Rabu, 26 Mei 2010

My Favourite 2010 MV 내가 좋아하는 뮤직 비디오

These are my favorite MVs which always entertain me when I'm in bored circumstance....
:)
C.N. Blue
Super Junior
ZE:A

2AM

Girls Generation / SNSD
SS501

F(X)
2PM and SNSD

2PM feat Yoon Eun Hye

F.Cuz
Wonder Girls
U-Kiss

Selasa, 25 Mei 2010

난 그들을 사랑하는



Jung Yoo Geun 유 정 스콰드....What a cute Baby....



2010018 shineebaby shinee hello baby photos Pictures, Images and Photos

Aigoo!!!Yobo...

yoogeun Pictures, Images and Photos


With Yoogeun again..they're too cute together!

Yoogeun Pictures, Images and Photos

yoogeun Pictures, Images and Photos

yoogeun Pictures, Images and Photos

yoogeun Pictures, Images and Photos

yoogeun Pictures, Images and Photos


y3 Pictures, Images and Photos

Senin, 24 Mei 2010

Speaking Etiquette

Dalam berbicara kepada orang lain kita harus punya etiket:

1)      Janganlah memotong pembicaraan orang yang kamu ajak bicara, tunggulah sampai lawan bicara anda menyelesaikan pembicaraannya.
2)    Janganlah berbicara terlalu keras, karena itu akan membuat gaduh suasana.
3)    Ajukanlah pendapat anda secara positif, jangan takut salah.
4)    Jika ada orang yang membuat anda jengkel dan naik pitam, jangan langsung emosi dan memarahi orang tersebut dengan nada kasar dan memaki, bicarakan dan tegur orang tersebut secara baik-baik, kalau hal tersebut ssepele menurut anda, sebaiknya diamkan saja.
5)    Sesuaikan gaya bahasa anda ketika berbicara dengan seseorang. Misalnya, ketika berbicara dengan tukang becak dan dosen di kampus, gaya bahasa dan tutur kata kita harus disesuaikan.


Sabtu, 22 Mei 2010

Istilah Internet...




Ketika kita menjelajahi dunia internet banyak istilah-istilah bahasa inggris yang sering kita jumpai, istilah-istilah tersebut mungkin terlihat sulit dan membuat anda bingung khusunya bagi para pemula atau pengguna baru.

Disini akan saya uraikan beberapa isitilah-istilah didalam internet:

Ø  ATTACHMENT
          Fasilitas pada sebuah program e-mail baik program komputer, maupun webmail yang dapat digunaka untuk mengirimkan file atau gambar, yang diikutsertakan pada e-mail yang akan dikirim.

Ø  BODY
          Suatu tag HTML, yang digunakan untuk membuka dan menutup semua isian (text, grfik, dan lain-lain) dalam dokument HTML.

Ø  HOMEPAGE
          Halaman pertama dari suatu website.

Ø  HOST NAME
          Nama dari komputerdalam internet, digunakan untuk menunjukkan skema penamaan URL.

Ø  HOSTING SERVICE PROVIDER
          Biasa disebut dengan web-hosting, adalah perusaah yang menyediakan layanan dan penyimpanan web bagi perorengan atau perusahaan.

Ø  HTML
          Singkatan dari Hyper Text Mark-up Language. Format dokumen yang digunakan dalam www (World Wide Web), HTML merujuk pada tampilan halaman, jenis, huruf, elemen grafis, juga link hyper text ke dokumen lain  di internet

Ø  HTTP
          Hyper Text Transfer Protocol, sebuah mode atau protocol untuk          mendownload file ke komputer, protokol ini berbasis hyper text, sebuah format text yang umum digunakan di internet.

Ø  HYPERLINK
          Link atau sambungan ke sumber lain (bisa berupa file atau halaman yang berbeda), biasanya digunakan dalam membangun sebuah web.

Ø  INTERNET ADDRESS
          Disebut juga alamat internet, merupakan sebuah alamat 32bit yang digunakan untuk mengenali host dan networks di internet.

