The Title : The Stranger Creator : Philip Browse Publisher : Dian Rakyat Year Publisher : 2003 Resume On Sunday, 31st October 1946, a man arrived in the evening He was looking for some place for staying the might. Suddenly he knocked the door and the women opened it. He asked some hotel there but the women laughed. Because in woodend there was not hotel. And the women took him to Mrs. Harrison’s house, because she thinks Mrs. Harrison can help him. And Mrs. Harrison gave him a room. He was happy of that next day, he looked around the village, but he didn’t visit to the church. A few week later, he come back. He said hello to everyone. And someone asked about why he was live there, because there was not working here. But he answered, he will get a job in Lidney. On the morning there was a big surprise for villagers. There was a sign with words. THE CORNER SHOP proprietor: Dave slatin in woodend ? Because there was not shop a long time ago. But someone said the corner shop is good idea and the other agree of it. And Mr. Slatin said that they can sell lot of things. Examples: foods, things for the house, flowers, breads and cakes, pots, dolls and soon. Anna was a new in the corner shop, she started work in late January. There was special orders room in the corner shop. But Anna didn’t know, what room is it ? and Dave Slatin forbid her to go to that room. Dave just said it’s for special orders or big orders. One day, an unusual customer came, into shop, she used the expensive clothes and beautiful diamond rings and she arrived in the large car. She want to meet Mr. Slatin. And Anna asked her name. But when anna asked her name, she amazed. Because the women was the film star, she called by Greta Gordon. Anna told the women that Dave was at upstairs. Dave came and met with Mrs. Greta Gordon. She and Dave shock hand. Anna watched Mrs. Greta and Dave went to the back of shop and into the special orders room. Greta Gordon. Is a special customer today. Anna wanted to tell everyone that there was a strange customer. Ten minutes later, Mrs. Greta Gordan back out from special orders room, she looked terrible, she was pale. She was crying, her eyes were red with tears. Anna asked what’s wrong with her, but she just keep silent. And she told to Anna, that she must not tell to everyone that she came to the corner shop. The film star gave a diamond ring to Anna. And she said that Anna must keep it. The film star kissed Anna, and she held Anna’s hand. Summer tourists were arriving in woodend. They weather was beautiful and the shop was doing well. But Anna was not very happy, there was another problems. Anna loved peter and she was going to Marry him. But she liked Dave too. Anna was living two lives. One life was with Dave in the daytime, the other life with peter in the evening. On Saturday Dave and Anna went together to Lidney. Dave Bought Anna a new expensive dress. Peter played cricket that Saturday. He never knew about Anna’s day with Dave. He was playing in another village and returned to woodend very late. Dave stoped his car near the corner shop. Suddenly he puts his arm around Anna’s shoulder and kissed her. It was a quieck kiss, but for Anna it was wonderful.
Title : The Queen Of Death Author : John Milner Publisher : PT. Dian Rakyat Year Publisher: 2003 Peoples in this story 1.Chief inspector Salahidin El Nur: As head special police department in Cairo 2.Inspector Leila Osman: assistan of inspector Salahidin 3.Dr. Peter Earl: Salahidin’s friend who work in the british museum 4.Dr. John farrow: author + one of membe smuggler gang 5.Cristine Farrow: Dr. Farrows wife 6.Inspector Ahmed Abbas: Ministry of interior/Cairo 7.Prof. Gomouchian: The man who knows about Dr. Farrow 8.De Fries and Keesing: member of smuggler gank 9.Dr. Juset Strengel: private collections of Egyptian antiquities 10.Fatima: the servant It’s a detective story, Salahidin el Nur Searches for the answer to the riddle of an ancient curse and tries to locate an English professor whom he suspects of being involved with a gang of ruthless smugglers. Here is the resume. The kings and queens of ancient Egypt believed that after they died they went a long journey. Their bodies had to be prepared for this journey and many valuable and beautiful things were put in the tombs with their bodies. They believed that they needed these things for a long journey to a new life. The bodies of the dead kings and queens were covered with perfumes and oils then they were wrapped in cloth. When a body is prepared in this way, it is called a mummy the bodies were then put into tombs and the tombs were closed tightly. The air could not get into the tombs. A body which is mummified and the sealed in a tomb in this way does not decay. It stay the same for thousands of years in the hot. Dry sands of Egypt. Today, these tombs still attract robbers. Many people all over the world are reay to pay millions of dollars for the valuables from the tombs. These valuables form ancient time are called antiquities and there are gangs of international criminals gangs of thieves from many different countries-who try to steal these antiquities. They then try to smuggle the antiquities out of Egypt and sell them in western Europe or America. Egyptian law says that every antiquity which is found must be given to the Egyption Department of Antiquities. Chief Inspector SAlahidin El Nur is head of a special police department, the antiquities protection Department. Salahidin’s job is to stop anyone taking an antiquity out of Egypt without permission. The story begin when Salahidin was holiday in London. He noticed a book which interested him. The title of the book was “the mystery of queen axtarte by Dr. John Farrow. Salahidin knew that Queen Axtarte was a queen in ancient Egypt. He really interest with Dr. Farrow because he had never heard this archeologist. When Salahidin opened the paper of the Sunday time he strange the paper of page three, there is write about pillar from the temple of karnak and there is some marks on it which might be writing. But no one is certain so “who is Dr. Farrow ?” Salahidin think. Then Salahidin looking for about Dr. Farrow in egyption embassy in London an Cairo. Finally he knows about John Farrow