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Aturan Kata Benda Jamak yang tidak beraturan – Irreguler Noun

2013-05-03T22:08:00.003-07:00

Dari namanya saja irreguler artinya tidak beraturan, maka nama benda yang bentuk jamaknya tidak memiliki aturan disebut Irreguler Noun. Bila anda ingin tahu aturan reguler noun, silahkan baca postingan saya yang berjudul “Aturan Kata Benda Jamak yang beraturan – Reguler Noun”

Ada beberapa irreguler noun :

1. Kata benda (noun) yang bentuk singularnya berbeda dengan bentuk jamaknya.
contoh :
foot – feet (kaki)
tooth – teeth (gigi)
mouse – mice (tikus)
man – men (laki-laki)
woman – women (wanita)
child – children (anak-anak)
ox – oxen (lembu jantan)
2. Noun yang bentuk tunggal dan pluralnya sama.
contoh :
swine (babi hutan)
sheep (domba)
deer (rusa)
fish (ikan)
salmon (ikan salem)
3. Kata benda yang berasal dari bahasa latin atau yunani, menggunakan bentuk jamak dalam bahasa aslinya.
contoh :
Media – Medium
datum – data
radius – radii
thesis – theses
agendum – agenda
NB : kata sebelah kiri = singular noun (kata benda tunggal)
kata sebelah kanan = plural noun (kata benda jamak)
Semoga bermanfaat
Silahkan anda upgrade skill english pronunciation anda, klik disini

Source: http://belajargrammar.net/aturan-kata-benda-jamak-yang-tidak-beraturan-%E2%80%93-irreguler-noun.html

Kata, Frasa Dan Kalimat Dalam Bahasa Inggris

2013-05-03T22:04:00.003-07:00

Kata, Frasa Dan Kalimat Dalam Bahasa Inggris Yang Perlu Diketahui

Dasar atau basic dalam bahasa inggris adalah kata, frasa dan kalimat.
Yuk, Bahas satu per satu :
1. Kata (word) adalah merupakan kumpulan dari beberapa huruf/letter yang membentuk arti/makna tertentu.

Contoh : day, wall, chair, street
2. Frasa (phrase) adalah kumpulan dari beberapa kata, namun belum bisa dikatakan kalimat.
COntoh : The Big Family, in the school, at office
3. Kalimat (sentence) adalah kumpulan dari beberapa kata, dan memiliki subjek dan kata kerja. Sehingga makna atau arti bisa dipahami.
Contoh : I borrow your pen, I study english everyday
Demikian penjelasan untuk hari ini, sampai jumpa di kesempatan yang akan datang ya….

Source: http://belajargrammar.net/kata-frasa-dan-kalimat-dalam-bahasa-inggris.html

Supporting Sentences

2013-04-27T06:27:00.001-07:00

Supporting sentences add information about the topic and the controlling idea. Supporting sentences can include definitions, explanations, and examples. Read the topic sentence below. Then study the types of supporting sentences that might follow it.

topic controlling idea

Young people are too dependent on computer.

Supporting definition

Dependency on computers means that young people cannot perform the normal tasks and functions of daily life without them.

Supporting explanation

In the old days, people memorized important information, but today’s youth rely on their computer, cell phones, and PDA’s to do assignments, record numbers, and save important information. As a result, they can get themselves unprepared in an emergency such as an electrical blackout. Once their batteries die, these people will not be able communicate.

Supporting example

For example, I do all schoolwork on my computer. When my computer crashed last week, I lost my only draft of an essay that was due the next day. As the result, I got a bad grade.

Supporting sentences explain or prove the topic sentence. Once of the biggest problem in student writing is that student writers often fail to support their ideas adequately. They need to use specific details to be thorough and convincing.

There are several kinds of specific supporting details: examples, statistics, and quotations.

Bibliography

Oshima, Alice and Hogue, Ann. 2006. Writing Academic English. N.Y: Pearson Education.

Body Paragraphs

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The body of the essay is made up of one or more paragraphs. Each of these paragraphs has a topic sentence, suporting sentences, and sometimes concluding sentences. Each of the body paragraphs support the thesis statement.

Model Essay:

Reread the body paragraphs of the model essay. The topic sentence of each paragraph introduces an area that has been changed by personal computers. Then each topic sentence is followed by several sentences that give specific examples of the changes.

Thesis statement

Personal computers have especially revolutionized communication and business practices in the past twenty years.

Topic sentences

Perhaps the most important effect of personal computers has been to expand our ability to communicate with the outside world.

Besides improving communication, personal computers have made it possible to do business from home.

