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)
Minggu, 31 Mei 2009
ENGLISH ( in brief )
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
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)
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)
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)
Rabu, 27 Mei 2009
daylight
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)
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)
Senin, 25 Mei 2009
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
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
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...
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
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.
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.
Sabtu, 23 Mei 2009
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
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
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
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
Jumat, 22 Mei 2009
Sabtu, 16 Mei 2009
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
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
“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
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
Kamis, 14 Mei 2009
first
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
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
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