from peter earl, his friend in London, peter earl phoned up the Sunday times and spoke to the reporter who had written about Farrow going to Cairo he told Salahidin about farrow’s friends who sell drug’s in England often smuggle them form the middle east. And the people who smuggle drugh sometimes smuggle antiquities. Perhaps farrow is involved with a gang of smugglers. If farrow is working with a gang, why would he do that ? perhapshe is calling for help, the smugglers may be making farrow work with them. Perhaps farrow doesn’t want to help them to find the tomb. Besides Dr. Farrow there is Dr. Jusef Strengel He is smuggles antiquities. But he’s different from the other smuggler, people like the Amsterdam Ring smuggle antiquities and sell them to make money he want the antiquities for his own collection Dr. Farrow, Dr. Strengel, and the smugglers gang he looking forwardew to smuggle the tomb of queen axtarte. But in fact Dr. Farrow just work with the gang because his wife is threathned kill by Dr. Strengel man. When they are in Dessert, their plan knowed by Salahidin so when they in location of the tomb they can handled by Salahidin although there are many fight and one of the smugglers was died.
1.a. Title : The woman who disappeared b. The author : Philip Prowse, Jakarta : Dian Rakyat. 1990 (59 pages) 2.Theme : Detective. (I chose this theme because this story tells about searching of woman who disappeared. 3.Characters and Characterization : a.Lenny Samuel : tall, has brown eyes and hair, attractive, a private detective. b.Elaine Garfield : Actually, Elaine and Helen Garfield is the same person, she is a beautiful girl, she has a blue eyes and long blonde hair, friendly. c.Mr. Myer : a man who was about fifty – five years old, has a grey hair and face. d.Jo : one of the bandit, a short man and has a red-hair. e.Suzy Graham : Elaine’s partner, a small and slim girl, and had a pair of beautiful brown eyes, nice girl. f.Bennt Greep : drummer of a band, Elaine’s boyfriend, handsome boy, and had quite long black hair. g.Sergeant Murphy : a policeman, bold, he was about fifty-five years old. 4.This story begin when a beautiful woman whose name Helen Garfield come to Lenny Samuel – a private detective – and ask him to finf her sister who was disappeared since two weeks ago, Elaine Garfield. Then, she give him the adress where Elaine live and the office where she works. When he arrives to those place, there are so many cases that make him confuse. It is exactly said that Elaine Garfield was hidden herself than disappeared. He get nothing. He even get the trouble with Jo and Friend, two bandit who try to find Elaine. The Next day, Samuel come to Myer and Myer, the place where Elaine works. He also get nothing, one – by – one people who can be the clue in this case are dead. Beginning from Benny Greep, and the porter in Elaine’s apartment. Now Samuel has a complex trouble, because a policeman Sergeant Murphy – thinking that He was killed Benny Greep and send two policeman to following wherever he go. He starts to collect all the information that he get, and finally concluse that Elaine is not disappeared. Helen is Elaine then, he ask her to tell the truth. Helen confess she is trully Elain. She does it because want to save her life several weeks ago, she and her boyfriend Benny Greep – went to last cabanas. There, they listened conversation between Jo and his friend who was stole the jewellery. Benny suggested to steal those jewellery, and they did it. Jo and friend knew about it. They killed Benny and looked for Elaine. Elaine was so afraid. She decided to hiden herself and pretended as Helen, Elaine’s twins. Then come to Samuel and asked him to find herself at last, the policeman could catch Jo and Friend who was stole the jewellery. 5.Message : There are some messages in this story : Don’t ever thinking to steal something, because it is wrong. When we do something, we have to get ready to get the impact. Do not lie to yourself even to another people.
the students’ strategies in composing narrative writing (Skripsi)
Posted by caray/sandy Labels: article, proposalCHAPTER I INTRODUCTION 1.1Background of the Problem English is the first foreign language in our country, which is taught from Elementary level to University level. English is also intensively used in international communication, in written as well as in spoken communication. In addition, many books of science, technology, art and other published issues are written in English. In English language, there are integrated skills to be mastered such as: Speaking, listening, reading, and Writing. As Haycraft states (1978:8) that there are various skills in mastering of language: respective skill, listening (understanding the spoken language), reading (understanding the written language), and productive skills-speaking and writing. The researcher chooses student’s composing narrative writing as a material of narrative writing. By assumption that the composition is the result of students’ product that can be known clearly. Sofyan (1999:86) stated that Narrative is a story which is connected with events based on the plot. Then why the teachers use narrative text, it is because the narrative as a story of human experience, so that the students arrange easily the composition. As Keraf (1991:136) states that “Narrative as a story tells or describe an action in the past time clearly, so narrative is tried to answer the question: what had happened?”