Bibliography

Oshima, Alice and Hogue, Ann. 1997. Introduction to Academic Writing. Second Edition. White Plains, N.Y: Addison Wesley Longman.

The Topic Sentence

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The topic sentence is usually the first or second sentence in a paragraph. It introduces a new idea. It presents the topic and explains what the writer will say about the topic. This explanation is called the controlling idea.

Read the following topic sentences. In each one, the topic is my friend, the controlling ideas explain what the writer will say about the topic. These controlling ideas tell the reader what to expect in the supporting sentences.

My friend is the funniest person I know.

My friend has a terribly dangerous job.

My friend is an honest person.

A topic sentence must not be simple fact or a specific detail. The controlling idea must say something about the topic that can then be supported, developed, or demonstrated in the supporting sentences. The controlling idea must also not be too general, or the topic sentence will be unclear.

A surprise party is a kind of party. (too general)
There were 14 guests at my surprise birthday party. (too specific)
My classmates gave me an unforgettable surprise party for my 18^th birthday.

The last topic sentence is effective because it introduces the topic and has a controlling idea that can be developed in the supporting sentences. The paragraph will probably tell the story of the party.

Writing Topic Sentences

When you write a topic sentence, remember these three points:

1. A topic sentence must be a complete sentence, with a subject and a verb.

2. A topic sentence should be neither too general nor too specific. If it is too general, the reader cannot tell exactly what the paragraph is going to discuss. If it is too specific, the writer will not have anything to write about in the rest of the paragraph.

3. A topic sentence should not have unrelated controlling ideas.

A. Position of Topic Sentence

The topic sentence is usually (but not always) the first sentence in a paragraph. Experienced writers sometimes put topic sentences in other locations, but the best spot is usually right at the beginning. Readers who are used to the English way of writing want to know what they will read about as soon as they begin reading.

Synonyms

Synonyms, words that have the same basic meaning, do not always have the same emotional meaning. For example, the words stingy and frugal both mean “careful with money”. However, calling someone stingy is an insult, but calling someone frugal is a compliment. Similarly, a person wants to be slender but not skinny, aggressive but not pushy. Therefore, you should be careful in choosing words because many so-called synonyms are not really synonymous at all.

Sometimes a topic sentence comes at the end. In this case, the paragraph often begins with a series of examples. Other paragraphs may begin with a series of facts, and the topic sentence at the end is the conclusion from these facts.

Medical Miracles to Come

By the year 2009, a vaccine against the common cold will have been developed. B the same year, the first human will have been successfully cloned. By the year 2014, parents will be able to create designer children. Genetic therapy will be able to manipulate genes for abilities, intelligence, and hair, eye, and skin color. By 2020, most diseases will be able to be diagnosed and treated at home, and by 2030, cancer and heart disease will have been wiped out. These are just a few examples of the medical miracles that are expected in the next few decades.

B. The Two Parts of a Topic Sentence

As notes earlier a topic sentences has two essential parts: the topic and the controlling idea. The topic names the subject of the paragraph. The controlling idea limits or controls the topic to a specific area that you can discuss in the space of a single paragraph.

topic controlling idea

Convenience foods are easy to prepare

The reader immediately knows that this paragraph will discuss how easy it is to prepare convenience foods and perhaps give some examples (canned soup, frozen dinners, and so on).

controlling idea topic

Immigrants have contributed many delicious foods to U.S. cuisine.

The reader of this topic sentence expects to read about various ethnic foods popular in the United Stated: tacos, egg rolls, sushi, baklava, pizza, and so on.

A topic sentence should not have controlling ideas that are unrelated. The three parts of the following controlling idea are too unrelated for a single paragraph. They require three separate paragraphs (and perhaps more) to explain fully.

Indie films are characterized by experimental techniques, low production costs, and provocative themes. (too many ideas)

Independent films are characterized by experimental techniques. (good)

Bibliography

Oshima, Alice and Hogue, Ann. 2006. Writing Academic English. N.Y: Pearson Education.

The Introductory Paragraph

2013-03-04T06:03:00.004-08:00

The introductory paragraph is the first paragraph of essay. It includes the topic of the essay and arouses the reader’s interest. There are several ways to write an introductory paragraph. In this article, you will learn to write a “funnel Introduction”. A funnel introduction has two parts: several general statements and one thesis statement.

