic legends of Arthur and Tristram but also a delicate quality of the imagination that is found in some of the most gifted of the English poets. It is fairylike loveliness of the Celtic literature that produced such a description as:
And they saw a tall tree by the side of the river, one half of which was in flames from the root to the top, and the other half was green and in full leaf.
By legend, by romantic stories of love and adventure, and by special qualities of delicate of imagination our literature is linked to the prehistoric Celtic occupants of England, Scotland, and Wales.
During the nearly four hundred years that British was part of the Roman Empire the camps of the legions dotted the countryside, particularly along the borders of Roman rule. Their presence or influence survives in names of towns ending in –chester, -cester, and –caster from castra, the latin word for camp. A map of England today quickly reveals the names Colchester and Chester, the latter an important camp on the Welsh border; Lancaster, Doncaster, and Manchester in northern England; Worcester, Gloucester, and Leicester in Central England; and Dorchesteron the south coast. These are only a few of many English cities whose names reflect the Roman occupation.
Adapted from; Pooley, Robert C., et al, England in Literature, United States of America: Scott, Foresman and Company, 1963.
(Cikarang, May 31, 2009)

v

Translation ( A Summary)

2009-05-31T21:51:00.000-07:00

Translation ( A Summary)
In his article ‘On Linguistic Aspects of Translation’, Roman Jacobson distinguishes three types of translation (Jacobson, 1959:234):
1.Intralingual translation or rewording. It is an interpretation of verbal signs by means of other signs in the same language, e.g. Paraphrasing.
2.Interlingual transltion or translation proper. It is an interpretation of verbal igns by means of some other languages, e.g. the replacement of SL(source language) into the TL(target language)
3.Intersemiotic translation or translation. It is an interpretation of verbal signs by means of sign systems, e.g. from verbal art into music, dance, cinema or painting.
Savory (1969:20-24) categorizes translation proper into four types as follows:
1.Perfect translation.
All purely informative statements, such as are encountered by the traveller or used by the advertiser. For example, at some air terminal there hang notice boards with the following messages:
IMPORTANT
Please unsure that your baggage is correct before leaving the air terminal!
ATTENTION
Messieurs les pssagers sout pries de verifier leurs begages avant de quitter I aerogare!
PERHATIAN
Silakan memeriksa barng-barang anda sebelum meninggalkan pelabuhan udara!
The three massages are not word for word identically phrased, but all contains advice of identical mneaning. You may assume that an Englishman, a Frenchman or an Indonesian takes away exactly the same impressions, and that they all usually react in the same way and possibly with the same sensations. The message is direct and unemotional and it is made in plain words to which no very intense associations are attached.
2.Adequate Translation (for mere entertainment)
Into this second ctegory fall the very large number of almost characterless translations made for the general reader who may usethem ithout giving a thought to the fact that what he is reading was not originally written in his own language, for examples English pop novels translated into Indonesian. In the process of translating from English into Indonesain the translater may omit words, or even whole sentences, which he finds obscure. He can freely paraphrase the original meaning whenever it suits him to do so. There is no reason why this should not be so, as long as the readers want nothing but the story.
3.Composite translation
This includes the translation of prose into prose, of poetry into prose, and of poetry into poetry. The translator may spend a very long timeon his work so that the commercial value of the translation is often neglected. He would only get the intellectual exercises and the keen intellectual pleasure that results from the effect.
e.g. laki-laki tua dan laut translated by Sapardi Djoko Darmono
The old man and the sea by Ernest Hemingway
4.The translated of all learned, scientific and technical matters
Scientific and technical translating has certain characteristics among others :
a.These translations are made solely because of the intrinsic importance of the original work, an importance that is strictly confined to the practical business of living. For example, R.C. Purnett’s mendelism has translated into Japanese only because the Japanese needed to know the principles of heredity.
b.The translator shall have a reasonable knowledge of the science or technique about which the original was written. This will help the translator maintain accuracy, clearness, and precision of the concepts. To translate an English lexicon disease you must have a madical background otherwise your translation will be misleading.

(Cikarang, May 28, 2009)

daylight

2009-05-27T21:24:00.000-07:00

SHE
There she goes and looks for something that she never knows exactly what it is.
She is just a young woman who tries to see the world freely.
She doesn’t think that this world is sometimes unpredictable.
She is just a young woman whose eyes have been closed by the bizarre world.
She doesn’t know that the world is waiting for her fallen.
She is still a young woman whom i hope to be happy
She doesn’t know that everything is imperfect
She is only a young woman who has just had the impure life
She doesn’t know what it is all about
She is just a young woman who seeks for something unclear
She doesn’t’ seem to care at all
She is truly a young woman who walks through the bush
She doesn’t realize
She is obviously a young woman who has stubbornness
She left
(Cikarang, May 27, 2009)

