The Highlight of Third English Test XI IPA

Once upon a time, a man hand a wonderful parrot. There was no other parrot like it. The parrot could say every word, except one word. The parrot would not say the name of the place where it was born. The name of the place was Catano.
The man felt excited having the smartest parrot, but he could not understand why the parrot would not say Catano. The man tried to teach the bird to say Catano. However, the bird kept not saying the word. At the first, the man was very nice to the bird, but then he got very angry. “You stupid bird” pointed the man to the parrot. “Why can’t say the word? Say Catano! Or I’ll kill you!” the mad said angrily. Although he tried hard to teach, the parrot would not say it. Then the man got so angry and shouted to the bird over and over, ‘Say Catano or I’ll kill you. “The bird kept no saying the word of Catano.
One day, after he had been trying so many times to make the bird say Catano, the man really got very angry. He could not bear it. He picked the parrot and threw in into the chicken house. There were four old chickens for next dinner. “ You are as so stupid as the chickens. Just stay with me, “said the man angrily. Then he continued to humble, “You know, I will cut the chicken for my meal. Next it will be your turn. I will eat you too, stupid parrot.” After that he left the chickens house.
The next day, the man came back to the chicken house. He opened the door and was very surprised. He could not believe what he saw at the chicken house. There were three death chickens on the floor. At the moment, the parrot was standing proudly and screaming at the last old chicken, say Catano or I’ll kill you!
1. What does the paragraph 4 inform?
A. What the parrot had done the chickens
B. The condition of the chicken house
C. The parrot could not say “Catano”
D. The coming back of the man to the chicken house
E. How surprise was the man

2. What did the man get angry? Because _____.
A. the parrot could not say every word.
B. the parrot underestimated the man.
C. the parrot could not say “Catano”
D. the parrot killed the chickens
E. the parrot didn’t like the man

Public-Spirited Old Man
In a quiet town in California, there lived an lid man who liked to sidewalks near his house to be clean and tidy. Although the streets were regularly cleaned by a street sweeper, the results did not meet his satisfaction. Consequently, every morning the old man carried a big broom and started to re-sweep the sidewalk until it was incredibly clean. He had been doing this for the past five years.
Unfortunately, one day a new policewoman was on duty. She saw him dangerously standing on the road while sweeping the leaves into the scupper drain. She immediately served him a notice for jaywalking, a punishable offence in the United States of America, As a consequence, the seventy-year old man landed himself in court.
When the judge heard the complete story from the old man, he was touched by the old man’s public spirit. The judge said to himself: Public spirited men are getting fewer and fewer and I don’t want to see another one disappear tomorrow morning. “ Finally, the judge directed the jury to acquit the old man of the offence.
3. What is the story about?
A. An old man who insults a new policewoman
B. An old man who lived near the sidewalk
C. An old man who wanted a clean environment
D. An old man who worked in a court
E. An old man who liked sweeping the sidewalk
4. The writer mainly uses the ____.
A. simple present tense
B. present perfect tense
C. simple past tense
D. present continuous tense
E. Passive sentence
5. Could you go away, please Jack? I want to talk to Sol _____.
A. private
B. in privately
C. privacy
D. in private
E. on private
6. ‘Give me time to think about it, ‘she asked me.
A. She asked me to give her time to think about it.
B. She asked me to gave her time to think about it.
C. She asked me that give her time to think about it.
D. She asked me if I give her time to think about it.
E. She asked me to give her time to think about it.
7. Susie O’nell preferred ______for team events.
A. not chosen
B. not being choose
C. not to be chosen
D. not choose
E. not be chosen

Writing: Description a Person (130 – 200 words)

The Highlights of Mid-Term Test, Grade XI IPA, SMT 1, 2010

Choose A, B, C, D, or E as your correct answer!
Different Types of Sea Mammals
A sea mammal is a mammal that depends on the ocean for its food. There are different types of sea mammals such as seals, sea lions, walruses, sea cows and dolphins.
Seals, sea lions and walruses live both on land and in the sea. When on dry land or ice, they are very clumsy in their movements, but in the water they swim gracefully. They all leave the water for land or ice fields to give birth to their young.
Sea cows and dolphins are also aquatic mammals. Sea cows eat water plants, whereas dolphins are mainly fish eaters. Experiments show that dolphins are intelligent. They communicate with each other using a variety of clicks, whistles and other vocalization. They can also be trained to perform various kinds of tricks and acts.
The highly intelligent killer whale belongs to the dolphin family. Despite its scary name, it has never been reported to attack humans.

1. Seals, sea lions, and walruses ….
A. Are swift swimming sea mammals
B. Can walk gracefully on dry land
C. Can perform tricks and acts
D. Are fish eaters
E. Belong to the dolphin family

2. What kind of text is it?
A. Report
B. Spoof
C. Procedure
D. Recount
E. Narrative

KILLER INSECTS
Human beings always regard tigers, snakes, bears, crocodiles, sharks, and lions as killers. However, we always forget to mention that tiny insects actually kill more people around the world than these ferocious animals. Many insects are considered killer insects because they are able to spread deadly diseases to human beings.
There are many diseases spread by insects to humans. The most common diseases are malaria, dengue fever, encephalitis, filariasis, lyme disease, leishmaniasis, chagas disease, plague and typhus. Among the insects responsible for these diseases are mosquitoes, bugs, fleas, flies and ticks. Many of the diseases infected by insects are not actually caused by the insects themselves, but rather by organisms passed on when the insects bite and feed. In this case, the responsible disease-causing organism is called a pathogen, and the insect responsible is known as a vector.

3. How do insects kill more people than wild animals?
A. Insects hugely outnumber animals by billion.
B. Insects pass on a disease organism.
C. Insects’ reproduction rate is higher than death rate.
D. Insects are easily bred anywhere at any time.
E. Insects are poisonous.

4. A: ‘well, that’s what I think you should do.’
B: ‘Ok, thanks, it’s good advice. I’ll ………………
The right expression to complete the dialogue above is ….