Ø  LINK
          Sambungan atau koneksi dari sebuah sumber ke sumber yang lain, misalnya dalam sistem networking.

Ø  LOG IN/LOG OUT
          Proses untuk masuk dan keluar dalam sebuah layanan online. Biasanya ketika Log in berisi perintah nama dan password.

Ø  SEARCH ENGINE
          Sebuah fasilitas web yang bisa mencari link dari situs lain.

Ø  SERVER
          Sebuah komputer di internetatau jaringan lainnya yang menyimpan file dan membuat file tersebut tersedia untuk diambil jika   diperlukan.

Ø  SPAM
          Pesan yang tidak diinginkan yang masuk, bisa berupa pesan yang tak berarti atauiklan yang tidak berguna.

Ø  TAG
          Kode HTML yang digunakan untuk menunjukkan jenis teks, link, atau elemen HTML lainnya.

Ø  UP-LOAD
          Proses mentransfer informasi dari sebuah komputer/server lain melalui internet.

Ø  URL
          Uniform Resource Locator, sebuah alamat yang menunjukkan rute ke file pada web atau pada fasilitas internet yang lain.URL   diketikkan pada browser untuk mengakses sebuah situs web.

Ø  WEBSITE
          Suatu koleksi dokumen HTML pribadi atau perusahhan dalam server web, sebuah server web dapat berisi lebih dari satu situs.

Ø  WWW
          World Wide Web, servis internet yang dapat me-link dengan dokumen multimedia bersama HyperText, pemakai dapat melompat   antara dokumen dengan menggunakan link untuk melihat text, grafik, video dan media lainnya.

Getting over a problem by leaving home?? It is a wrong way...

Most of teenagers get over their problems with their parents by leaving home. They consider that it is the best way to solve of theirs. They never think it over that it even can bring the matters complicated, such as you can hurt your parents or make them falling sick. I have some suggestion if you have some problems with your parents. You can say your problem with your close or entrusted friends with asking them to give you a suggestion whether you are making a mistake with your parents or conversely. The same way, you can consult with older entrusted people how the positive way in getting it over. Usually, positive suggestion from people that we are close or entrusted, it is totally worth for us. It is not good if we keep the problem inside your heart. Beside that you have to talk through your problem for well to your parents, don’t show your problem with them in impudence manner. When you are talking with them, remember the positive’s friend suggestions. God willing, your problem will be solved without leaving home. I hope some tips will be useful for all readers.

Common Verbs used in English Phrasal Verbs


Phrasal verbs are compound verbs (more than one word) that result from combining a verb with an adverb or a preposition and cannot be understood from the individual words and must be understood as a whole these verbs are especially common in speaking and writing English. The verbs are:
break  fall     kick    make  put     stay
bring   get     knock  move  run     stick
call      give   lay       pass   send   take
cast    go       lie       play    set     talk
come   hang    live     pull     sit     throw
cut     hold     look     push   stand turn
do      keep 

City Scenes


City Scenes

In many countries around the world, more and more people live in cities. Cities have many characteristic, but are also different from country to country.

Jakarta, Indonesia Jakarta is modern city but have many traditional diversifications of culture, people, social status, professions, and so on. The most important buildings are around a central square, which also serve as a place to meet with friends. There are outdoor marketplaces, where people can find almost anything they need. Many people from the other cities in Indonesia move to Jakarta (Urbanization) to earn the money. It has lots of excitement, but also lots of traffic and air pollution.

Seoul, South Korea Seoul is a modern city with beautiful scenery around the city. Seoul city also have mix of traditional and modern characteristic. There are tall office and apartment buildings as well as traditional wooden house. Many people prefer to live near the center of cities especially in apartment. The whole areas around the city are very clean because the people have awareness to preserve city’s environment.