. Narrative as a story, so it is should have the element that can make story more interesting to the reader such as a conflict and conclusion of the story. The students must have good communication in both oral and written form. Oral form is that speaking and listening, and written form is that writing in reading. The students have difficulties in composing narrative writing. Some of them feel difficulties in composing narrative writing such as: stuck to get diction, getting idea, and ordering the words. Based on the problem above, the students must know some strategies in composing narrative writing such as: making outline, using picture, using dictionary, sharing with friends, using the tools (audio, audio-visual) or learning’s aids( a guide),. As Brown (2000:113) stated that strategies are specific methods of approaching a problem or task, modes of operation for achieving a particular end, planned designs for controlling and manipulating certain information. Because of that the students should choose a good strategy to compose narrative writing. As Chamot in Masdari (2005:5) says learning strategies are techniques approaches, or deliberate the learning and recall of both linguistic and contains information. From the above explanation, we can infer that each student has certain tendency and capability in using certain learning strategies, therefore the use of various learning strategies influenced by their family background, experience, and character. In order words, strategy that is useful to student might not be useful to others. Since students have their own strategy characteristic, they will have different learning strategies that are useful and comfortable for them. From the above explanation, the researcher will discuss about “the students’ strategies in composing narrative writing” which is conducted at the second year of SMK PGRI 13 Cikupa Tangerang. 1.2The Identification of Problem Based on the background above, the research identifies the problem as follow: 1The students get difficulties in composing narrative writing. 2Inappropriate learning strategies and teaching techniques. 3There are many kind of strategies which have done. 1.3The Limitation of Problem In this research the researcher limits only on strategy in composing narrative writing done by students at second year of SMK PGRI 13 Cikupa Tangerang. 1.4The Formulation of Problem Dealing with limitation of the problem, the researcher would like to formulate the problem as follow: 1)What strategies are used by the students in writing narrative at second year of SMK PGRI 13 Cikupa? 2)What are the students’ reasons in choosing strategies at second year of SMK PGRI 13 Cikupa? 3)How do the students’ compose narrative writing at second year of SMK PGRI 13 Cikupa? 1.5The Objectives of the research The objectives of the research could be formulated as follow: 1)To find out strategies used by the students at second year of SMK PGRI 13 Cikupa. 2)To know the students reasons in choosing a strategy at second year of SMK PGRI 13 Cikupa. 3)To know the students ability in composing narrative writing at second year of SMK PGRI 13 Cikupa. 1.6The Uses of the Research 1.6.1 Theoretically: 1. As the references for other researchers who are interested in investigating the teaching writing ability by using composing narrative writing to students’ composing narrative writing. 2. As the support for the theory which states that composing narrative writing. 1.6.2 Practically: 1 As the answer of the writer’s curiosity on the teaching by using composing narrative writing to the students’ and the English teachers. 2 As the information for all the teachers and the students to use strategies in composing narrative writing. 1.7 Clarification of terms 1.7.1 Writing Strategies According to Collin (2008) state that writing strategies are deliberate, focused ways of thinking about writing. Based on definition above, writing strategies are some of technique it can be a formal plan to write a book report, or it can be something as simple as a trick to remember how a word is spelled. 1.7.2Strategy According to Brown (2000:113) Strategies are specific methods of approaching a problem or task, modes of operation for achieving a particular end, planned designs for controlling and manipulating certain information. Then strategy is as a remedy the teacher in making system area that happened to process teaching learning. (Ahmadi:2005: 32). According to Chamot (1987) strategies are often more powerful when they are used in appropriate combinations. Based on those definitions above, strategies are any tools or tactics that learners employ to learn more effectively and more autonomously. 1.7.3Learning Strategies According to Chamot (1987) learning strategies are techniques approaches, or deliberate the learning and recall of both linguistic and content information. (Cited from Masdari, 2005:5) Then learning strategies are intention behavior and thoughts used by learners during learning, so as to better help them understand learn or remember new information. (Richards. 1992:209) Based on definition above, learning strategies are technique approaches, intention behavior used by learner during learning, so as to better help them understand learn or remember new information. 1.7.4Narrative writing As Semi in Hasani (2005:22) stated that narrative is conversation or writing with the purpose tells about action or human experience based on the development of time. Then according to Keraf (1991:136) states that “Narrative as a story tells or describes an action in the past time clearly, so narrative is tried to answer the question: what had happened?” Narrative as a story, so it is should have the element that makes the story more interesting to the reader such as a conflict and conclusion of the story. Referring on the definitions above we conduct that narrative is a story telling about the event consist of conflict and conclusion. 1.8Organization of the paper Chapter one discusses about introduction that consists of background of problem, identification of problem, limitation and formulation of problem, objective of the research, uses of the research, clarification of terms and organization of paper Chapter two discusses about frame of theories that consist of the definition of strategy, the kinds of strategies, definition of learning strategies, the categories of learning strategies, definition of narrative, the characteristic of narrative, the kinds of narrative, the different between narrative and recount, definition writing strategies, plan for writing. Chapter three discusses about methodology that consist of research design, place of the research, data collecting technique, data analysis technique and analysis of the instrument. Chapter four discusses about research result and discussion of the findings. Chapter five discusses about conclusions and suggestion. CHAPTER II LITERATURE OF THEORIES 2.1 Definition of Strategy Everybody has strategy in learning everything. It