A. Keep it in my mind
B. Take my mind of it
C. Change my mind
D. Make up my mind
E. Speak my mind

5. X: You did well in the English test, Aksa.
Y: Not as well as Josi, she got 90%. She’s ……….. in our class!

A. Brainstorm
B. Brainwave
C. The brains
D. Brainchild
E. On the brain

Rain is advantageous because it brings water for all living things. But rain can be disastrous, too, because too much rain will cause floods which can wash away people, houses, and other valuable properties.
The following is how the rain is formed
The air is filled with tiny particles known as ‘vapour’. Vapour is actually the gaseous form of water. Vapour is a part of air. The air around us is constantly moving because the air near the surface of the earth is hotter and lighter. This is why this air rises. The air higher up in the sky is cold and heavy, so it sinks. The rising of hot air and the sinking of cold water cause the air to move. When the hot air rises to a certain level, the vapour presents in it, cools and changes into water. This is known as ‘condensation’. When the water particles are too heavy for the air to carry, the air is said to be ‘oversaturated’. The water particles then fall as rain.
6. What is the purpose of the text?
A. To explain how rain is formed.
B. To share experience in a rainy season.
C. To amuse readers with the information.
D. To warn people about the danger of rain.
E. To persuade readers to prevent much rain.

The Standard Post, March 3rd 1980.
Prone Allen Davies is only five, but already his parents are convinced he’s walking disaster.
The youngster has cracked his head falling into an empty swimming pool, has chopped the end of his finger off with a pen knife and has made himself ill by drinking half a bottle of Detol.
Each time another disaster strikes Allen, he is taken to the children’s hospital in Sydenham, where he has been such a regular visitor. He believes the nursing sister is a member of his family.
Now Allen’s grateful father, street trader Allan Davies, has raised £6500 for the hospital to buy a neonatal monitor to measure babies breathing and temperature.
His wife, Margareth, said it all started when Allen was a year old. He fell over and cut himself and had to have stitches in his forehead. Since then he has not stopped. He’s been taken to hospital at least 10 times.
Mr. Davies supported by the Lewisham and Berwick Street Trader’s Association raised the cash with the help of celebrities.

7. The purpose of this text is ……
A. to report a result of an observation
B. to share an amusing event with readers
C. to inform readers about a newsworthy event
D. to persuade readers to be careful with their kids
E. to describe a walking disaster in our environment

8. What is the text about?
A. Allan Davies, the street trader and his family
B. Berwick Trader’s Association that raised the cash
C. Allan Davies who has raised £6500 for the hospital
D. Prone Allan Davies who always gets disaster during his childhood
E. A neonatal monitor, a device used to measure babies’ breathing and temperature

Do you know that computers can cause headaches? According to a recent report, many computer workers have this problem, if you work at a computer more than six hours a day, you might get headaches. To avoid this problem, take a break once every hour, get up and walk around for a few minutes. Let your eyes and mind rest. This is a good way to stop headaches without taking the aspirin.

9. According to the report, who gets headaches?
A. All computer workers
B. Computer technician
C. Everybody who works more than six hours
D. Computer programmers
E. People who use computers more than six hours a day

10. When James was 12,he ………. with appendicitis.
A. had been diagnosed
B. was diagnosed
C. has been diagnosed
D. is diagnosed
E. diagnosed

11. Scientist have gained fascinating insights into some of the rainforests’ secret.
Fascinating insights ______ into some of the rainforests’ secret.
a. have been gained
b. has gained
c. had been gained
d. had gained
e. were gained

12. Someone was dry-cleaning their clothes while they were shopping.
a. Their clothes was being dry-cleaned by someone while they were shopping.
b. Their clothes have been being dry-cleaned by someone while they were shopping.
c. Their clothes were being dry-cleaned by someone while they were shopping.
d. While they were shopping, someone was dry-cleaning their clothes.
e. While they were shopping, someone was dry-cleaned their clothes.

13. Millions of years ago, dinosaurs (roam) …………… the earth, but they (become) ……………….. extinct by the time humankind first (appear) ………………… .

The correct forms of the verbs above are?

a. roamed, had become, appeared
b. roamed, had became, appears
c. had roamed, became, appeared
d. roams, becomes, appears
e. had roamed, had become, had appeared

14. I don’t want to go to the zoo today because it is raining. The same thing happened yesterday, I (want, not) ……………….. to go to the zoo because it (rain) ………………… .
The correct forms of the verbs in the brackets are?
a. don’t want, rains
b. didn’t want, was raining
c. didn’t want, rained
d. didn’t want, had rained
e. don’t want, is raining

15. I (study) ……. for two hours everyday
The correct form of the verb in the bracket is?
a. Am studying
b. Study
c. Was studying
d. Studied
e. Studies

Answer Key:
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
A A B A C A D E B A A A B B

Directions: Listen to each conversation. Then listen to the questions. Answer the questions. Circle a, b, c, or d.
YOU ARE NOT ALLOWED TO PRINT IT OUT!

Helping Students to Listen

HELPING STUDENTS TO LISTEN

It is obvious that teenagers we teach all over the world have different cultures. However, I think that we agree that some teenagers are difficult to adapt in learning. It seems clear to me that this has serious implications for teaching English.

I try to divide the discussion into three sessions dealing with teaching listening for teenagers:

Why teenagers find listening difficult

First, I find some teenage students are often so busy chatting amongst themselves therefore; I have to make an effort to get their attention and help them focus on the English lesson.

Then It seems to see that some students who have short attention spans in learning tend to have problem to develop their listening skills. The last, the students tend simply to turn off when listening to English being spoken as it seems to difficult to follow without serious concentration.

How to make listening more engaging and challenging for teenagers

I really rely on the course books for the listening material used in the classroom and the material used may or  may not suitable for the students. Therefore, I try to find some techniques/ways in which I supplement listening material with material which motivate them. For example, I asked the students to record a short interview with one of English native speaker. When they brought the interview to classroom, and other students listen to the interview, it would be interesting in hearing about the life of one of native speaker in Indonesia.