A Story
Si MAMAT
Hampir 6 bulan ayah ku tidak pulang ke rumah. Ibu hanya bisa menangis meratapi nasibnya serta nasib aku, kakakku, dan dua adik kembarku yang baru berusia 8 bulan. Kakakku hanya bermain tanpa peduli kondisi ibu yang semakin kurus dan pucat, tak terbayangkan betapa berat beban yang di pikulnya. Usiaku 9 tahun tapi aku harus dapat berpikir 5 tahun lebih dewasa bilamana melihat ibuku yang menggendong adikku dan menyusuinya satu persatu. Ya, aku berjanji untuk memberikan yang terbaik bagi wanita yang paling cantik ini.
Beruntung ibuku memiliki seorang saudara laki-laki yang bersedia mengasuh salah satu adikku, meskipun tak sepenuhnya aku menyetujuinya karena aku telah berjanji untuk menjaga adik-adikku. Setelah beberapa bulan menunggak akhirnya sang empunya kontrakan meminta kami untuk angkat kaki dari rumah itu, miris sekali rasanya. Meskipun ibuku telah banting tulang dan memeras keringat menjadi kuli cuci bagi semua uwak dan paman-pamanku, tetapi tidaklah cukup untuk membayar kontrakan tersebut. Sebagai seorang anak ku coba membantu ibuku, tugasku adalah menjadi kuli panggul dan kurir pembawa cucian dari dan ke rumah uwak dan paman-pamanku. Dalam kondisi yang belum sepenuhnya pulih dari melahirkan, di tambah lagi harus mengasuh adikku yang masih menyusui maka tentulah hasilnya pun tidaklah seberapa. Ibuku harus membayar uang kontrakan, spp sekolah aku dan kakakku, makan sehari-hari, dan bahkan membeli susu untuk adikku. Padahal, awal kami pindah kerumah tersebut dua tahun yang lalu betapa aku berharap dapat hidup bahagia dengan kakakku dan kedua orangtuaku, namun sepertinya itu hanya tinggal mimpi lalu yang tak kunjung terealisasi.
Tinggal bersama dengan uwak beserta anak-anaknya tidaklah menyenangkan. Meskipun masih terlalu kecil untuk memahami tapi aku merasakannya. Dua tahun berlalu, tiba saatnya untuk melanjutkan ke bangku SMP. Selama dua tahun tersebut setiap sebulan sekali aku dan kakakku pergi ke Jakarta untuk mengharap iba dari saudara-saudara ayahku demi dapat membayar uang sekolah. Meskipun kami masih anak-anak tapi kami hafal setiap jalan dan jenis transportasi yang ada ibukota tersebut setidaknya dari Bogor sampai Jakarta Selatan ke rumah nenekku. Dari desa kami di Bogor dari kawasan Megamendung, aku dan kakakku menumpang angkot sampai ke Sukasari kemudian di lanjutkan lagi dengan menaiki angkot ke Stasiun Kereta Api Bogor. Selanjutnya kami menumpangi Kereta Api untuk ke Stasiun Pasar Minggu dan dari Pasar Minggu naik Kopaja yang menuju ke daerah Keb. Baru tempat dimana nenek dan ayah kami tinggal. Perjalanan tersebut tidaklah menyenangkan karena kami harus bersiap-siap menemui seorang ayah yang pemarah yang bahkan tak segan untuk memukul. Pernah suatu hari aku melihat kakakku di pukulnya dan aku pun pernah melihat hal tersebut dilakukan kepada ibu. Sesampainya di Jakarta kami harus bersiap-siap dengan cacian dan makian dari ayah, sepulang dari Jakarta kami pun harus siap pula dengan keluhan dan ratapan dari ibu. Satu-satunya tempat yang kami sukai dalam perjalanan tersebut adalah Sukasari Plaza tempat kami bermain ding-dong sepulang dari Jakarta. Disana kami bermain ding-dong sampai jiwa anak-anak kami terlampiaskan.
Selepas SD akupun bingung hendak kemana, ingin melanjutkan sekolah tapi ibuku tak punya cukup uang untuk membiayai. Sedangkan kakakku yang awalnya dibiayai sekolah SMPnya oleh kakak dari ayah harus drop out karena sering bolos sekolah dan kami pun sudah letih rasanya bila harus pulang pergi Bogor-Jakarta setiap sebulan sekali, kami merasa letih hati. Suatu hari ibu memanggilku dan berkata, “Mamat, mama teh sayang banget sama mamat. Mama juga tau kalo mamat ga akan kayak si Aa. Udah cape-cape di sekolain malah jarang masuk. Sing sabar wee atuh... pasti nanti oge aya jalannya. Nu penting yakin..” Aku pun hanya bisa mengangguk-angguk meratapi dan memikirkan masa depan yang semakin suram. Ibuku melanjutkan, “Mama bisa biayain tapi mungkin taun hareup. Mamat kan tau sendiri mama masih punya hutang jeung mama oge kudu meuli susu buat si Indra. Untung aja Wak Ibay sama Wak Nyai mau bantu ngasuh si Andri jadina lebih ringan. Sabarnya...” Akupun hanya bisa bersabar dan berdo’a, aku yakin aku bisa sekolah yang tinggi seperti orang-orang besar dan sehingga dapat membahagiakan ibuku yang tercinta.
Tiga bulan berlalu dari tanggal kelulusanku, semua teman-temanku sudah melanjutkan sekolah mereka ke SMP Negeri yang seharusnya juga menjadi sekolah tempatku menuntut ilmu. Tiba suatu hari dimana aku melihat uwak ku yang dari Jakarta datang....
(Cikarang, May 27, 2009)