is conscious or unconsciously. It is natural for learners to use strategy in learning process, because learning is not an instantaneous process for every learner, it is one of their development process. Sometimes strategy can help the students, so the teacher helps the learner. As Ahmadi (2005:14) states that strategy is as a remedy for the teacher in making system area that happened to process of teaching learning. According to Brown (2000:113) Strategies are specific methods of approaching a problem or task, modes of operation for achieving a particular end, planned designs for controlling and manipulating certain information. Moreover, Mintzberg (1991: 5) says that strategy is the pattern or plan that integrates an organization’s major goals, policies, and action sequences into a cohesive whole. Then, Chamot (1999:32) stated that strategies are often more powerful when they are used in appropriate combinations. Based on the statement above strategies are any tools or tactics that learners employ to learn more effectively and more autonomously. 2.2 The Kinds of Strategy There are kinds of strategies. As Brown (2000:122) states that the strategies divide in to two are 2.2.1Learning Strategies Chamot in Masdari (2005:5) stated Learning strategies are techniques approaches, or deliberate the learning and recalls of both linguistic and content are information. Strategies were divided into three main categories, are: a)Metacognitive strategies Metacognitive strategies is a term used in information-processing theory to indicate an “executive” function, strategies that involve planning for learning, thinking about the learning process as it is taking place, monitoring of one’s production or comprehension, and evaluating learning after an activity is completed. b)Cognitive strategies Cognitive Strategies are more limited to specific learning tasks and involve more direct manipulation of the learning material itself. c)Socioaffective strategies Socioaffective strategies have to do with social mediating activity and interacting with others. Referring to the explanation above there are many categories of learning strategies are metacognitive strategies, cognitive strategies, and socioaffective strategies. 2.2.2Communication Strategies Faerch and Kasper in Brown (2000:127) defined communication strategies as “potentially conscious plans for solving what to an individual presents itself as a problem in reaching a particular communication goal”. There are several categories in communication strategies. According to Brown (2000:127), such as: a. Avoidance Strategies Avoidance strategies are a common communication strategy that can be broken down into several subcategories. The types of avoidance strategies are: 1)Message abandonment: leaving a message unfinished because of language difficulties. 2)Topic avoidance: avoiding topic areas or concepts that pose language difficulties. b. Compensatory Strategies Common compensatory strategies are a direct appeal for help. Learners may, if stuck for a particular word or phrase, directly ask a native speaker or the for the form. The types of compensatory strategies are: 1)Circumlocution: describing or exemplifying the target object of action. 2)Approximation; using an alternative term which expresses the meaning of the target lexical item as closely as possible. 3)Use of all-purpose words: extending a general, empty lexical item to contexts where specific words are lacking. 4)Word coinage: creating a none existing. 5)Prefabricated patterns: using memorized stock phrases, usually for “survival’ purpose. 6)Nonlinguistic signal: mime, gesture, facial expression, or sound imitation. 7)Literal translations: translating literally a lexical item, idiom, compound word, or structure from L1 to L2 8)Foreign zing: using a L1 word by adjusting it to L2 phonology 9)Code-switching: using a L1 word will, Li pronunciation or a L3 word with L3 pronunciation while speaking in L2. 10)Appeal for help; asking for aid from the interlocutor either directly. 11)Stalling or time-gaining strategies: using files or hesitation devices to fill and to gain time to think. 2.3 Definition of learning Strategy According to Chamot in Masdari (2005:5) state that Learning strategies are techniques approaches, or deliberate the learning and recall of both linguistic and contains information. Then Richards (1992:209) says that learning strategies are intention behavior and thoughts used by learners during learning, so as to better help them understand learn or remember new information. From the statement above we can infer that in order to be a successful language learner student should be able to decide which learning strategies that one suitable for them. Thus, they can optimize and enjoy they learning by using learning strategies, students can facilitate their quality of learning respond to their learning needs and acquire knowledge better than those who do not know and use learning strategies. 2.4. The Categories of learning strategies There are several categories. According to Brown (2000: 124), categories of learning strategies are: 2.4.1Metacognitive strategies Metacognitive is a term used in information-processing theory to indicate an “executive” function, strategies that involve planning for learning, thinking about the learning process as it is taking place, monitoring of one’s production or comprehension, and evaluating learning after an activity is completed. Brown in Purpura (1997). According to explanation of metacognitive strategies, we can conclude the characteristic of metacognitive strategies, are: a)Advance organizers: making a general but comprehensive preview of the organizing concept or principle in an anticipated learning activity. b)Directed attention : deciding in advance to attend in general to a learning task and to ignore irrelevant distracters c)Selective attention: deciding in advance to attend to specific aspects of language input or situational details that will cue the retention of language input. d)Self management: understanding the conditions that help one learn and arranging for the presence of those conditions. e)Function planning: planning for and rehearsing linguistic components necessary to carry out an upcoming language task. f)Self monitoring: correcting one’s speech for accuracy in pronunciation, grammar, vocabulary, of for appropriateness related to the setting or to the people who are present. g)Delayed production : consciously deciding to postpone speaking in order to learn initially through listening comprehension h)Self valuation: checking the outcomes of one’s own language learning against an internal measure of completeness and accuracy. 