Jumat, 21 Mei 2010

How to teach reading and writing

·         How to teach reading

            Finding authentic reading material may not be difficult, but finding materials appropriate for the level of your learners can be a challenge. Especially with beginners, you may need to significantly modify texts to simplify grammar and vocabulary. When choosing texts, consider what background knowledge may be necessary for full comprehension. Will students need to "read between the lines" for implied information? Are there cultural nuances you may need to explain? Does the text have any meaningful connection to the lives of your learners? Consider letting your students bring in their choice of texts they would like to study. This could be a telephone bill, letter, job memo, want ads, or the back of a cereal box. Motivation will be higher if you use materials of personal interest to your learners.

            Your lesson should begin with a pre-reading activity to introduce the topic and make sure students have enough vocabulary, grammar, and background information to understand the text. Be careful not to introduce a lot of new vocabulary or grammar because you want your students to be able to respond to the content of the text and not expend too much effort analyzing the language. If you don't want to explain all of the potentially new material ahead of time, you can allow your learners to discuss the text with a partner and let them try to figure it out together with the help of a dictionary. After the reading activity, check comprehension and engage the learners with the text, soliciting their opinions and further ideas orally or with a writing task.

Consider the following when designing your reading lessons.

  • Purpose
    Your students need to understand ahead of time why they are reading the material you have chosen.
  • Reading Strategies
    When we read, our minds do more than recognize words on the page. For faster and better comprehension, choose activities before and during your reading task that practice the following strategies.
    • Prediction: This is perhaps the most important strategy. Give your students hints by asking them questions about the cover, pictures, headlines, or format of the text to help them predict what they will find when they read it.
    • Guessing From Context: Guide your students to look at contextual information outside or within the text. Outside context includes the source of the text, its format, and how old it is; inside context refers to topical information and the language used (vocabulary, grammar, tone, etc.) as well as illustrations. If students have trouble understanding a particular word or sentence, encourage them to look at the context to try to figure it out. Advanced students may also be able to guess cultural references and implied meanings by considering context.
    • Skimming: This will improve comprehension speed and is useful at the intermediate level and above. The idea of skimming is to look over the entire text quickly to get the basic idea. For example, you can give your students 30 seconds to skim the text and tell you the main topic, purpose, or idea. Then they will have a framework to understand the reading when they work through it more carefully.
    • Scanning: This is another speed strategy to use with intermediate level and above. Students must look through a text quickly, searching for specific information. This is often easier with non-continuous texts such as recipes, forms, or bills (look for an ingredient amount, account number, date of service, etc.) but scanning can also be used with continuous texts like newspaper articles, letters, or stories. Ask your students for a very specific piece of information and give them just enough time to find it without allowing so much time that they will simply read through the entire text.
  • Silent Reading vs. Reading Aloud
    Reading aloud and reading silently are really two separate skills. Reading aloud may be useful for reporting information or improving pronunciation, but a reading lesson should focus on silent reading. When students read silently, they can vary their pace and concentrate on understanding more difficult portions of the text. They will generally think more deeply about the content and have greater comprehension when reading silently. Try extended silent reading (a few pages instead of a few paragraphs, or a short chapter or book for advanced students) and you may be surprised at how much your learners can absorb when they study the text uninterrupted at their own pace. When introducing extended texts, work with materials at or slightly below your students' level; a long text filled with new vocabulary or complex grammar is too cumbersome to understand globally and the students will get caught up in language details rather than comprehending the text as a whole.

            ESL textbooks are a good place to look for reading activities that include pre- and post-reading exercises. If you choose to select your own reading material, the following sites may be helpful.




·         How to teach writing

            Good writing conveys a meaningful message and uses English well, but the message is more important than correct presentation. If you can understand the message or even part of it, your student has succeeded in communicating on paper and should be praised for that. For many adult ESL learners, writing skills will not be used much outside your class. This doesn't mean that they shouldn't be challenged to write, but you should consider their needs and balance your class time appropriately. Many adults who do not need to write will enjoy it for the purpose of sharing their thoughts and personal stories, and they appreciate a format where they can revise their work into better English than if they shared the same information orally.