2009-05-25T19:51:00.000-07:00

Narration
Narration is the form of writing used to relate the story of acts or events. Narration places occurrences in time and tells what happened according to natural time sequence. Types of narration include short stories, novels, and news stories, as well as a large part of our everyday social interchange in the form of letters and conversation.
Description
Description reproduces the way things look, smell, taste, feel, or sound; it may also evoke moods, such as happiness, loneliness, or fear. It is used to create a visual image of people, places, even of units of time-days, times of day, or seasons. It may be used also to describe more than the outward appearance of people. It may tell about their traits of character or personality.
a. People
To reflects personality.
Character may be portrayed directly or indirectly.
b. Places
To describe how places look, smell, and sound.
c. Units of Time
Descriptions of units of time are often used to establish mood.
Exposition
Exposition is used to in giving information, making explanations, and interpreting meanings. It includes editorials, essays, and informative and instructional material.
a. Process
Exposition may be used to explain a process, that is, to tell how something is made or done.
The essential steps must be stated clearly in logical sequence.
b. Definition
An explanation of what a word or a term means is another kind of exposition.
The simplest form is a statement of, first, the general class to which the word belong, and second, its distinguishing features.
c. Analysis
To divide a subject into parts and examine those parts.
d. Criticism
Involves evaluation, that is, analyzing and weighing strengths and weaknesses.
The book review is a familiar form of criticism.
Argumentation
Argumentation is used in persuading and convincing. It is closely related to exposition and is often found combined with it

Ma CHerie

2009-05-25T19:40:00.000-07:00

Seorang anak berkata, “Bunda, lihatlah mentari yang bersinar di ufuk timur. Ternyata masih ada secercah sinar di ujung timur.” Sang ibu berkata, “ya, anakku.” Kemudian Si anak melanjutkan, “ Lantas mengapa bunda terlihat gundah?” Sang ibu menjawab, “Bunda menjadi gundah karena hutang bunda yang melilit anakku!!” Kemudian Ibu oertiwi pun bertambah gundah....
Seorang anak berkata, “Bunda, rasakanlah embun pagi yang menetes. Sentuhlah airnya yang jernih dan murni.” Sang ibu berkata, “ya, anakku.” Kemudian si anak melanjutkan, “Lantas mengapa bunda terlihat murung?” Sang ibu menjawab, “Bunda menjadi murung karena ketimpanangan yang terjadi anakku!!” Kemudian ibu pertiwi pun bertambah murung...
Seorang anak berkata,”Bunda, hiruplah udara pagi yang berhembus. Rasakanlah kesegarannya memenuhi dadamu.” Sang ibu menjawab, “ya, anakku.” Kemudian si anak melanjutkan,”Lantas mengapa bunda terlihat kecewa?” Sang ibu menjawab, “Bunda kecewa karena para wakil meninggalkan rakyatnya!!” Kemudian Ibu oertiwi pun semakin kecewa....

We were GREAT
For those who read this will understand that we were GREAT. We’d ever got some good songs. We’d ever got many fans. We’d ever got soul. We’d ever got a solidarity. We’d ever got a same dream. We’d ever got a brave heart. We’d ever got an optimism. We’d ever got the unforgotten life. We’d ever got a true friendship. We’d ever got anything we wanted. We’d ever got a same leadership. We’d ever got the freedom. We’d ever got a strong tie. We’d ever got a difficult life. We’d ever got a bad dream. We’d ever got a place to run away. We’d ever got a bad bed. We’d ever got a dirty floor to sleep. We’d ever got a piece of paper. We’d ever got a similar hut. We’d ever been in many places. We’d ever got a similar vehicle. We’d ever got some tears. We’d ever got so many failures. We’ve done creativity. We’d ever got a same spoon. We’d ever got some good rice. We’d ever got some bad food. We’ve ever said that we were strong. We’d ever got a good road. We’d ever got a strong feeling. We’d ever got some silly stories. We’d ever got a nice hang out. We’d ever got a good job. We’d ever got a name. We’d ever got fallen. We’ve finally been separated by the TIME. But we were GREAT. Yes, we were GREAT.
(for BLADUST BKUI JAKSEL and Bladust Street Sound Band with the fans in Memory... “BOYS DON’T CRY”)

I regret
I regret I left you. I regret I made you disappointed . I regret I ran away from you. I regret I promised you. I regret I let you down. I regret I cared nothing about you. I regret I was so stupid. I regret I was so ambitious. I regret I was so dumb. I regret I made you cry. But I’m happy you get the best one. I’m happy you get a funny baby. I’m happy you are happy now... thanx evi...