2.4.2Cognitive strategies Cognitive strategies are more limited to specific learning tasks and involve more direct manipulation of the learning material itself. According to explanation of cognitive strategies, we can conclude the characteristic of cognitive strategies, are: a)Repetition :imitating a language model, including overt practice and silrehearsal b)Resourcing : using target language reference materials c)Translation: using the first language as a base for understanding and/or producing the second language. d)Grouping : reordering or reclassifying, and perhaps labeling, the material to be learned based on common attributes e)Note taking : writing down the main idea, important points, outline, or summary of information presented orally or in writing f)Direction: consciously applying rules to produce or understand the second language. g)Recombination: constructing a meaningful sentence of target language sequence by combining known elements in a new way. h)Imagery : relating new information to visual concepts in memory via familiar, easily retrievable visualizations, phrase, or longer language sequence i)Keyword : remembering a new word in the second language by (1) identifying a familiar word in the first language the sounds like or otherwise resembles the new word and (2) generating easily recalled images of some relationship between the new word and thee familiar word j)Contextualization : placing a word or phrase in a meaningful language sequence k)Elaboration : relating new information to other concepts in memory l)Transfer : using previously acquired linguistic and/or conceptual knowledge to qqqq new language learning task m)Inferencing: using available information to guess meaning of new items, predict outcomes, or fill in missing information. 2.4.3Socioaffective strategies Socioaffective strategies have to do with social mediating activity and interacting with others. According to explanation of socioaffective strategies, we can conclude the characteristic of socioaffective strategies, are: a)Cooperation : working with one or more peers to obtain feedback, pool information, or model a language b)Question for clarification: asking a teacher or other native speaker for repetition, paraphrasing, explanation, and/or examples. Base of explanations above, the characteristic of socioaffective strategies is more conclude to social activity or always met people to interaction with others. 2.5 Definition of Narrative The students are learning many texts. One of texts is narrative text. It is related to the experience or story of past time. Marahamin (1999:96) defined “Narrative is a story based on the plot, and plot consists of event, person, and conflict”. As semi (2003:29) in Hasani (2005:22) stated that narrative is conversation or writing with the purpose tells about action or human experience based on the development of time. Keraf (1991:136) stated that “Narrative as a story tells or describes an action in the past time clearly, so narrative is tried to answer the question: what happened”. Narrative as a story, so it is should have the element that can make the story more interesting to the reader such as a conflict and conclusion of the story. 2.6 The Characteristic of Narrative According to explanation of narrative, we can conclude the characteristic of narrative, are 1) it is a story or it is usually human experience; 2) it has a conflict and solving problem, 3) systematic. As Keraf (2000: 136) states that the characteristic of narrative are 1) concern to actions, 2) set in the time sequences, 3) try to answer the question, what happened? 4) It has conflicts. Semi in Hasani (2005:27) states that, the other characteristic of narrative, it has aesthetics; it should have imagery to increase the reader’s interest. 2.7 The Kinds of Narrative Keraf (1991: 136) defines those kinds of narrative: 2.7.1Expository narrative Expository narrative is usually tells the information about the event based on factual data. It also tells about the steps of the event to the reader. The object in expository narrative is beginning the first until the end; it means that the writer tells the story from the first until the end. The purpose of narrative is to make the reader’s knowledge about object of story is deeply. 2.7.2Suggestive narrative Different from expository narrative, suggestive narrative can be unsuitable with the factual data, because it emphasizes the suggestive sense. So, the purpose of suggestive narrative is to increase the reader’s imagination. Hasani (2005:290) Says “narrative suggestive is narrative that tried to give a certain purpose tell an explicit message to readers or listener so they fell that they are involved in the story”. Referring to the explanation above, the narrative is tells the story based on the human experience in the first until the end to give a certain purpose tell an explicit message to readers about object of story deeply. 2.8 The Different between Narrative and Recount According to Pardiyono,M.Pd.(2007:63), recount is as a kind of the text that have purpose to gives the information about the activity in the past. Pardiyono (2007:94) defines the different Narrative and Recount: Narrative is a kind of text about the activities that happened in the past time. It is appear about problematic experience and resolution, it purpose to amuse and sometimes it can be have to give the moral education to the reader. Narrative text is very general than short story, novel, film text, legend, tales and other that tell about the experience in the past time which is it has the conflict and resolution. Recount is a kind of text about the activities that happened in the past time, the main purpose is just to explain or give the information to help the reader. Based on the explanation above, narrative is tells story about problematic human experience and resolution in the past time, but recount is tell story about the activities that happened in the past time, end the purpose just to explain or to give information to the reader. 