Later on, some students as volunteers to re tell the native speaker life in Indonesia. Or I gave the students some questions to fill based on the short interview the heard.

Helping students understand spoken English

I usually give my students a transcript of tapes they have listened to after we have completed the listening tasks. Even if students only read and listen to part of what the have heard, it should allow them to become more aware of the different between how spoken English sounds compared with how it is written.

After using a tape where students have to listen for the gist then pick out detail, I usually pick out a tricky sentence and do a piece of intensive listening. Here students listen several (may be ten) times the words exactly. I find my students enjoy doing this and a competitive element can be introduced by putting students into teams.

Making predictions

It will certainly help the listener to make predictions about what they are going to hear before they listen.I try to turn prediction activities into a game by putting my students in groups before they listen and ask them to try to predict the answers to listening tasks where they have to pick out detailed information. For example, students could try to guess the missing information in sentences ‘the City of London is always _____. My students always seem to enjoy this competitive element and it’s always interesting to see who has made the best predictions. I always point out that good listeners are often good at predicting.

In exercise where in which students have to identify who someone is speaking (e.g an architect, a builder, etc.) I would draw a grid on the board and ask students to predict the vocabulary. Again, the students could do this in teams.

Quantitative Research 1



EXPERIMENTAL RESEARCH

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There are many different types of “experiments.” Most are quite different from the common stereotype. All experimental research, however, has several elements in common. One of the most obvious is the division of the subjects into groups (control, experimental, etc.). Another is the use of a “treatment” (usually the independent variable) which is introduced into the research context or manipulated by the researcher. The four research parameters (discussed earlier in this module) will help us understand the other distinguishing characteristics of experimental research.

GENERAL APPROACH

Synthetic (Holistic)

Analytic (Constituent)

On the synthetic-analytic continuum, experimental research tends to fall on the analytic end. Unless it is very complicated, an experiment typically focuses on a specific element (a “constituent part”) of the larger process of language learning and teaching.

RESEARCH AIM

Deductive (Hypothesis Testing)

Heuristic (Hypothesis Generating)

The next parameter deals with the heuristic (hypothesis-generating) vs. deductive (hypothesis-testing) factor. In contrast to qualitative research, virtually all experiments are designed to test hypotheses.

CONTROL OVER THE RESEARCH CONTEXT

Low

High

Experiments generally fall on the high end of this scale because they attempt to control the research environment to a considerable degree. This can be both a plus and a minus.

On the one hand, it allows the researcher to isolate a particular variable and focus on it in order to determine its effect on other variables. Because of this feature, only experimental studies can claim to show any degree of causality. Qualitative and descriptive research can reveal only relationships or processes.

On the other hand, control has several disadvantages. One is that it often makes the research situation unnatural. Consequently, subjects may not behave normally in an experiment. Another disadvantage is that it is virtually impossible to control all the variables in a research situation involving human beings. Finally, controlled experiments often raise serious questions about research ethics.

EXPLICITNESS OF DATA COLLECTION PROCEDURES

Low

High

The final parameter deals with the level of explicitness in data collection. Here again, experimental research falls toward the high end of the scale. Carefully focused instruments (tests, observations, questionnaires, etc.) that generate precise quantitative data are the norm in experiments. These data can be analyzed using statistical tests of significance in order to accept or reject the hypothesis.

KINDS OF EXPERIMENTAL RESEARCH

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Within the realm of experimental research, there are three major types of design:

<>	PRE-EXPERIMENTAL QUASI-EXPERIMENTAL TRUE-EXPERIMENTAL

If you choose to conduct experimental research, one of your most important tasks will be to choose the design that gives your research the best combination of internal and external validity. At the same time, it must be practical enough so that you can actually do the research in your own circumstances.

Remember, no particular type is right for all situations. Real-world constraints will often dictate what is practical or possible. In any case you need to be careful to recognize the weaknesses of the design you choose. Do not attempt to prove things or make claims in your findings that are beyond the capabilities of your design.

PRE-EXPERIMENTAL DESIGNS

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Actually there are several sub types of pre-experimental design.  The one suggested for beginner research (for undergraduate students) is

The One-Group Pretest-Posttest Design

R à O à T à O

In this experiment, a single group is measured or observed not only after being exposed to a treatment of some sort, but also before.

The symbol R refer to the Randomized research subjects (through not necessary), while O refers to observation through measurement. The placement of the symbols indicate the order in time of T and O.  As you can see, the T (treatment) comes after the first observation (measurement of the entry behavior) and before the second time of observation (measurement of the effect, final results )

PRE-EXPERIMENTAL DESIGNS are lacking in several areas of the true-experimental criteria. Not only do they lack random selection in most cases, but they usually just employ a single group. This group receives the “treatment,” there is no control group. Pilot studies, one-shot case studies, and most research using only one group, fall into this category.

The advantages are:

• Very practical
• Set the stage for further research

Disadvantages:

• Lower validity

QUASI-EXPERIMENTAL DESIGNS

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QUASI-EXPERIMENTAL DESIGNS are usually constructions that already exist in the real world. Those designs that fall into the quasi-experimental category fall short in some way of the criteria for the true experimental group. A quasi-experimental design will have some sort of control and experimental group, but these groups probably weren’t randomly selected. Random selection is usually where true-experimental and quasi-experimental designs differ.

In some other books, this kind of a research is also calld “The Static Group Comparison” or “nonequivalent control group design”(Frankel and Wallen; 272, 2007)

The design is as follows:

R à T à O

———————-

O

Note: In some other books, the above design falls into the category of “one kind of pre experimental design”.

As you see in the diagram, the researcher only prepares one group that is intended to be treated (X) specifically planned.  As the comparison, there is one other group that is no control over it (no randomized, no pre observation or pre measurement, no homogeneity test, etc).  However, having finished with the treatment in one group, the researcher observes (measures) both groups and compared the effects.

The most principle of a quasi-experimental design is THERE IS NO randomization over both groups to compare.  Both groups have been existed in the real world and the researcher JUST MATCH two groups; one to be the experimental group, and the other to be the control group.