FEMINISM

2009-05-25T19:37:00.000-07:00

At the age of 5 years old, Sultana realized that her childhood really hoped her father’s love. She really hated her older brother who was rude and did not appreciate women as well as her older sisters. She lived in glamorous, but she was not well treated because of her position as a woman which had a position under men. Especially by her father and her older brother. Since she was a child, she had tried to get her father’s love. Otherwise, in her father’s eyes, Sultana was a picture of the last desperation.
At the age of 14, Sultana had a power that it was her mother. A mother is the power of a daughter, the only one supporter and motivator for a daughter(109). As well as at her 14 year-old age, her mother was gone. Her mother was sick and passed away. During her life, Sultana’s mother had fought to protect her daughters and posses the love of Allah for her children, from the obstinacy of a husband who did not care about the women’s feeling.
4 months from her mother’s death, a woman that Sultana loved very much and was the power of her life, were passed in depression, silence, and spiritless. But her father had raised her power back to fight against Arabian men who had an absolute power over women. Sultana could not accept her father decision to marry too soon after her mother’s death. He married for the 5th time to a 15 year-old woman who was just 1 year older than Sultana. Sultana started to realize when Randa, who was the name of the woman, felt frightened of Sultana’s father. Sultana felt that she had to release all women from the dominance of men. The dream of freedom in her soul started to grow, and she had a willingness to get close with all Arabian women who were badly treated by the men included for Randa, the youngest wife of her father (117). Sultana was motivated to establish an Association of Women named “Lively Lips” , which intended to rage the habit of passiveness for the women’s role in family (121), together with her friends and Randa. But the main purpose of the Association was to stop the marriage custom between young women and old men (122).
Knowing that Sultana had established a women association aiming to fight the superiority of men, Sultana’s father arranged a her marriage to a man whom Sultana had never met before. Arabian women mostly could not voice their rights. In a marriage arrangement, arabian women had to follow the ways and regulations from their fathers (157). But not with Sultana, she tried to see her prospective husband before she married the man. Sultana would not accept a man who would be her husband easily.
At first, Sultana’s marriage ran well, but Noorah, Sultana’s mother-in-law, deemed Sulatana as her rival who would separate her from her son. Because Noorah loved her son very much, Sultana was not well accepted in her husband’s family. Noorah seemed to make problems for Sultana. Once a while, along with her husband’s arrival from his office in a bad mood he put his anger to Sultana, because no Arabian men would be angry to their mothers. Kareem slapped Sultana for 3 times. The slaps were meant to give a humiliation, because he did that more than 3 times. Therefore the slaps made her jaws reddish. Feeling humiliated, Sultana turned to be brave and attacked Kareem (216-217).
Kareem meant to divorce Sultana, but after knowing that Sultana was pregnant Kareem postponed his plan. They lived happily until they had 3 children. Then, Kareem wanted to get married, but Sultana refused it firmly. Sultana and her children ran away from Kareem. Sultana would not accept Kareem if he married another woman. After 5 months living in exile (321), Sultana agreed to talk to Kareem by phone. Sultana decided to return back to her husband with an agreement, that was Kareem would not marry another woman as long as he and Sultana in marrige tie, and if he broke the agreement, Sultana would be divorced and she had the rights of their children and half of Kareem’s wealth. He agreed and they began to build their family and provide happiness for their children.

2009-05-23T02:52:00.000-07:00

STIKes/AkPer Harum
List of Students’ Mid-scores

Name Score Name Score
1. Adni Octavia 60 26. Ni Luh Ayu Puspita 69
2. Agung Basuki 65 27. Ni Made Maya Andriani 73
3. Dedi Marjono 63 28. Nur Kholipah 60
4. Deni Haryanto 70 29. Nur Hidayanti 60
5. Edison 65 30. Rafiati 68
6. Febrina Dwiyanti 70 31. Robiatul Adawiyah 68
7. Hartadi 32. Samuel Kristanto 68
8. Hesti Suryani Sinaga 68 33. Siti Aulia Nurhasanah 60
9. Herlina Rosalia 60 34. Tresna Ningsih
10. Ika Savitri 80 35. Wa Ode Evi Maharani 60
11. Imamura 65 36. Winny Noviany 80
12. Ivana 60 37. Yohannes Ferri 60
13. Jiotty mandasari 70 38. Kartesius
14. Kadirun 65 39. Dwi Santoso 65
15. Karminata 40. Armansyah 68
16. Kornalia Narti 60
17. Kristanti 68
18. Mega Nur Komala 70
19. Melkias Dikson 70
20. Meriam Nurmayanti 60
21. Mikchael Daen Chandra 65
22. Minarti 60
23. Mondari Utama 70
24. Mulyanti 60
25. Nanik Maharani 85

Note: Criteria of scoring:
- Topic
- Vocabularies
- Ideas

STBA Pranata Indonesia

2009-05-23T02:37:00.000-07:00

STBA Pranata Indonesia (A)
List of Students’ Mid-scores
English Tourism

Name Score Name Score

1. Umron Juheri 60 20. Ronauli Purba 85
2. Noviana lestari 65 21. S. Widodo 70
3. Yepi Unesih 60 22. Wenny Mushelly 95
4. Aprilia Maya R 60 23. Fattuhillah 85
5. Rizki Andriani 63 24. Rachmawati M 70
6. Muklis 60 25. Sriwuri Andayani 70
7. Agustiana 60 26. Intan Nurani 65
8. Rani Agri Nofia 60 27. Lusiana D. A. A 80
9. Fenni Misnawati 60 28. Muji Iswanta 70
10. Leni Marlina 65 29. Arif Rahman 65
11. Tri Hariyanto 65 30. Darman Sudrajat 70
12. Asep Syaifuddin 65
13. Entin Sutinah 65
14. Rina Martinah 65
15. Abdullah 65
16. Friska Panjaitan 70
17. Ririn Novtasari 70
18. Ranadhan Krisna 60
19. Grediana Rumlus 85

Note: Criteria of scoring:
- Topic
- Vocabularies
- Ideas

STBA Pranata Indonesia (A)
List of Students’ Mid-scores

Name Score Name Score
Grammar 4 Enterpreneur
1. Elga Yuana Saragih 55 1. Elga Yuana Saragih 80
2. Goklas Parulain S 87.5 2. Goklas Parulain S 95
3. Mia Fatma O. 40 3. Mia Fatma O. 75
4. Maniar Damanik 4. Maniar Damanik
5. Karsini 55 5. Karsini 80
6. Sukastib N 80 6. Sukastib N 80
7. Septiana Sawitri 47. 7. Septiana Sawitri 80
8. M. Rodhiannafi 40 8. M. Rodhiannafi 65
9. Anita Yuningsih 60 9. Anita Yuningsih 70
10. Dedi Irawan 82.5 10. Dedi Irawan 85
11. Deni Susandi 62.5 11. Deni Susandi 75
12. Desi Yudiar 37.5 12. Desi Yudiar 70
13. Edwin Lautukau 30 13. Edwin Lautukau 70
14. Netti Simbolon 62.5 14. Netti Simbolon 75
15. Ratna 55 15. Ratna 75
16. Sulistiyanti 50 16. Sulistiyanti 75
17. Theresia Yuli K 17. Theresia Yuli K 70
18. Utami 95 18. Utami 95
19. M. Mu’min Said 70
20. Fera Mita 80
21. Grediana Rumlus 95

