Jumat, 09 Mei 2008

Foundation of Literature

Name : Septi Mardiana

NPM : 06211210665

Class : B / IV

Subject : Foundation of Literature

: Novel

Author : Louis L’amour

Title : Ride the River

Publisher : Bantam Books

City publish : New York

Year : 1983

Page : 184

Summary :

Echo Sackett was young, she was a woman. She was a Sackett, and in the great tradition of her bold ancestors, Echo Sackett’s name in deeds would live on for generations yet to come. A sure had with a horse, a dead shot with a rifle, and fast with her wits. Echo Sackett must travel to the Tennessee mountain country where ruthless killers will stop at nothing to cheat her out of her heritance. Like at true Sackett Echo rises to the challenge - fighting back and standing tall - proving that like every other Sackett she is one to ride the river with.

Minggu, 04 Mei 2008

Media Pembelajaran Bahasa Inggris ( unit 7 )

Name : Septi Mardiana

NPM : 06211210665

Class : B / IV

Subject : Media Pembelajaran Bahasa Inggris

UNIT 7

BLOGS, WIKIS AND PODCASTS

Social Software

Although these three tools are different, we are grouping them together in this chapter as they have certain features in common when applied to the classroom:

1.They can be set up and used by teachers and and/or learners.

2.They can be used to connect learners to other communities of learners, for example to a class in class n another country.

3.The ideas and content can be generated and created by learners, either individually or collaboratively.

Blogs in language teaching

An edublog can be set up and used by a teacher, by individual learners or by class. A teacher may decide to use a blog to provide their learners with news and comments on who were unable to attend, study tips, and so on. In this case, learners will access and Read, and possibly add comments to, the blog outside the classroom. A blog set up and learners to write comments in the blog. A teacher may encourage their learners to each set up and maintain their own individual blogs. Learners can be asked to post to their bogs once or twice a week, or however often the teacher judges convenient, and content can range from comments on current affairs to descriptions of daily activities. Other learners, from the same class, from other classes or even from classes in other countries, can be encouraged to post comments and reactions to student blog postings. Type of blog is the class blog, one by an entire class. Again, this blog can be used to post comments on certain topics or on class work or on any other issue the teacher thinks interesting and relevant to earners. In class blog learners all post to the same blog.

How to stare using blogs with learners

A simple blogs project that you can use with learners of all levels is to get your students to set up their own student blogs, writing about themselves, their interests, family, home, and country and so on, and including some photos.

Wikis in language teaching

A wiki is like having a publicly accessible word processing document available online, which anyone can edit. Essentially a wiki is not linear, like a blog. A blog consists of a number of postings, which are published on one web page, in reverse chronological order with the most recent posting at the top. A wiki has a non-linear structure, and pages may link back and forwards to other pages.

How to start a wiki with learners

The best way to start using a wiki with a group of learners is to set up a simple collaborative writing project. A topic that we have found works well is that of ‘(in) famous people’, in which pairs of learners write short descriptions of famous people that contain a number of humorous factual errors. These descriptions are then ‘corrected’ by another pair. Podcast directories are one place to start looking for podcasts. You or your learners can click on a category and scroll though a list of podcasts, listening to and subscribing to any that interest you. A podcast directory aimed specifically at teachers of English is English caster (http:// www.englishcaster.com).there are two main uses of podcasts in teaching. Firstly, learners can listen to podcasts made by others and, secondly, they can produce their own podcasts. It is becoming increasingly common in tertiary education, for example, for professors to record lectures as podcasts, so that students who miss a class can download the lecture pod casts for later listening on their computers or mobile devices like an MP3 player. The language teacher can direct their learners to podcasts already available on the internet, for self- study purposes, or even use them for listening in class via a computer.