There are several more designs of quasi-experiments.  However the two designs of a quasi-experiment that is predicted feasible to implement by under graduate students are::

The Matched Groups with Post-test Only Design

Note: The symbol M here refers to the groups of research subject that are JUST MATCHED, without any randomization.

Treatment group       M à T à O

——————–

Control group           M à C à O

The design shows that there is no observation on the entry behavior (no pre test) to see the homogeneity of the two groups.  The difference happens in the kinds  of treatments.  The effect of the treatments are observed and compared.

Some advantages of the quasi-experimental design include:

• Greater external validity (more like real world conditions)
• Much more feasible given time and logistical constraints

Disadvantages:

• Not as many variables controlled (less causal claims)

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TRUE-EXPERIMENTAL DESIGNS

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TRUE-EXPERIMENTAL DESIGNS must employ the following:

• Random selection of subjects
• Use of control groups
• Random assignments to control and experimental groups
• Random assignment of groups to control and experimental conditions

In order for an experiment to follow a true-experimental design, it must meet the preceding criteria. There is some variation in true-experimental designs, but that variation comes in the time(s) that the treatment is given to the experimental group, or in the observation or measurement (pre-test, post-test, mid-test) area.

There are several sub types of true experimental designs.  The two suggested to under graduate students are:

(1) Randomized group design with Posttest Only

Treatment group     R à T1 à O

——————-

Control group R à T2 à O

In this design, the entry behaviors of the subjects are neglected.  It can be done whenever the researcher have made sure that the condition before treatment are equal, comparable, and homogeneous.  For such a research, it is suggested there must be at least 40 individuals in each group (Frankel and Wallen; 2007, 273).

(2) Randomized group design with Pretest and Posttest

Treatment group     R à O à T1 à O

—————————-

Control group R à O à T2 à O

In this design, the entry behaviors of the subjects are observed.  The purpose is to make  both groups are equal (similar and homogeneous).  You see, the R refers to the process of randomization.  The pretest is given in order to get “indicators” used by the researcher to check if the process of randomization “actually result two equivalent groups or not. If NOT, the researcher must redo the randomization.  For an experiment with such a design, the smaller number of individual in each group (less than 30) is reasonable (Frankael and Wallen; 2007, 274)

Advantages of the true-experimental design include:

• Greater internal validity
• Causal claims can be investigated

Disadvantages:

• Less external validity (not like real world conditions)
• Not very practical

RESEARCH QUESTIONS

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Finding a RESEARCH QUESTION is probably the most important task in the reasearch process because the question becomes the driving force behind the research-from beginning to end.

A research question is always stated in question form. It may start out being rather general and become focused and refined later on (after you become more familiar with the topic, learn what others have discovered, define your terms more carefully, etc.)

The research question you start out with forms the basis for your review of related research literature. This general question also evolves into your hypothesis (or focused research question). When you draw conclusions, they should address this question. In the end, the success of your research depends on how well you answer this question.

It is important to choose a question that satisfies certain criteria:

• It must not be too broad or general (although you will focus it even more later on in the process).
• It shouldn’t have already been answered by previous research (although replication with variation is certainly acceptable).
• It ought to be a question that needs to be answered (i.e., the answer will be useful to people).
• It must be a question that can be answered through empirical means.

You can go to many sources to find topics or issues that can lead to research questions. Here are a few:

• Personal experience
• Professional books
• Articles in professional periodicals
• Professional indexes (LLBA, MLA, ERIC etc.)
• Other teachers and administrators
• Bibliographies of various types
• Unpublished research by others

It is wise to focus your research so that it is “do-able.” Be careful! Don’t try to do too much in one study. It is, however, very possible (and quite common) to address several related research questions in one study. This approach is “economical” in that it produces more results with about the same amount of effort.

Here are a couple of examples:

Will students learn a foreign language better when they are in a relaxed state of mind?

What is the relationship between learners' ages and their accents?

LITERATURE REVIEW

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A LITERATURE REVIEW is a formal survey of professional literature that is pertinent to your particular question. In this way you will find out exactly what others have learned in relation to your question. This process will also help frame and focus your question and move you closer to the hypothesis or focused question. Once you have decided on a general research question, you need to read widely in that area. Use the same sources of information that you consulted when you came up with your general question, but now narrow your focus. Look for information that relates to your research question

HYPOTHESIS & FOCUSED QUESTION

In deductive research, a HYPOTHESIS is necessary. It is focused statement which predicts an answer to your research question. It is based on the findings of previous research (gained from your review of the literature) and perhaps your previous experience with the subject. The ultimate objective of deductive research is to decide whether to accept or reject the hypothesis as stated. When formulating research methods (subjects, data collection instruments, etc.), wise researchers are guided by their hypothesis. In this way, the hypothesis gives direction and focus to the research.

Here is a sample HYPOTHESIS:

The "Bowen technique" will significantly improve intermediate-level, college-age ESL students' accuracy when pronouncing voiced and voiceless consonants and tense and lax vowels.

Sometimes researchers choose to state their hypothesis in “null” form. This may seem to run counter to what the researchers really expect, but it is a cautious way to operate. When (and only when) this null hypothesis is disproved or falsified, the researcher may then accept a logically “alternate” hypothesis. This is similar to the procedure used in courts of law. If a person accused of a crime is not shown to be guilty, then it is concluded that he/she is innocent.

Here is a sample NULL HYPOTHESIS:

The Bowen technique will have no significant effect on learners' pronunciation.

In heuristic research, a hypothesis is not necessary. This type of research employs a “discovery approach.” In spite of the fact that this type of research does not use a formal hypothesis, focus and structure is still critical. If the research question is too general, the search to find an answer to it may be futile or fruitless. Therefore, after reviewing the relevant literature, the researcher may arrive at a FOCUSED RESEARCH QUESTION.

Here is a sample FOCUSED RESEARCH QUESTION:

Is a contrastive presentation (showing both native and target cultures) more effective than a non-contrastive presentation (showing only the target culture) in helping students understand the target culture?