Note: Criteria of Enterpreneur scoring:
- Topic
- Vocabularies
- Ideas

STBA Pranata Indonesia

2009-05-22T19:41:00.000-07:00

2009-05-22T19:28:00.000-07:00

2009-05-16T05:50:00.000-07:00

Jakarta, October 30, 2006
Being water that flows
Being wind that blows
Being birds that fly
Being fame will never say good bye
Let me walk through the wood
Finding instantly something good
Consequently for a nice root
Though the bush hurts my foot
The wounded fool never stops walking
The pained heart will keep struggling
The exhausted brain will start creating and inventing
The torn eyes will continue gazing
Painting the future without paint
Swept through the unbearable pain
it’s impossible to separate the chain
and life will swoosh like a train

Cikarang, October 28, 2006
Bare handed is to fight
Let’s fight the fire for good
Althouigh tears are the costs
Just face it and take it for good
Don’t be shy and don’t be scared
Neither dissappointed nor upset
Life comes misteriously
Then face the future bravely
And soon will be your hands
Will grab and hold the world to stand
No-one likes to stay wiyhout fun
So, face the process as a whole

Jakarta, October 31, 2006
That’s a dream
That will come true
That’s a dream
That always forces me to
That’s a symbol
That will bring bright
That’s a symbol
That’s supposed to be right
That’s an irony
That will fail
That’s an irony
That life is to be a jail

Jakarta, November 1, 2006
Will you bring me into palace
Did you fall from grace
Cause nothing makes me rise
Even pirsuing makes me sliced
As a human I’ve tried
Absorbing from what I’ve cried
From the whole diguised sadness
They ignored...
They left...
Did I ask for another opportunity?
Like hoping for a good life and liberty
Flowers will come steadily
But LORD knows my fate illogically

Jakarta, November 2006
I used to dare
I aws not supposed to dare
I am used to confusing
I need not be confusing
Let’s structuralize the feeling
Yet know it won’t change the feeling
I’m on a way without greeting
Logically surrounded by the biting mosquitoes
Ofcourse, I don’t know the fight
Surely, I ask in the middle of the night
Consistently, I just keep moving straight
Patiently, I wait the answer on my side

2009-05-16T05:47:00.000-07:00

“WATCH YOUR STEPS SON!!!”
I always remember what my mother said to me when I want to cross a street. She said,”watch your right when you start to cross the street then watch your left after you are in the middle of the street.” Actually it is not only an “advice” but there’s something which is important to comprehend deeply into the context of the “advice” . See, when you want to cross a road or street means that you are in a position of making a decision for your life. Then, you must watch your right means you must pay attention and aware of your own partners, coworkers, or friends, or in some cases your own family. If they’re okay you may take your steps to the middle of the road. Then, you watch your left means you must aware of your competitors or enemies. Again, if they’re okay you may cross to the other side of the road. Well, the point is thanks mom.......

A single step is billions of resulsts
You are able to walk now is because of a single step when you’re a child
You are what you are now is because of a single step in your past
You graduated from your elementary, junior, senior, college, or university is because of your single step of awareness to study.
You have the worlds’ luxuries is because of a single step in your life
Therefore, billions of results are produced by a single step.....
Then, what is your single step today?

The Art of TOEFL
S+had hoped+that+S+would+VI
e.g. I had hoped that I would be able to marry Luna Maya.
Note: had hoped means berharap.

S+no longer+VI+O/Complement
e.g. I no longer live in France
S+be+no longer+Adj/noun/adverb
e.g. I am no longer spoiled
e.g. I am no longer a child
e.g. I am no longer in Jakarta
S+do/does/can/etc.+not+VI+O/Complement+any longer
e.g. I do not believe any longer
S+be+not+Adj./noun/adverb+any longer
e.g. I am not lazy any longer
e.g. I am not a child any longer
e.g. I am not in Jakarta any longer

first

2009-05-14T01:11:00.000-07:00

The philosophy of listening, reading, speaking, writing.
a. Listening
Life is listening. Listening to what you, he, she, they, we, or I feel?
When a baby was born he could not do anything except listen to everything around him.
b. Reading
Life is reading. Reading means analyzing anything around you before arranging.
Before leading a great number of troops, a well-trained general will read the situations and conditions then he will decide a good strategy.
c. Speaking
Life is speaking. Speaking is to give supports to others.
Speak when you find a mistake or mistakes. Speak with your heart.
d. Writing
Life is writing. Writing is a means of making up decisions.
Write in order to focus your life. Write in a way of lining your life.
First, listen. Second, read. Third, speak. Finally, write.