General statements give the reader background information about the topic of the essay. They should lead your reader gradually from a very general idea of your topic to a very specific idea. The first general statement in a funnel introduction just introduces the topic. Like the lens of a camera moving in for a close-up picture, each sentence that follows becomes more and more focused on a specific topic. There is no exact rule about the number of general statements you need; however, you should try to write at least three or four, and they should be interesting enough to hold the reader’s attention. It is permissible to sprinkle a few interesting details in the general statements in order to attract the reader’s interest. However, you should not give any details that belong in the body of the essay.

The thesis statement introduces the main idea of the essay.

· It states the specific topic of the essay.

· It may list the subtopics of the main topic.

· It may also mention the method of organization.

· It is the last sentence of the introduction.

Read the introductory paragraph below. Notice how the sentences gradually move from general topic of technology to specific topic of two areas that have been changed by personal computers. The introductory paragraph resembles funnel, wide at the top (beginning) and narrow at the bottom (end).

"We live in the age of technology every day, new technology appears, ranging from mini-CDs that contain entire encyclopedias of information to giant space telescopes that can send photographs of distant stars back to Earth. Of all the new technological wonders, personal computers have probably had the greatest influence on the daily lives of average people. Through computers, we can now talk to people in any country, research any topic, work, shop, bank, and entertain ourselves. Personal computers have especially revolutionized communication and business practices in the past twenty years."

· The first two sentences introduce the general topic of technology. The mini-CDs and giant telescopes are mentioned to attract the reader’s interest.

· The next two sentences narrow the general topic of technology to the specific of personal computer. The details keep the reader interested without revealing the essay contents.

· The final sentence is the thesis statement. It names the two subtopic or specific areas changed by personal computers; communication and business.

Bibliography

Oshima, Alice and Hogue, Ann. 1997. Introduction to Academic Writing. Second Edition. White Plains, N.Y: Addison Wesley Longman.

Quotations

2013-02-26T06:17:00.001-08:00

In academic writing, direct quotations are often used as supporting sentences. In fact, you must use quotation marks if you use someone else’s words in a paper. If you do not put quotation marks around the borrowed sentences, you are guilty of plagiarism. Notice how quotations are used to support ideas.

Main point: Telecommuting is a popular new choice for workers.

Quotation: Suzanne Carreiro says, “I am much more productive when I work at home because there are no interruptions. I also don’t have to spend three hours traveling to and from the office every day. I save myself time, and I save my company money by telecommuting.”

Main point: Telecommuters feels isolated

Quotation: “I feel out of touch with what is really happening in my company, and I miss the social interaction with my co-workers,” she says.

Rules for Using and Punctuating Quotations

RULES	EXAMPLES
1. Use a “reporting phrase” such as *she says, she said, he stated, he added, he continued,* or they reported. The reporting phrase may come before, after, or in the middle of the quotation, and the verb may be in any tense that is appropriate. Put commas between the quotation and the reporting phrase. Capitalize the first word in the quotation.	“I love you,” he said. “I love you,” he continued, “but I hate your dog.” He asked, “Will you marry me?”
2. Another useful reporting phrase is *according to* followed by the name of a person, newspaper, magazine, or book.	According to graduate student Melanie Wortiska, “Especially useful are news shows such as 20/20 that deal with important issues.” According to an article in the Santa Cruz Country Sentinel, “About two-thirds agreed that children their age are influenced by things they see on TV.”
3. Give the person’s title or occupation if he or she is not well known. In other words, give enough information about the person so that the reader will know that he or she is qualified to speak about the topic. The easiest way to do this is to put the information in an appositive.	Suzanne Carreiro, a financial manager for a large company in downtown Manhattan, complains, “_____________________________________.” Charles Buckley, a bank spokesperson, states, “_____________________________________.” Housewife Jessica Wang said, “____________.”
4. Use quotation marks [“ ”] before and after the exact words of the quotation, Notice that both quotation marks go above the words, not below them or on the same line. If you omit words from a quotation, put three dots [. . .] in their place. If you add words, put bracket [] around the added words.
5. Put periods inside the quotation marks at the end of the sentence. The period changes to a comma if the quotation comes before the reporting phrase.	She replied, “I don’t love you.” “In fact, I don’t even like you,” she continued.
6. Put question marks and exclamation points belonging to the quotation inside the quotation marks no matter where the reporting phrase comes.	He asked, “Why not?” “Because you hate my dog!” she shouted.

Bibliography

Oshima, Alice and Hogue, Ann. 1997. Introduction to Academic Writing. Second Edition. White Plains, N.Y: Addison Wesley Longman.