VARIABLES

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Very simply, a VARIABLE is a measurable characteristic that varies. It may change from group to group, person to person, or even within one person over time. There are six common variable types:

DEPENDENT VARIABLES

. . . show the effect of manipulating or introducing the independent variables. For example, if the independent variable is the use or non-use of a new language teaching procedure, then the dependent variable might be students’ scores on a test of the content taught using that procedure. In other words, the variation in the dependent variable depends on the variation in the independent variable.

INDEPENDENT VARIABLES

. . . are those that the researcher has control over. This “control” may involve manipulating existing variables (e.g., modifying existing methods of instruction) or introducing new variables (e.g., adopting a totally new method for some sections of a class) in the research setting. Whatever the case may be, the researcher expects that the independent variable(s) will have some effect on (or relationship with) the dependent variables.

INTERVENING VARIABLES

. . . refer to abstract processes that are not directly observable but that link the independent and dependent variables. In language learning and teaching, they are usually inside the subjects’ heads, including various language learning processes which the researcher cannot observe. For example, if the use of a particular teaching technique is the independent variable and mastery of the objectives is the dependent variable, then the language learning processes used by the subjects are the intervening variables.

MODERATOR VARIABLES

. . . affect the relationship between the independent and dependent variables by modifying the effect of the intervening variable(s). Unlike extraneous variables, moderator variables are measured and taken into consideration. Typical moderator variables in TESL and language acquisition research (when they are not the major focus of the study) include the sex, age, culture, or language proficiency of the subjects.

CONTROL VARIABLES

Language learning and teaching are very complex processes. It is not possible to consider every variable in a single study. Therefore, the variables that are not measured in a particular study must be held constant, neutralized/balanced, or eliminated, so they will not have a biasing effect on the other variables. Variables that have been controlled in this way are called control variables.

EXTRANEOUS VARIABLES

. . . are those factors in the research environment which may have an effect on the dependent variable(s) but which are not controlled. Extraneous variables are dangerous. They may damage a study’s validity, making it impossible to know whether the effects were caused by the independent and moderator variables or some extraneous factor. If they cannot be controlled, extraneous variables must at least be taken into consideration when interpreting results.

TABUNGAN 2 IN ONE

Tabungan Berjangka

Kopas, Minggu, 21 Maret 2010 | 03:45 WIB

Elvyn G Masassya Praktisi Keuangan

Apakah Anda sering merasa cemburu dengan teman sekantor yang notabene bergaji tidak jauh beda dengan Anda, tetapi kehidupan finansialnya jauh lebih? Ya, teman sekantor ataupun tetangga sebelah rumah bisa memiliki kondisi keuangan yang lebih bagus dari Anda dan Anda lantas mencurigainya.

Anda berprasangka, teman atau tetangga Anda melakukan korupsi, menerima suap, atau mungkin memelihara tuyul sehingga bisa lebih kaya daripada Anda. Lebih mengerikan lagi, karena memikirkan kehidupan mereka yang lebih baik dan hati Anda tidak bisa menerima semua realitas itu, Anda mulai menyebar gosip, fitnah yang pada akhirnya malah akan membuat Anda lebih tertekan. Bisa-bisa stres, migrain, dan masuk rumah sakit.

Padahal, keberhasilan teman kantor atau tetangga Anda menjadi lebih makmur bukan karena melakukan korupsi, menerima suap, apalagi memelihara tuyul. Keberhasilan mereka lebih karena perilaku cerdas dalam mengelola uang. Boleh jadi mereka melakukan investasi secara berkala, meredam hasrat konsumtif, berhemat, dan mengelola uang berdasarkan rasionalitas.

Sementara Anda, barangkali bersikap sebaliknya. Uang gaji habis demikian cepat karena dipakai untuk memenuhi keinginan sekunder dan tertier. Berlagak seperti orang yang berpenghasilan tak terhingga. Memiliki gaya hidup seperti konglomerat, berutang kanan kiri dan lain sebagainya. Alhasil, bukan semakin kaya, melainkan semakin merana. Sementara teman dan tetangga Anda, semakin baik kondisi finansialnya. Dus, agar Anda tidak semakin jauh masuk ke ranah kesulitan finansial, mungkin ada baiknya direnungkan kembali, apa penyebab semua itu. Salah satunya, sangat mungkin karena Anda tidak melakukan investasi. Dan, kalaupun melakukan investasi, hanya ala kadarnya.

Mudah

Lalu bagaimana mengatasi semua persoalan tersebut? Mudah. Yang paling utama, buang dulu rasa curiga, sirik, cemburu, dan segala macam penyakit hati serta prasangka buruk dari diri Anda. Urusan teman dan tetangga Anda bukan urusan Anda. Jadi, percuma saja Anda menerka-nerka sebab dan asal-muasal kekayaan teman Anda.

Setelah berhasil menyingkirkan segala macam perasaan dendam tidak berguna itu, barulah Anda bisa menggunakan kewarasan pikiran untuk memperbaiki kondisi finansial di jalan yang baik dan benar pula.

Pertama, memperbaiki pola konsumsi sehingga pengeluaran lebih rendah dibandingkan pemasukan. Hal ini menjadi syarat utama. Pangkas habis semua pengeluaran tidak utama. Dan, ini tidak terlalu sulit karena kontrolnya ada pada diri Anda. Jika Anda belum berhasil menerapkan konsep ini, sangatlah sulit untuk bisa mendapatkan kehidupan finansial yang lebih baik.

Kedua, lakukan investasi secara berkala. Apa maksudnya? Coba lihat kembali pola pengelolaan investasi Anda selama ini. Mungkin Anda memiliki tabungan di bank. Atau memiliki deposito berjangka. Anda menganggap hal itu sebagai investasi. Untuk deposito berjangka memang bisa dimasukkan ke dalam kategori investasi. Tetapi, tabungan sebenarnya bukanlah investasi, melainkan sekadar kemudahan bertransaksi alias menjaga likuiditas. Ya, sebab, gaji yang Anda peroleh dan dimasukkan ke dalam tabungan, secara bertahap Anda tarik melalui ATM atau cara lain, dan dipakai untuk berbelanja dan segala keperluan. Lebih dari itu, bunga yang diperoleh dari tabungan sangat kecil. Tidak jauh beda dengan laju inflasi sehingga sebenarnya nilai uang yang ada di tabungan Anda tidak pula bertambah, tetapi malah bisa berkurang. Oleh karena itu, salah satu solusinya adalah investasi berkala.