Unit I 1. a. Reading : Introduction to Shipping
b. Reading comprehension
c. Vocabularies
d. Structure ( Present Tense)
2. a. Reading : Terms of Shipment
b. Reading comprehension
c. Vocabularies
d. Structure ( Past Tense )

Unit II 1. a. Reading : Affreightment
b. Reading comprehension
c. Vocabularies
d. Structure ( Future )
2. a. Reading : Rules of Laws
b. Reading comprehension
c. Vocabularies
d. Structure ( Review )

Unit III 1. a. Reading : Bills of Lading
b. Reading comprehension
c. Vocabularies
d. Structure ( Relative Pronoun/Adjective Clause)
2. a. Reading : Express Stipulation
b. Reading comprehension
c. Vocabularies
d. Structure ( Obligation and Prohibition)

Unit IV 1. a. Reading : Charter Parties (1)
b. Reading comprehension
c. Vocabularies
d. Structure ( Conjunction & Paired Conjunction )
2. a. Reading : Charter Parties (2)
b. Reading comprehension
c. Vocabularies
d. Structure ( Conditional Clause )

Unit V 1. a. Reading : Customary Rights
b. Reading comprehension
c. Vocabularies
d. Structure ( Derivational )
2. a. Reading : Transshipment
b. Reading comprehension
c. Vocabularies
d. Structure ( Expressions of Supposability )

Unit VI 1. a. Reading : Customs
b. Reading comprehension
c. Vocabularies
d. Structure ( Definite and Indefinite Articles )
2. a. Reading : Customs Area
b. Reading comprehension
c. Vocabularies
d. Structure ( Passive sentence)

Unit VII 1. a. Reading : Entre Pŏt
b. Reading comprehension
c. Vocabularies
d. Structure ( Inflectional )
2. a. Reading : Specific Entre Pŏt (country)
b. Reading comprehension
c. Vocabularies
d. Structure ( Nationality )

Unit VIII 1. a. Reading : Customs Union
b. Reading comprehension
c. Vocabularies
d. Structure ( Capital and Ordinal Number )
2. a. Reading : Common External Tariff and the Country with CET
b. Reading comprehension
c. Vocabularies
d. Structure ( Pronoun)

Unit IX 1. a. Reading : Harmonized System
b. Reading comprehension
c. Vocabularies
d. Structure ( Adjective –ing and –ed )
2. a. Reading : Standard International Trade Classification
b. Reading comprehension
c. Vocabularies
d. Structure ( Prepositions )
3. a. Reading : World Customs Organization
b. Reading comprehension
c. Vocabularies
d. Structure ( Past habits )

Unit X 1. a. Reading : Free Trade Area
b. Reading comprehension
c. Vocabularies
d. Structure ( other, another, the other, and the others )

2. a. Reading : General Agreement on Tariffs and Trade
b. Reading comprehension
c. Vocabularies
d. Structure ( Past future )
3. a. Reading : GATT and WTO
b. Reading comprehension
c. Vocabularies
d. Structure ( Dating Systems )

Unit XI 1. a. Reading : GATT and WTO trade rounds
b. Reading comprehension
c. Vocabularies
d. Structure ( Comparative degree)

ESP for SHIPPING

Unit I 1. a. Reading : Introduction to Shipping
Aims - to introduce briefly about shipping
- to introduce briefly about the types of shipping
b. Reading comprehension
c. Vocabularies
d. Structure ( Present Tense)
2. a. Reading : Terms of Shipment
Aims – to show the terms used in shipping (FOB, C&F, CIF)
- to describe the examples of those terms in use
b. Reading comprehension
c. Vocabularies
d. Structure ( Past Tense )

Unit II 1. a. Reading : Affreightment
Aim - to describe Affreightment as one of the terminology in shipping
b. Reading comprehension
c. Vocabularies
d. Structure ( Future )
2. a. Reading : Rules of Laws
Aim -to explain about the rules of law in affreightment
b. Reading comprehension
c. Vocabularies
d. Structure ( Review )

Unit III 1. a. Reading : Bills of Lading
Aim – to explain Bills of lading as one of the terminologies used in shipping.
b. Reading comprehension
c. Vocabularies
d. Structure ( Relative Pronoun/Adjective Clause)
2. a. Reading : Express Stipulation
Aim – to describe and explain the express stipulation as it is connected to the Bills of Lading
b. Reading comprehension
c. Vocabularies
d. Structure ( Obligation and Prohibition)

Unit IV 1. a. Reading : Charter Parties (1)
Aim - to describe the Charter Parties in shipping (1)
b. Reading comprehension
c. Vocabularies
d. Structure ( Conjunction & Paired Conjunction )
2. a. Reading : Charter Parties (2)
Aim - to describe the Charter Parties in shipping (2)
b. Reading comprehension
c. Vocabularies
d. Structure ( Conditional Clause )

Unit V 1. a. Reading : Customary Rights
Aim - to explain the Rights and Obligations between the Shipowner and .cargo-owner
b. Reading comprehension
c. Vocabularies
d. Structure ( Derivational )
2. a. Reading : Transshipment
Aim – to describe the meaning of Transshipment
b. Reading comprehension
c. Vocabularies
d. Structure ( Expressions of Supposability )

Unit VI 1. a. Reading : Customs
Aim - to describe the meaning of customs.
b. Reading comprehension
c. Vocabularies
d. Structure ( Definite and Indefinite Articles )
2. a. Reading : Customs Area
Aim – to explain the function of customs area.
b. Reading comprehension
c. Vocabularies
d. Structure ( Passive sentence)

Unit VII 1. a. Reading : Entre Pŏt
Aims – to describe the meaning of Entre Pŏt
- to describe the example of Entre Pŏt
b. Reading comprehension
c. Vocabularies
d. Structure ( Inflectional )
2. a. Reading : Specific Entre Pŏt (country)
Aim – to describe the example of country performing the Entre Pŏt
b. Reading comprehension
c. Vocabularies
d. Structure ( Nationality )