Media Pembelajaran Bahasa Inggris ( unit 7 )

Name : Septi Mardiana

NPM : 06211210665

Class : B / IV

Subject : Media Pembelajaran Bahasa Inggris


UNIT 8

ONLINE REFERENCE TOOLS

Dictionaries and thesauruses

Dictionaries

Whether your students are using bilingual, semi-bilingual or monolingual learners dictionaries in paper or electronic form, there is no denying that there is a far greater range of dictionary reference tools available than was the case even ten years ago. It is not the intention of this section to advice on the use of dictionaries in the classroom, bus rather to outline some of the features that electronic dictionaries include and to show how they have developed beyond the printed page. The one thing we would say about these hand-held electronic dictionaries is that their content is often inaccurate and that, if you can you should advise your students on the range of products before they purchase, as you probably have done in the past with paper dictionaries. A thesaurus can do wonders for writing projects. It can encourage learners to be more adventurous in their creative writing at the same time as helping he to analyses their output more critically.

Concordance’s and corpuses for language analysis

A Concordance’s is similar to search engine in many respects. Essentially, it is small program that can examine large quantities of text for patterns and occurrences of particular words or phrases. Concordance’s are often considered to be the domain of the language researcher or the kind of tool used by writers of grammar references and weighty linguistic tomes. And indeed they are primarily used in this domain.

Use in class

You can use the corpus for generating test material such as cloze exercises and exam practice materials. at higher levels, a corpus can serve as a useful reference tool in the classroom for the more intricate examples of language use. Example. ‘What’s the difference between glisten and glitter?’ parallel concordancers, which compare texts in two or more languages, can also be useful for examining how structures are dealt with in and first and second languages.

Translators for language analysis

Translation software is still in its infancy and at the time of writing remains unreliable and in many instances of dubious quality.

Encyclopedias for research and project work

It used to be the case that having access to an encyclopedia meant also needing to have a large set of shelves on which to store all of the volumes. This collection of volumes then became a small CD-ROM sitting next to our computers, and these days is more likely to be a collection of web addresses to useful and authoritative sources online. Informational reference sites based on printed material are a good starting point and here we would include paper-bused volumes such as the Encyclopedia Britannica, as wall as Microsoft Encarta, Which was originally published on CD-ROM.

Short story ( Foundation of Literature )

Name : Septi Mardiana

NPM : 06211210665

Class : B / IV

Subject : Foundation of Literature

Author : Kahlil Gibran

Title : Secrets of the heart

Year : 1975

Publisher : Citadel Press

City Publish : America

SLAVERY

This short story narrate the slavery in human life in world, where the world many challenges and barricades to be being faced and experienced carefully so that not being lost then day. Here in human life have to fight against whisper from devil which will make the slave man and make man as the friend in world hereafter which there there's only circumstantial sorrow and weep and regret at heart. So on this story narrated that the how difficult of he fight against invitation and whisper from Satan which will make her as the slave. hence here narrated also that religious service man before death of to come fetch and before man follow whisper from Satan which will mislead him.

Jumat, 25 April 2008

Foundation of Literature

Name : Septi Mardiana

NPM : 06211210665

Class : B / IV

Subject : Foundation of Literature


Author : Robert Browning

City Publish : London

Page : 6


Two in the Campagna

 
I wonder how you feel to-day
As I have felt since, hand in hand,
We sat down on the grass, to stray
In spirit better through the land,
This morn of Rome and May?
 
For me, I touched a thought, I know,
Has tantalized me many times,
(Like turns of thread the spiders throw
Mocking across our path) for rhymes
To catch at and let go.
 
Help me to hold it! First it left
The yellow fennel, run to seed
There, branching from the brickwork's cleft,
Some old tomb's ruin: yonder weed
Took up the floating weft,
 
Where one small orange cup amassed
Five beetles, -blind and green they grope
Among the honey meal: and last,
Everywhere on the grassy slope
O traced it. Hold it fast!
 
The Champaign with its endless fleece
Of feathery grasses everywhere!
Silence and passion, joy and peace,
An everlasting wash of air-
Rome's ghost since her decease.
 
Such life here, through such lengths of hours,
Such miracles performed in play,
Such primal naked forms of flowers,
Such letting nature have her way
While heaven looks from its towers!
 
How say you? Let us, O my dove,
Let us be unashamed of soul,
As earth lies bare to heaven above!
How is it under our control?
To love or not to love?
I would that you were all to me,
You that is just so much, no more.
Nor yours nor mine, nor slave nor free!
Where does the fault lie? What the core
O' the wound, since wound must be?
 