Untuk melakukan investasi berkala, bukan soal sulit. Anda bisa memilih apakah itu dilakukan dalam bentuk penempatan dana di tabungan atau membeli produk investasi lainnya secara berkala, termasuk dalam hal ini, investasi pada saham dan atau reksa dana di pasar modal. Bagaimana konkretnya?

Kalau Anda punya tabungan, pilah tabungan Anda menjadi paling tidak dua rekening. Yang satu adalah untuk kemudahan bertransaksi. Artinya, ketimbang uang gaji disimpan di bawah bantal, lebih baik ditaruh di bank dan ditarik pada saat Anda perlukan untuk membiayai pelbagai keperluan. Jadi, tujuannya memang sebagai alat memudahkan bertransaksi. Karena Anda akan mendapatkan kartu ATM yang sekaligus berfungsi sebagai kartu debet dan bisa digunakan pada saat berbelanja. Konkretnya, tabungan yang pertama bukanlah investasi, melainkan kemudahan pembayaran dan menjaga keamanan saja.

Setelah itu, buka rekening tabungan yang lain, di mana Anda mesti menyetorkan dana secara rutin ke rekening tersebut, dan tidak boleh dicairkan hingga batas waktu tertentu. Misalnya, 10 tahun ke depan, atau bahkan lebih dari itu dan peruntukannya bisa untuk mencapai target tujuan keuangan di suatu saat nanti. Bisa untuk membiayai sekolah anak dan lain sebagainya. Selain itu, tabungan seperti ini biasanya dilengkapi dengan target perolehan dana. Bisa Rp 1 miliar atau Rp 2 miliar. Terserah Anda dan kemampuan Anda menabung secara reguler.

Bertambah

Tabungan seperti ini, disebut juga dengan tabungan berjangka dan biasanya dilengkapi pula dengan asuransi jiwa. Artinya, jika terjadi sesuatu hal pada diri Anda dalam kurun masa menabung, ahli waris akan mendapatkan santunan sebesar target tabungan itu sendiri. Jadi, umpamakan Anda baru menyetor Rp 100 juta, jika terjadi ”apa-apa”, ahli waris Anda tetap akan mendapatkan Rp 1 miliar. Tetapi, jika tidak terjadi ”apa-apa”, dana Rp 1 miliar itu akan Anda peroleh 10 tahun mendatang.

Itu cara yang paling sederhana dalam melakukan investasi secara berkala. Cara lain adalah dengan membeli saham di pasar modal secara bertahap. Pilih beberapa saham yang memang fundamental perusahaannya bagus. Targetkan bahwa yang diinginkan dari saham tersebut adalah dividen dan tentu saja potensi capital gain dalam jangka menengah panjang. Misalnya, untuk jangka waktu 3-5 tahun. Jika sudah mendapatkan pilihan saham, belilah secara berkala. Beli bukan karena ada isu atau rumor. Dan, bahkan, ketika saham tersebut mengalami penurunan harga, tidak perlu panik. Malah itu merupakan kesempatan bagi Anda untuk menambah portofolio dana dalam saham dimaksud.

Dengan cara seperti itu, jumlah investasi Anda akan bertambah secara bertahap dan Anda tidak akan mengalami ”gangguan” ketika pasar saham turun ataupun naik sebab target Anda adalah jangka menengah panjang. Pola investasi berkala semacam ini, berdasarkan historical empiris, akan memberikan hasil lebih besar dibandingkan dengan cara ”keluar masuk” pada satu saham. Sebab, belum tentu Anda ”masuk atau keluar” pada saat yang tepat. Ringkasnya, jika memang Anda bermaksud berinvestasi, investasi tersebut jangan ”diotak-atik” hanya karena terjebak rumor dan apalagi godaan konsumsi untuk menggunakan potensi capital gain jangka pendek yang sudah melekat pada saham Anda.

Tertarik tabungan seperti ini hub: 081311256186 via sms

THE HIGHLIGHT OF ENGLISH TEST 2, 11ST GRADE, SMA LABSCHOOL KEBAYORAN

THE HIGHLIGHT OF ENGLISH TEST 2, 11TH GRADE, SMA LABSKY

Inspiring Story 2

SURAT CINTA YANG TULUS

Untuk Dewi tersayang …..

Aku mencintaimu juga anak-anak kita, Bayu dan Rini.

Aku mengerti bahwa sangat tidak adil bagi kalian, bahwa aku harus pergi secepat ini.

Aku tidak bisa menghindarinya, aku tetap harus pergi.

Ingatkah engkau ketika kita masih hidup bahagia bersama-sama sebagai satu keluarga?

Aku pasti akan merindukan hari-hari bahagia itu, Aku masih ingat dengan jelas ketika kita berdua mengucapkan janji pernikahan kita. Kau berkata “ aku bersedia” dan aku juga berkata “ aku bersedia “. Aku berjanji untuk melindungi engkau dan keluarga, apapun yang terjadi, suka maupun duka.

Aku akan selalu berada di sampingmu, disisimu, memberikanmu kehangatan dan kekuatan.

Kebanyakan orang berkata, “ sayang, aku mencintaimu sampai akhir hidupku.” Namun, apakah mereka sungguh-sungguh?

Cintaku kepadamu, Bayu dan Rini sangatlah besar sampai aku ingin mengatakan padamu bahwa aku masih sangat mencintaimu walaupun aku tak lagi bersamamu.