Unit VIII 1. a. Reading : Customs Union
Aims – to give the explanation of Customs Union
- to describe the list of Customs Union
b. Reading comprehension
c. Vocabularies
d. Structure ( Capital and Ordinal Number )
2. a. Reading : Common External Tariff and the Country with CET
Aim – to describe the meaning of CET
- to explain the function of CET
- to show the example of a country with CET
b. Reading comprehension
c. Vocabularies
d. Structure ( Pronoun)

Unit IX 1. a. Reading : Harmonized System
Aims – to describe the meaning of HS
- to explain the function of HS
- to describe the forms of HS
b. Reading comprehension
c. Vocabularies
d. Structure ( Adjective –ing and –ed )
2. a. Reading : Standard International Trade Classification
Aims – to describe the meaning of SITC
- to describe the functions SITC
b. Reading comprehension
c. Vocabularies
d. Structure ( Prepositions )
3. a. Reading : World Customs Organization
Aims – to give a description about WCO
- to inform about the establishment of WCO
- to explain the purposes of WCO
b. Reading comprehension
c. Vocabularies
d. Structure ( Past habits )

Unit X 1. a. Reading : Free Trade Area
Aims – to describe the meaning of FTA
- to describe the functions of FTA
- to give a brief description about FTA
b. Reading comprehension
c. Vocabularies
d. Structure ( other, another, the other, and the others )
2. a. Reading : General Agreement on Tariffs and Trade
Aim – to describe GATT in brief
b. Reading comprehension
c. Vocabularies
d. Structure ( Past future )
3. a. Reading : GATT and WTO
Aims – to describe the function of WTO
- to explain the relation between GATT and WTO
b. Reading comprehension
c. Vocabularies
d. Structure ( Dating Systems )

Unit XI 1. a. Reading : GATT and WTO trade rounds
Aim – to describe some agreements achieved by the GATT and WTO
b. Reading comprehension
c. Vocabularies
d. Structure ( Comparative degree)

Cikarang, 23 Maret 2009.

The savagest spirit in my own life like shadow that shades away
Chronical institutions of the fragile soul fondation....
A transversal growing madness surrounds the self
Wrong am I???
Diversifications are randomly assumed...
Unfaithful.....
Unbelievable....
Unbearable....
Untouchable....
I fight...
I struggle...
I don’t know...
I don’t care...
I don’t ..............

Cikarang, March 28, 2009

Run and keep running as I never know where to stop
I’ll float to the existence of myself
I do care nothing when they ignore me
Fight, fight, fight
Rage, rage, rage
Burst into the unpredictable life
Timetabled is to share
To whom, why, where, when...
I have no comprehension
Do I care...?
Bloody hell with that and those...
....
Im waiting, I’m searching, I’m seeking
No signs, No clues
I’m waiting, I’m dying, I’m lying
No friends, No folks
I’m waiting, I’m crawling, I’m creeping
No shines, No lights
I’m waiting, I’m staring, I’m mourning
No sights, No helps......

Cikarang, april 14, 2009

Tears are no more existed
As HE loves me anyway
I ’m in the odd of life exhausted
None cares about it anyway
Stopped, shocked, floated
On my way to the night
Stranded, wounded, grounded
On my way to the top of sight
Sure I believe HE cares me a lot
Certainly HE won’t leave me at the parking lot
Even facing too many on the roed
I believe HE is next to me till abroad
....
Scared am I ? No, ofcourse not
Silly am I? No, but maybe yes
Frightened am I? Yes, but I don’t think so
Lunatic am I? No, ofcourse yes...
Rebell am I? What do you think?
Rude am I? What can you think?
Rusted am I? What might you think?
Rush am I? What are you going to think?
Creep am I????????
Cikarang, April 18, 2009

Who cares who shares
Non of your business
So face the cloudy case
As the consequent grace
Who cares, I don’t care
What a slapstick relation affair
Who cares for the lunatic fair
Lunatic that thou don’t scare

Qualitative Research

ABSTRACT
APPROVEMENT
LEGALIZATION
DECLARATION
ACKNOWLEDGEMENT
TABLE OF CONTENT

Chapter I
INTRODUCTION
A. Background of the Study
(The positions of the analyzed problems in a larger context of problems, facts that show the problems and it is urgent to make a research, the resaons must not be subjective)
B. Focus of the Study
(mapping variable/components/aspects which is involved in a problem by using a certain paradigm or thought, separating variable/components/aspects which is included and not included in a focus of the research)
C. The Research Questions
(the questions should be feasible(possible to do a research), the questions must be clear, the questions must be significant(is there a value for the questions to be answered? The questions should be tied up with ethics)
D. Objective of the Study
(aims and purposes of the research)
E. Benefit of the Study
F. Organization of the Study

Chapter II
THEORETICAL FRAMEWORK
(giving explanations about the nouns that exist in the title)
A. Theoretical framework (related to the focus of the study/reserach)
B. Theoretical framework (Sub focus I).
C. Theoretical framework (Sub focus II).
D. Theoretical framework (Sub focus III).