2.9 Strategies in Composing Narrative Writing According to Collin (2008) state that writing strategies are deliberate, focused ways of thinking about writing. A writing strategy can take many forms. From the definition above, writing strategies are some technique it can be a formal plan a teacher wants students to follow to write a book report, or it can be something as simple as track to remember how a word is spelled. 30. A plan for writing Preparing a writing plan for a specific text type from this they can put a plan for writing a descriptive report in the future, for example: (Department of education and early childhood development) 1.Title of the narrative 2.Setting of the narrative 3.The main characters of the narrative and how they develop 4.The main background of the narrative 5.The events that lead up to the problem or challenge (the complication) 6.The events that lead up to the problem/challenge being solved (the resolution) 7.The ending (the conclusion) Students use a range of strategies including the following: Students describe their action plan for writing, and the actions they will use to achieve their goals or purpose for writing. Students use idea generation and collation strategies, orientation strategies, and idea organization strategies, for example, brainstorming and semantic mapping (including computer and graphic organizer in planning and collecting knowledge for writing different text types) and strategies for narrative or expanding a topic prior to drafting. Students use drafting strategies in which students; 1) use the idea and perspectives generated to write a first draft; 2) elaborate initial ideas and identify subordinate ideas; and 3) focus on developing ideas, details and organizing them. Students use revising strategies such as rereading the draft to check that there is consistency of learning and main ideas, language use and style, and modify the draft accordingly. The students use editing strategies to check the use of spelling, punctuation, grammar, and capitalization; students use several resources such as a dictionary, computer and style guides. Students use publishing strategies such as; 1) selecting a format for publication appropriate for the audience for example a letter, a poster, an essay, a report); and 2) using technology to support the publishing process. http:/www.education.vic.gov.au/studentlearning/teachingresource/English/englishcontinum/40writingstrategy/htm. From the above explanation, we know that by knowing the plan of writing, the students’ can be good written if their use strategies in make composing narrative writing. CHAPTER III RESEARCH METHODOLOGY 3.1 The Research Design and Method In this research, the researcher used Descriptive Qualitative. Qualitative research is descriptive research. Borgan and Taylor (1990:3) in Margono (2005:36) defined that qualitative research is “the research procedure which produces descriptive data such as word written or speed from the population people and attitude which can analyze”. In line with that, Sugiono (2005:9) states that Qualitative research is descriptive, the data collected is in the form of words of pictures rather that number: Qualitative researches are concerned with process rather than simply outcomes or products: qualitative researches tend to analyze their data inductively. The writer used this method to examine the events or phenomena of students, especially in students’ strategies in composing narrative writing. Sukmadianata in Sugiono (2005:60) states that qualitative research is a research that is used to describe and analyzed phenomena, event, social activity, attitude, belief, perception and people thinking either in individual or in a group. 3.2 Place of Research The research is about the analysis of students’ strategies in composing narrative writing at second year class of SMK PGRI 13 Cikupa, Tangerang. It is a formal education institution located in Cikupa kabupaten Tangerang. SMK PGRI 13 Cikupa has facilities that support students in teaching and learning process such as library 3.3 The Research Instrument Arikunto (1997:136) stated that Research instrument is the tools or facilities used by researcher in collecting the data, hope the result of research is more accurate, complete, and systematic, so the process is easier. Based on that explanation, the writer used research instrument in collecting data to support the research. As human instrument, the writer should make to focus of the research, choose the informant as source of the data, analyze the data and make conclusion. Moreover Licon and Guba in Sugiono (2005:60) state that the instrument of choice in naturalistic inquiry is the human. We shall see that other forms of instrumentation mat be used a tear phrases of the inquiry, but human instrument has been used extensively in earlier stages of inquiry, so that an instrument can be constructed that grounded in the data that the human instrument has product. From the statement above, the writer concluded that in qualitative research, there is no other opinion that to use human as the main research instrument because the problem, research focus, research procedure hypotheses and event the result in qualitative research are still unclear, so that there is no choice than to use the researcher as the main instrument. 3.4 Time of Research The research held on 15 – 29 August 2008. it consist three meeting. 3.5 The Research subject Related to the research subject, the writer conducted her research in SMK PGRI 13 Cikupa at Second year, which consists of three class and 102 students. Then, the writer used purposive sampling in deciding the students as research subject. So, the writer took the students as research subject purposively. They are 102 students. According to Linclon and Guba in Sugiono (2005:54) the characteristic of purposive sampling: a)Emergent sampling design b)Serial selection of sample unit c)Continuous adjustment of focusing of the sample d)Selection to the point of redundancy 3.6 The Data Collecting Technique In collecting the data in the students’ strategies in composing narrative writing the writer used observation, interview known as triangulation and questionnaire. 