Sayang, walaupun aku tak bisa menemanimu, tapi cinta dan kasih sayangku adalah abadi. Aku ingin engkau menggunakan uang yang kutinggalkan untuk keluarga kita dengan bijaksana. Sediakan waktumu untuk anak-anak, melihat mereka tumbuh dewasa dan pastikan mereka dapat sekolah sampai ke perguruan tinggi. Aku ingin mereka menjalani kehidupan yang normal dan menjadi orang yang berguna.

Kuatkan Hatimu Cintaku.

Dewi, Bayu dan Rini, Aku sangat sangat mencintai kalian. Selamat tinggal.

Yang selalu mencintaimu,

Andrie

RENUNGAN 1

Cerita-cerita:

1. Menunda:

Ada seorang wanita single, namanya Ami. Dia adalah anak tunggal yang hanya dibesarkan sendiri oleh mamanya. Ami mempunyai usaha sendiri, yaitu sebuah toko HP. Dari toko HPnya itulah dia menghidupi dirinya dan mama yang dicintainya. Suatu hari Ami sakit demam, didiagnosa oleh dokter umum gejala typhus, sadar biaya Rumah Sakit mahal, Ami menghubungi agen asuransi Prudential yang dulu pernah menceritakan kepada dia manfaat yang luar biasa sekali, jika mempunyai rekening di Prudential. Dia baru menyadari pentingnya rekening seperti itu jika dalam keadaan sakit seperti sekarang ini. Setelah interview dengan si agen tentang kesehatannya, aplikasi diajukan, ternyata keluar keputusan bahwa perusahaan menunda pengajuan aplikasinya selama 2 minggu, karena alasan kesehatannya saat itu. Setelah itu baru ditinjau kembali pengajuannya. Belum sampai 2 minggu, ternyata Ami masuk rumah sakit dan didiagnosa oleh dokter bahwa Ami terkena Tumor Otak. Tidak lama Ami masuk rumah sakit, dia meninggal. Berarti mamanya harus bekerja kembali, untuk memenuhi kebutuhannya sendiri dan bon-bon rumah sakit yang harus dia bayar. Kasihan sekali mamanya Ami.

Moral cerita ini:

Kita sebagai anak sudah dibesarkan oleh orang tua kita, kita harus bertanya apa yang bisa kita berikan kepada orang tua kita, disaat kita sudah bisa mendapatkan penghasilan sendiri. Bagaimana perasaan orang tua kita, yang kita tinggalkan, yang mengharapkan anaknya bisa membahagiakan dia, saat anaknya dewasa, yang ternyata sekarang telah tiada. Kepada siapa lagi orang tuanya harus berharap, kalau bukan kepada tenaga dan pikiran mereka sendiri lagi, dengan bekerja kembali.

2. Sakit kritis kemungkinannya kecil.

Ada 100 orang berdiri berjajar di sisi kiri, kemudian ada 100 orang yang masing-masing membawa senapan berdiri berjajar di sisi kanan. Pada 100 senapan itu ada 1 buah yang ada pelurunya. Jika Anda adalah 1 diantara 100 orang yang berdiri di sisi kiri, lalu ada seorang agen asuransi yang menawarkan baju anti peluru, maukah Anda membelinya? Sudah pasti mau, sekalipun belum tentu kena tembak, karena kalau sampai terkena tembak siapa yang susah, yang pasti keluarga kita yaitu: istri, suami, anak, orang tua, mereka adalah orang-orang yang Anda sayangi. Kecuali untuk orang yang tidak sayang keluarga, mereka tidak akan perduli, kalau kejadian menimpa mereka, keluarga mereka akan tertimpa kesusahan atau tidak.

3. Anak muda yang menunda (Singapore):

Di Singapore ada seorang mama punya anak gadis tunggal yang sudah bekerja, ditawarin untuk mengambil rekening Asuransi Prudential sama seorang agen disana. Dibikinin proposal sama agennya katanya mau dipelajari dulu, tapi tidak dibaca, cuma disimpan di dalam laci kerjaannya. Suatu hari anak gadis itu meninggal dunia karena kecelakaan. Mamanya beres-beres rumah dan menemukan proposal rekening Prudential. Mamanya begitu senang karena mengira anaknya begitu sayang sama dia, karena sudah meninggalkan uang asuransi untuk melanjutkan hidupnya. Mamanya pergi ke kantor pusat Prudential di Singapore dengan maksud ingin klaim dengan proposal anaknya tersebut. Tapi pihak Customer Service mengatakan ini hanya proposal bukan polis asuransi. Mamanya langsung menangis, dia mengatakan waktu anaknya kecil dia biayain anaknya dari kerja dengan mencuci baju dari pintu ke pintu di salah satu apartemen di singapore. Sekarang dia harus kembali lagi mencuci baju dari pintu ke pintu kembali di usianya yang cukup tua sekarang ini.

Moral cerita ini:

Tidak boleh egois buat menabung, karena mungkin kita belum membutuhkan tabungan kita saat ini, tapi kalau sesuatu terjadi dengan diri kita mungkin tabungan kita itu berguna untuk keluarga kita yang kita sayangi, khususnya orang tua kita.

CD Assessment, ICT Mid-Test and Final Test,

comp-edu-language

Dear  Mr. Hartoyo, I’d like to thank all ICT you lectured. I’ve got some inspirations to write and to do some valuable activities. Before your lecture, even I had had my own blog, I didn’t write much. But, now, I always update my blog regularly. Hopefully, we will meet again next semester with advanced materials in ICT!. My CD assessment, mid test and final test, please click on ‘ICT TASK’ menu.

Faithfully yours,

Arifin

TEACHING VOCABULARY

Introduction

Vocabulary is the first and foremost important step in language acquisition. In a classroom where students are not finding themselves comfortable with L2, language learning can be made interactive and interesting with the introduction of appropriate vocabulary exercises. There are some methodologies teachers can apply in teaching vocabulary:This paper is an attempt to study and explore the various methodologies that can be incorporated in the teaching of vocabulary items in a language classroom.