Chapter III
RESEARCH METHODOLOGY
A. Method of the Research
B. The Unit of Data Analysis
1. Object of the research/the research variable :
2. Subject of the research:
3. Data Collection:
C. Instrument of the Research
D. The population and Sample
E. The Technique of Data Analysis
F. Place and Time of the Research

Chapter IV
RESEARCH FINDINGS
A. Data Description
B. Data Analysis

Chapter V
CONCLUSION AND SUGGESTION
A. Conclusion
B. Suggestion

BIBLIOGRAPHY

APPENDICES

Qualitative Research
Library Reseacrh

ABSTRACT
APPROVEMENT
LEGALIZATION
DECLARATION
ACKNOWLEDGEMENT
TABLE OF CONTENT

Chapter I
INTRODUCTION
A. Background of the study
(The positions of the analyzed problems in a larger context of problems, facts that show the problems and it is urgent to make a research, the resaons must not be subjective)
B. Focus of the study
(mapping variable/components/aspects which is involved in a problem by using a certain paradigm or thought, separating variable/components/aspects which is included and not included in a focus of the research)
C. The Research Questions
(the questions should be feasible(possible to do a research), the questions must be clear, the questions must be significant(is there a value for the questions to be answered? The questions should be tied up with ethics)
D. Objective of the study
(aims and purposes of the research)
E. Benefit of the study
F. Organization of the Study

Chapter II
THEORETICAL FRAMEWORK
(giving explanations about the nouns that exist in the title)
A. Theoretical framework (related to the focus of the study/reserach)
B. Theoretical framework (Sub focus I).
C. Theoretical framework (Sub focus II).
D. Theoretical framework (Sub focus III).

Chapter III
RESEARCH METHODOLOGY
A. Research Methodology
1. Context of the Research
2. Data Collection
3. Data Analysis
4. The Unit of Data Analysis
B. Place and Time of the Research

Chapter IV
RESEARCH FINDINGS
C. Data Description
D. Data Analysis

Chapter V
CONCLUSION AND SUGGESTION
G. Conclusion
H. Suggestion

BIBLIOGRAPHY

APPENDICES

Qualitative Research
Library Reseacrh

ABSTRACT
APPROVEMENT
LEGALIZATION
DECLARATION
ACKNOWLEDGEMENT
TABLE OF CONTENT

Chapter I
INTRODUCTION
A. Background of the study
(The positions of the analyzed problems in a larger context of problems, facts that show the problems and it is urgent to make a research, the resaons must not be subjective)
B. Focus of the study
(mapping variable/components/aspects which is involved in a problem by using a certain paradigm or thought, separating variable/components/aspects which is included and not included in a focus of the research)
C. The Research Questions
(the questions should be feasible(possible to do a research), the questions must be clear, the questions must be significant(is there a value for the questions to be answered? The questions should be tied up with ethics)
D. Objective of the study
(aims and purposes of the research)
E. Benefit of the study
F. Organization of the Study

Chapter II
THEORETICAL FRAMEWORK
(giving explanations about the nouns that exist in the title)
A. Theoretical framework (related to the focus of the study/reserach)
B. Theoretical framework (Sub focus I).
C. Theoretical framework (Sub focus II).
D. Theoretical framework (Sub focus III).

Chapter III
RESEARCH METHODOLOGY
A. Method of the research
B. The Unit of Data Analysis:
C. Instrument of the research
D. The population and Sample
E. The Technique of Data Analysis
F. Place and Time of the Research

Chapter IV
RESEARCH FINDINGS
A. Data Description
B. Data Analysis

Chapter V
CONCLUSION AND SUGGESTION
A. Conclusion
B. Suggestion

BIBLIOGRAPHY

APPENDICES

May 2009

2009-03-15T22:50:00.000-07:00

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Pertama

2009-03-14T01:29:00.000-07:00

HAKIKAT MEDIA
DALAM PEMBELAJARAN
PEMBELAJARAN SEBAGAI PROSES KOMUNIKASI
Pembelajaran merupakan suatu kegiatan yang melibatkan seseorang dalam upaya memperoleh pengetahuan, keterampilan dan nilai-nilai positif dengan memanfaatkan berbagai sumber untuk belajar. Pembelajaran dapat melibatkan dua pihak yaitu siswa sebagai pembelajar dan guru sebagai fasilitator. Yang terpenting dalam kegiatan pembelajaran adalah terjadinya proses belajar (learning process). Sebab sesuatu dikatakan hasil belajar kalau memenuhi beberapa ciri berikut : (1) belajar sifatnya disadari, dalam hal ini siswa merasa bahwa dirinya sedang belajar, timbul dalam dirinya motivasi-motivasi untuk memiliki pengetahuan yang diharapkan sehingga tahapan-tahapan dalam belajar sampai pengetahuan itu dimiliki secara permanen (retensi) betul-betul disadari sepenuhnya. (2) hasil belajar diperoleh dengan adanya proses, dalam hal ini pengetahuan diperoleh tidak secara spontanitas, instant, namun bertahap (sequensial). Seorang anak bisa membaca tentu tidak diperoleh hanya dalam waktu sesaat namun berproses cukup lama, kemampuan membaca diawali dengan kemampuan mengeja, mengenal huruf, kata dan kalimat. Seseorang yang tiba-tiba memiliki kecakapan seperti lari dengan kecepatan tinggi karena akibat doping, bukanlah hasil dari kegiatan belajar, namun efek dari obat atau zat kimia yang dikonsumsinya. (3) Belajar membutuhkan interaksi, khususnya interaksi yang sifatnya manusiawi. Seorang siswa akan lebih cepat memiliki pengetahuan karena bantuan dari guru, pelatih ataupun instruktur. Dalam hal ini terjadi komunikasi dua arah antara siswa dan guru.