I would I could adopt your will,
See with your eyes, and set my heart
Beating by yours, and drink my fill
At your soul's springs, - your part my part
In life, for good and ill.
 
No. I yearn upward, touch you close,
Then stand away. I kiss your cheek,
Catch your soul's warmth, - I pluck the rose
And love it more than tongue can speak-
Then the good minute goes.
 
Already how am I so far
Our of that minute? Must I go
Still like the thistle-ball, no bar,
Onward, whenever light winds blow,
Fixed by no friendly star?
 
Just when I seemed about to learn!
Where is the thread now? Off again!
The Old trick! Only I discern-
Infinite passion and the pain
Of finite hearts that yearn.
 
Summary     :

This represents one of Browning's more abstract poems. Returning to some of the themes developed in "Porphyria's Lover," albeit in a very different context, "Two in the Campagna" explores the fleeting nature of love and ideas. The speaker regrets that, just as he cannot ever perfectly capture an idea, he cannot achieve total communion with his lover, despite the helpful erotic suggestions of nature. Though our hearts be finite, we yearn infinitely; the resulting pain serves as a reminder of human limitations.

Porphyria's Lover

 
The rain set early in tonight,
The sullen wind was soon awake,
It tore the elm-tops down for spite,
And did its worst to vex the lake:
I listened with heart fit to break.
When glided in Porphyria; straight
She shut the cold out and the storm,
And kneeled and made the cheerless grate
Blaze up and all the cottage warm;
Which done, she rose, and from her form
Withdrew the dripping cloak and shawl,
And laid her soiled gloves by, untied
Her hat and let the damp hair fall,
And, last, she sat down by my side
And called me. When no voice replied,
She put my arm about her waist,
And made her smooth white shoulder bare,
And all her yellow hair displaced,
And, stooping, made my cheek lie there,
And spread, o'er all, her yellow hair,
Murmuring how she loved me--she
Too weak, for all her heart's endeavor,
To set its struggling passion free
From pride, and vainer ties dissever,
And give herself to me forever.
But passion sometimes would prevail,
Nor could tonight's gay feast restrain
A sudden thought of one so pale
For love of her and all in vain:
So, she was come through wind and rain.
Be sure I looked up at her eyes
Happy and proud; at last I knew
Porphyria worshiped me: surprise
Made my heart swell and still it grew
While I debated what to do.
That moment she was mine, mine, fair,
Perfectly pure and good: I found
A thing to do, and all her hair
In one long yellow string I wound
Three times her little throat around,
And strangled her. No pain felt she;
I am quite sure she felt no pain.
As a shut bud that holds a bee,
I warily oped her lids: again
Laughed the blue eyes without a stain.
And I enlightened next the tress
About her neck; her cheek once more
Blushed bright beneath my burning kiss:
I propped her head up as before
Only, this time my shoulder bore
Her head, which droops upon it still:
The smiling rosy little head,
So glad it has its utmost will,
That all it scorned at once is fled,
And I, its love, am gained instead!
Porphyria's love: she guessed not how
Her darling one wish would be heard.
And thus we sit together now,
And all night long we have not stirred,
And yet God has not said a word!
 

Summary :

Porphyria's Lover, which first appeared in 1836, is one of the earliest and most shocking of Browning's dramatic monologues. The speaker lives in a cottage in the countryside. His lover, a blooming young woman named Porphyria, comes in out of a storm and proceeds to make a fire and bring cheer to the cottage. She embraces the speaker, offering him her bare shoulder. He tells us that he does not speak to her. Instead, he says, she begins to tell him how she has momentarily overcome societal strictures to be with him. He realizes that she "worship[s]" him at this instant. Realizing that she will eventually give in to society's pressures, and wanting to preserve the moment, he wraps her hair around her neck and strangles her. He then toys with her corpse, opening the eyes and propping the body up against his side. He sits with her body this way the entire night, the speaker remarking that God has not yet moved to punish him.