Robert Lado ( 1955) talked about patterns of difficulty in vocabulary teaching. He highlighted key issues related to words, the native language factor and about patterns.  He stated that while dealing with vocabulary one should take into account three important aspects of words – their form, their meaning and their distribution – and one should consider various kinds of classes of words in the function of the language. He said that the forms, meaning distribution and classification of words are different in different languages. He revealed that these differences might lead to vocabulary problems.

Vocabulary and Anatomy

Visnja Pavicic (2003) dealt with a way to improve students’ abilities to explore, store and usage of vocabulary items. He determined the role of vocabulary teaching and how a teacher could help their learners. He laid emphasis on self initiated independent learning with strategies, in which formal practices, functional practices and memorizing could be included. He said that the teacher should create activities and tasks to help students to build their vocabulary and develop strategies to learn the vocabulary on their own.

Following are the main methodologies for teaching vocabulary items in an English language classroom:

Listening Carefully

Caeful listening to the words may be a good option in teaching vocabulary items in a heterogenic classroom. “Let the students hear the word in isolation and in a sentence. If the sounds of the word have been mastered, the students will hear it correctly with two or three repetitions.” (Robert Lado: 121) Slow pronunciation without distortion will help. Breaking the word into parts and building up to the whole word will also be helpful.

Pronouncing the Word

Pronouncing the word enables the students to remember it longer and identify it more readily when they hear or see it.

Methods of Grasping the Meaning

The teacher should try to get the meaning to the class without using translation. This is not preferable on the ground that translation may or may not provide the meaning of the word accurately and precisely. It is advocated as it enables the class to go without grasping the meaning of a word that they have learned to pronounce rather than to depend upon the translation.

Key Strategies in Teaching Vocabulary

Some of the key strategies to unfold the information and meaning of a new word to a class are as follows:

Definitions

Definitions in the target language may be very handy if they are expressed in terms that are better known or more easily guessed than the word that is defined. In this direction teachers and students can refer to authentic and reliable dictionaries.

Self-defining Context

The context makes the situation clear, and this in turn illuminates the meaning of the new word. This practice saves time and develops an intensive reading habit and better understanding.

Antonyms

When one member of a pair of opposites is understood, the meaning of the other can be easily comprehended.  This helps the student to understand the different shades of meanings of a word.

Synonyms

A synonym may be used to help the student to understand the different shades of meaning if the synonym is better known than the word being taught.  Synonyms help to enrich a student’s vocabulary bank and provide alternative words instantly.

Dramatization

This method can be practiced at ease. It can win the favour of the students as learners like dramatizations and can easily learn through them.  Many situations can be dramatized or demonstrated.

Examples

• Sing [Sing a song]
• Open [Open a book]
• Close [Close the book]

Pictures and Drawings

Pictures of many types and colours can be used successfully to show the meaning of words and sentence.  Handmade pictures can also be used as there is no need to be very artistic.

Examples

• into [Raj goes into the circle.]
• in [Rahman is in the circle.]

Drawings can be used to explain the meaning of things, actions, qualities, and relations.  A line drawing of a head, for example, provides many useful nouns and verbs.

Realia

Real objects or models of real objects are very effective and meaningful in showing meanings but in handling of real objects, a teacher must be practical and should not be superfluous.

Series, Scales, Systems

The meaning of words such as the months of the year, the days of the week, the parts of the day, seasons of the year, ordinal numbers, cardinal numbers, etc. that form part of well-known series can be made clear by placing  them in their natural  order in the series.

Parts of Words

The parts of complex and compound words may be more common than the words themselves. Separating such words into their component parts generally elaborates the meaning.

Illustrative Sentences

Most words have a variety of restrictions on their use. Systematic descriptions of these restrictions and idiomatic uses would be laborious and not very effective in teaching. It is better to give appropriate examples that elucidate the range and variation of usage.

Practice from Meaning to Expression

This is controlled practice in which the class does not create new uses or new contexts but simply recalls the ones presented. There are many types of practices for this purpose. Pictures, realia, context, and dramatization can be used. Series and systems can also be used.

Reading the Word

Reading words aloud is also very beneficial. It makes a learner familiar with the word and also improves pronunciations of the learners.

Writing the Word

It will enable the class to write the new word while the auditory memory is fresh, even if the objective is only to read. Writing or copying the word from the blackboard will give the student a chance to understand the grammatical aspect of the word such as noun, verb, adverb, adjective etc.

Shift of Attention

Under this practice, the teacher provides a context by description or through reading which elicits the use of the word. The learners should be asked to pay attention to and develop an attitude or a point of view which he defends or attacks.

Strategy for Special Types of Words

Specific techniques or special combinations of the above techniques may be applicable for particular groups of words.

Words That Are Easy to Learn

It has been seen that the words that are similar in form and meaning to the first language are easy to understand and comprehend. They should be taught for listening and reading rather than for speaking and writing.

Words of Normal Difficulty

Words of normal difficulty are best taught in contextual realms, such as food, clothing, sports, work, and so on. There are advantages to using a connected context illustrating the words that are to be taught. Additional words can be taught as alternatives to those chosen in the connected context. Practice can be controlled in varying situations by changing a key word or phrase.

Difficult Words

Some words and sets of words are especially difficult to understand.  They have to be taught as special problems with the strategy determined by the particular problem in each case.

Conclusion

An efficient language teacher can use selected vocabulary activities or can use integrated activities. All this depends upon ability and level of understanding and interest of the learners.  There is no sure fire remedy or method to enhance vocabulary in a day or two. A student’s vocabulary  bank can be enriched on a gradual basis and one should always show keen interest and enthusiasm in finding, learning and understanding new words.

References

• A.W. Frisby (1957), “Teaching English”, The English Language Book Society and Longmans Green and Co., p.98.
• Robert Lado (1964), “Language Teaching: A Scientific Approach”, McGraw Hill: New York, p.121.
• Robert Lado (1955), “Patterns of difficulty in vocabulary” International Journal Language Learning, 6, p.23-41.
• Visnja Pavicic (2003), “Vocabulary and Autonomy”

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The Internet TESL Journal, Vol. XV, No. 3, March 2009
http://iteslj.org/