3.6.1 Observation In the instrument, the writers will observation about student’s strategies in composing narrative writing at second year of SMK PGRI 13 Cikupa. In this observation the writer as an observer, just only observed and was not involved in the teaching process. Furthermore, the writer only used checklist as the instrument in the observation. Besides observing student’s activities, the writer also observed teacher’s roles, teaching aids and students’ achievement in order to know how the process of students’ strategies in composing narrative writing is and how is the result of students’ strategies in composing narrative writing. Observation used as data collecting technique have specific type if compared by another type such as interview and questioner.(Sugiono,2005:65). As far as the writer conducted a observation in the second year at SMK PGRI 13 Cikupa. 3.6.2 Interview This instrument is the way on the method of data collection in which the writer asks the information directly. The writer interviewed the English teacher and students to knowing some information from her/him how the teacher give a material narrative writing and how the students’ using strategies in composing narrative writing at second year (management) of SMK PGRI 13 Cikupa Tangerang. 3.6.3 Questionnaire In this research, the writer was given questioner to the students’ at second year of SMK PGRI 13 Cikupa cause the writer want to know more deeply how does the students’ strategies in composing narrative writing. 3.7The Data Analysis Technique Muhajir (1996:104), data analysis is a process to find out and set result data from observes, interview, and other to increase the researcher about the study and make easy to understand by our self and other. In this research the writer conducted her research at second year of SMK PGRI 13 Cikupa in dividing into three classes (Management I, and II) consist of 102 students. Then, to find out the data, the writer used the method by L.R. Gay and Arikunto The writer used the following technique to measure the data: Agreement x 100% __________ ∑ Items (Taken from L.R. Gay, 1992:248) The following are the standard in measuring the data: 1.Good : 76-100% 2.Enough : 51-75% 3.unsatisfactory : 40% - 55% 4.Worst : < 40% (Taken from Arikunto 2002:244) To analyses the data the writer as follow: 3.7.1 Reduction of data Data reduction use for collecting the data from observation, interview, and questionnaire. In data reduction, the writer will summarize and focus on the important data that could eases the writer in collecting the next data. 3.7.2 Display In data display, the writer will analyze the result from observation, interview and questionnaire. Then the data were organized and arranged in a pattern, so that they would be understood easily. 3.7.3 Conclusion drawing/ Verification According to Miles and Huberman (1992), the third step in analyzing data in qualitative research is conclusion drawing or verification. It was used to describe all of the data which were still unclear in the beginning. 3.8Research validity and Reliability To determine the validity of the data, it is needed a checking technique of the data. According to Moleong (1993:173), there are four terms used: a.Credibility The validity concept mentions that generalization of a finding can be valid or applied on all contexts in the same population based on the finding obtained in the sample which resent the population it self. b.Transferability Transferability as empiric matter depends on the equity between sender and receiver contexts. To do the transferability, a researcher should find and collect empiric event of the context equality. Therefore, the researcher is responsibility for providing efficient descriptive data if she wants to make a decision about the transferability. To do this thing, a researcher needs to conduct a researcher to ensure an attempt of verifying it. c.Dependability Dependability term is reliability substitution term in qualitative research. The reliability is achieved if the result is equal when two or several times conducted repetition of a study in the same condition and essentially. d.Conformability A conformability term derives from “objectives” concept according to non qualitative research. Non qualitative states the objectivity of agreement side between subjects. To make sure that something is objective or doesn’t depend on several people’ agreement toward view, opinion, and someone’s finding. So, in this case, the objectivity of something depends on the people opinion. Beside that, As Scriven (in Moleong, 1999:174), there is another “qualitative” element which sticks on the objectivity, it should be trust able, factual, and can be guaranteed. In other word, subjectivity means vague. From the above explanation, if qualitative research emphasizes on “people”, whereas, non qualitative emphasize on the data. In this case, to determine the validity and reliability, with a consideration that qualitative research with its naturalistic paradigm is completely unable to use validity and reliability terms. Based on those descriptions, the naturalistic paradigm qualitative uses the term in which certainly adjusted to inquiry force, so that the redefine term is a demand that unavoidable. Based of the techniques mentioned above, the writer used conformability of the data. 3.9Checking Technique of Data Credibility Lincoln et al (Moleong, 1999:175), there are eight checking techniques of data credibility suggested namely: 3.9.1 Prolong Observation Prolong observation means that the writer should back to the field research again, then do observation and interview again to the participants in order to recheck whether the data, that were given before, are true or not. When the data, that were given, are true means that the data are credible and the prolong observation can be ended. Furthermore, by using prolong observation the relationship between the writer and the participants can form rapport. 