Home-Thoughts, From Abroad


Oh, to be in England,
Now that April's there,
And whoever wakes in England
Sees, some morning, unaware,
That the lowest boughs and the brushwood sheaf
Round the elm-tree bole are in tiny leaf,
While the chaffinch sings on the orchard bough In England - now!
And after April, when May follows,
And the whitethroat builds, and all the swallows -
Hark! Where my blossomed pear-tree in the hedge
Leans to the field and scatters on the clover
Blossoms and dewdrops - at the bent spray's edge -
That's the wise thrush; he sings each song twice over,
Lest you should think he never could recapture
The first fine careless rapture!
And though the fields look rough with hoary dew,
All will be gay when noontide wakes anew
The buttercups, the little children's dower,
-        Far brighter than this gaudy melon-flower!

Summary :

"Home-Thoughts, From Abroad" celebrates the everyday and the domestic, taking the form of a short lyric. The poet casts himself in the role of the homesick traveler, longing for every detail of his beloved home. At this point in his career, Browning had spent quite a bit of time in Italy, so perhaps the longing for England has a bit of biographical urgency attached to it. The poem describes a typical springtime scene in the English countryside, with birds singing and flowers blooming. Browning tries to make the ordinary magical, as he describes the thrush's ability to recreate his transcendental song over and over again.

Memorabilia


Ah, did you once see Shelley plain,
And did he stop and speak to you?
And did you speak to him again?
How strange it seems, and new!
 
But you were living before that,
And you are living after,
And the memory I started at--
My starting moves your laughter!
 
I crossed a moor, with a name of its own
And a certain use in the world no doubt,
Yet a hand's-breadth of it shines alone
'Mid the blank miles round about:
 
For there I picked up on the heather
And there I put inside my breast
A moulted feather, an eagle-feather--
Well, I forget the rest.

Summary :

According to historical anecdote, this poem stems from an encounter Browning had with a person who had once met the poet Percy Bysshe Shelley (Shelley died quite young, when Browning himself was only ten). Browning reacted with awe when the man described his meeting with the famed poet, and the man is said to have laughed at him for this reaction. This short lyric relates Browning's feelings about this encounter to his feelings at walking across a moor and finding an eagle's feather.

Selasa, 22 April 2008

Foundation of Literature

Name : Septi Mardiana

NPM : 06211210665

Class : B / IV

Subject : Foundation of Literature

Author : Kevin Brock

Title : Sonnet for Ann Isabella

Year : 2004

City Publish : London

Sonnet for Ann Isabella

When I reflect upon my vain conceit

And wonder why I praise my skill in duel,

This boasting, to my ears, sounds harsh and cruel

For out of hauteur I have found defeat.

So removed from right, who could I entreat

That would not call me villain, or a fool?

A noble head and gentle heart must rule,

A child’s smile o’er prize is the greater feat.

I claim no right to that, which I am held,

Yet such a fame may I forever seek

To earn the mark which she believes I own.

My sojourn ends only when I am kill’s,

And my reward is but to grow more weeks,

That I might bear my unworthy renown.

Summary :

This poem narrate the sonnet for Ann Isabella, he say that the arrogance is till now useless and wonder why him praise his skill duel indium. And he listen voice which firm from the ear. For out of hauteur he has found defeat. And he request who did can assist he so that not to speak of a fool or criminal. And he get command from the soft heart, he get one smile of child of as present but consciousness him. He will not get the rights, But all that’s he still expect can be searched with trusts which he having. He sojourn ends only when he is kill’s, and my reward is but to grow more weeks, that I might bear my unworthy renown.

Jumat, 18 April 2008

Foundation of Literature

Name : Septi Mardiana

NPM : 06211210665

Class : B / IV

Subject : Foundation of Literature (UTS)

Author : J. Wallis Martin

Title : Dancing with the uninvited guest

Publisher : Great Britain

City publish : London

Year : 2002

Page : 371 pages


Lyndle hall lies in the heart of North Umbria, a decaying manor house surrounded by lightless forests. It is from here that eighteen-year-old girl disappears-along with Lyndle’s owner. Evidence indicates that the two did not, as assumed, run off together, and when the investigating detective meets the tormented Nicholas Herrol, his fears for the girl’s fate deepen. Parapsychologist Audrah Sidow is convinced there is nothing on earth for which there is no rational explanation. But then the police are no longer searching for a living girl, they are searching for a body. And Audrah must discover what lies at landless dark heart.