            Two writing strategies you may want to use in your lessons are free writing and revised writing. Free writing directs students to simply get their ideas onto paper without worrying much about grammar, spelling, or other English mechanics. In fact, the teacher can choose not to even look at free writing pieces. To practice free writing, give students 5 minutes in class to write about a certain topic, or ask them to write weekly in a journal. You can try a dialog journal where students write a journal entry and then give the journal to a partner or the teacher, who writes another entry in response. The journals may be exchanged during class, but journal writing usually is done at home. The main characteristic of free writing is that few (if any) errors are corrected by the teacher, which relieves students of the pressure to perform and allows them to express themselves more freely.

            Revised writing, also called extended or process writing, is a more formal activity in which students must write a first draft, then revise and edit it to a final polished version, and often the finished product is shared publicly. You may need several class sessions to accomplish this. Begin with a pre-writing task such as free writing, brainstorming, listing, discussion of a topic, making a timeline, or making an outline. Pairs or small groups often work well for pre-writing tasks. Then give the students clear instructions and ample time to write the assignment. In a class, you can circulate from person to person asking, "Do you have any questions?" Many students will ask a question when approached but otherwise would not have raised a hand to call your attention. Make yourself available during the writing activity; don't sit at a desk working on your next lesson plan. Once a rough draft is completed, the students can hand in their papers for written comment, discuss them with you face to face, or share them with a partner, all for the purpose of receiving constructive feedback. Make sure ideas and content are addressed first; correcting the English should be secondary. Finally, ask students to rewrite the piece. They should use the feedback they received to revise and edit it into a piece they feel good about. Such finished pieces are often shared with the class or posted publicly, and depending on the assignment, you may even choose to 'publish' everyone's writing into a class booklet.

            Tactful correction of student writing is essential. Written correction is potentially damaging to confidence because it's very visible and permanent on the page. Always make positive comments and respond to the content, not just the language. Focus on helping the student clarify the meaning of the writing. Especially at lower levels, choose selectively what to correct and what to ignore. Spelling should be a low priority as long as words are recognizable. To reduce ink on the page, don't correct all errors or rewrite sentences for the student. Make a mark where the error is and let the student figure out what's wrong and how to fix it. At higher levels you can tell students ahead of time exactly what kinds of errors (verbs, punctuation, spelling, word choice) you will correct and ignore other errors. If possible, in addition to any written feedback you provide, try to respond orally to your student's writing, making comments on the introduction, overall clarity, organization, and any unnecessary information.

Consider the following ideas for your writing lessons.

  • Types of Tasks
    Here are some ideas for the types of writing you can ask your students to do.
    • Copying text word for word
    • Writing what you dictate
    • Imitating a model
    • Filling in blanks in sentences or paragraphs
    • Taking a paragraph and transforming certain language, for example changing all verbs and time references to past tense
    • Summarizing a story text, video, or listening clip (you can guide with questions or keywords)
    • Making lists of items, ideas, reasons, etc. (words or sentences depending on level)
    • Writing what your students want to learn in English and why
    • Writing letters (complaint, friend, advice) - give blank post cards or note cards or stationery to add interest; you can also use this to teach how to address an envelope
    • Organizing information, for example making a grid of survey results or writing directions to a location using a map
    • Reacting to a text, object, picture, etc. - can be a word or whole written piece
  • Format
    Clarify the format. For an essay, you may specify that you want an introduction, main ideas, support, and a conclusion. For a poem, story, list, etc., the format will vary accordingly, but make sure your students know what you expect.
  • Model
    Provide a model of the type of writing you want your students to do, especially for beginners.
  • Editing
    Consider giving students a checklist of points to look for when editing their own work. Include such things as clear topic sentences, introduction and conclusion, verb tenses, spelling, capitalization, etc.
  • Correction
    Minimize the threatening appearance of correction. Instead of a red pen, use green or blue or even pencil, as long as it's different from what the student used. Explain to the students that you will use certain symbols such as VT for verb tense or WO for word order, and be very clear whether a mark (check mark, X, star, circle) means correct or incorrect as this varies among cultures.