Total Physical Response

2013-02-26T06:14:00.001-08:00

Total Physical Response (TPR) was developed by James Asher, a professor of psychology at San Jose State University, in 1977. It is a language teaching method built around the coordination of speech and action; it attempts to teach language through physical (motor) activity. According to Asher, motor activity is a right-brain function that should precede left-brain language processing.
Principles of child language acquisition were important. Asher (1977) noted that children, in learning their first language, appear to do a lot of listening before they speak, and that their listening accompanied by physical responses (reaching, grabbing, moving, looking, and so forth). TPR also reflects a grammar-based view of language. Asher states that “most of the grammatical structure of the target language and hundreds of vocabulary items can be learned from the skillful use of the imperative by the instructor” (1977: 4).

TPR can be linked to the “trace theory” of memory psychology (e.g., Katona 1940), which holds that the more often or the more intensively a memory connection is traced, the stronger the memory association will be and the more likely it will be recalled. Retracing can be done verbally (e.g., by rote repetition). We can increase the possibility of successful recall, if combined tracing activity, such as verbal rehearsal accompanied by motor activity.

The principles of TPR (Lersen-Freeman, 2000):

Learning a language must be fun and stress free, this lows anxiety.
The understanding of the language comes first than speaking.
Initially, the teacher is the director of all student behavior, but at some point when the students are ready to speak they can change roles.
At first, the students’ response is nonverbal.
The vocabulary and grammatical structures are emphasized over other language areas.
The spoken language is emphasized over written language.
The TPR is usually introduced in the student’s native language. After that rarely would the native language be used. Meaning is clear through the body movements.

The general objectives of TPR are to teach oral proficiency at beginning level. Comprehension is a means to an end, and the ultimate aim is to teach basic speaking skills. A TPR course aims to produce learners who are capable of an uninhibited communication that is intelligible to a native speaker. Specific instructional objectives are not elaborated, for these will depend on the particular needs of the learner. Whatever goals are set, however, must be attainable through the use of action-based drills in the imperative form.

The type of syllabus that Asher uses can be inferred from an analysis of the exercise types employed in TPR classes. This analysis reveals the use of a sentence-based syllabus, with grammatical and lexical criteria being primary in selecting teaching items.

Imperative drills are the major classroom activity in TPR. They are typically used to elicit physical actions and activity on the part of the learners. Other class activities include role plays and slide presentations.

Learners in TPR have the primary roles of listener and performer. They listen attentively and respond physically to commands given by the teacher. The teacher plays an active and direct role in TPR. It is the teacher who decides what to teach, who models and presents the new materials, and who selects supporting materials for classroom use.

Material and realia play an increasing role, however, in later learning stages. For absolute beginners, lessons may not require the use of materials, since the teacher’s voice, actions, and gestures may be a sufficient basis for classroom activities. Later, the teacher may use common classroom objects, such as books, pens, cups, furniture. As the course develops, the teacher will need to make or collect supporting materials to support teaching points. These may include pictures, realia, slides, and word charts. Asher has developed TPR student kits that focus on specific situations, such as the home, the supermarket. Students may use the kits to construct scenes (e.g., “Put the stove in the kitchen”).

In conclusion, TPR enjoyed some popularity in the 1970s and 1980s because its support by those who emphasize the role of comprehension in second language acquisition. Krashen (1981), for example, regards provision of comprehensible input and reduction of stress as keys to successful language acquisition, and he sees performing physical actions in the target language as a means of making input comprehensible and minimizing stress. Asher stressed that TPR should be used in association with other methods and techniques. Indeed, practitioners of TPR typically follow this recommendation, suggesting that for many teachers TPR represents a useful set of techniques and is compatible with other approaches to teaching. TPR practices therefore may be effective for reasons other than those proposed by Asher and do not necessarily demand commitment to the learning theories used to justify them.

Bibliography and further reading

Asher, J. 1977. Learning Another Language through Actions: The Complete Teacher’s Guide Book. Los Gatos, Califa Sky Oaks Productions. (2^nd ed. 1982.)

Lersen-Freeman. 2000. Techniques and Principles in Language Teaching. Second Edition. Oxford: Oxford University Press.

Katona, G. 1940. Organizing and Memorizing: Studies in the Psychology of Learning and Teaching. New York: Columbia University Press.

Krashen, S. D. 1981. Second Language Acquisition and Second Language Learning. Oxford: Pergamon.

Brown, H. Douglas. 2001. Teaching by Principles: An Interactive Approach to Language Pedagogy. Second Edition. White Plains, New York: Longman.

Richard, Jack C. and Rodgers, Theodore S. 2001. Approaches and Method in Language Teaching. Second Edition. Cambridge: Cambridge University Press.