3.9.2 Persistent Observation Persistent observation means that the writer should do observation more accurately and continuously. By using persistent observation, the writer could give an accurate and systematic data description about the thing that is observed. In this case, the writer observed the English teacher when her/him teaching narrative writing. 3.9.3 Triangulation Triangulation data is a checking technique of data credibility by making use of another thing which out of data to check the necessity of the data or as a comparison of the data. The most triangulation technique often used is checking trough available source. Denzin (in Moleong, 1999:178) defines types of triangulation as checking techniques, are: 1) triangulation of source, 2) triangulation of method, 3) triangulation of investigation, and 4) triangulation of theory. 3.9.4 Colleague Checking Through Discussion It is known as inter-rater. This technique is conducted to know whether the writer and the other experts find the same data. When the writer and the other research find the same data means that the data are credible. 3.9.5 Negative Case Analysis Negative analysis means that the writer should search another data, which are different and even contradiction with the data that had already found. When the writer does not find the contradiction data means the data are credible. 3.9.6 Available Reference Available reference is a device to cope and adopt with written critics for evaluation necessity. Film or video tape for example, can be used to record and compare with the result gained with the critics collected. If those mediums are not existed, other devices can be used as a comparison critic, for example information that can be used during checking of the data. 3.9.7 Checking Member Checking with the members involved in the process of collecting data is very important to check credibility of the data. What will be checked with the members involve are data, analytic category, assumption and conclusion. The member involved who represent their colleague have function to give reaction from their view sight and situation towards the data which organized by the researcher. 3.9.8 Detail Description Detail description technique which demands the researcher to describe the result of the research as accurate as possible which draws the research place carried out. The description should be revealed in detail to give what the readers needed so that they are able to understand the findings obtained. Auditing technique is a technique in business concept, especially in fiscal field which is used to check the dependency and credibility of the data. As Setiyadi (2002:206) states that there are five checking technique of data credibility are, 1) Observation, 2) Interview, 3) Triangulation, 4) Documentation, and 5) Field note. From all of the technique mentioned, researcher uses triangulation of source to display that the data is credible. 3.10 Research Procedures The following are the procedure used in this research: 1.Determining the subject of the research. 2.Providing the instruments of data collecting such as observation form, interview guide, interview students and questionnaire guide. 3.Doing observation in the class. 4.Interview the English teacher and interview students. 5.Giving questionnaire to the students. 6.Analyzing the result of observation, interview and questionnaire by using data display. 7.Explaining the result of data descriptively by making conclusion drawing or verification. 8.Identifying the credibility of the result of the observation, interview and questionnaire by using colleague checking or inter-rate and member check technique. CHAPTER IV RESULT AND DISCUSSION 4.1 The Result 1.Result of observation After observing students’ strategies in the process of composing narrative writing in the classroom, the writer measured the data, which had been collected, so that the writer gets the result that was observed. In this research, the writer observed four components in the teaching process, such as, students learning activity, teacher’s participant, teaching’s aids and students’ learning achievement. (See table 1). To know what is of students’ strategies in composing narrative writing at second year (management) of SMK PGRI 13 Cikupa, the writer observed the students’ learning to compose narrative writing. It takes 90 minutes to observe the process of composing narrative writing. The writer got students’ strategies used to compose narrative writing. There are four components to get the data by observing the process of composing narrative writing. The first component is activities of students. The writer got the data which has result seventy five percent it means the students’ are enough to do four activities. They are: the students listen to the teacher’s explanation about narrative writing, the students do assignment to compose narrative writing, the students make the outline before writing, and the students find difficulties in composing narrative writing. Actually one of four activities was not done, it was the students make outline before writing, example the students can not make outline before writing. While doing observation, the writer found that the activities of students, such as : 1) the students listen to the teacher’s explanation about narrative writing, the students make a group to discuss narrative writing. 2) The students do assignments to compose narrative, 3) the students make the outline before writing, and 4) the students find difficulties in composing narrative writing, the students find difficulties in composing narrative writing such as: ordering the word, stuck to get diction and etc. The second component was teacher’s participant. The main reason why the writer observed the teacher’s participation because the teacher got the important role in helping the students to learn narrative writing, such as: the teacher gives explanation clearly to students in narrative writing so the students will understand about the material and the teacher can help the students by answering their question from the students about narrative writing. The result for teacher’s participation was good because it reaches eighty percent, from five aspects the teacher did four activities such as: teacher gives motivation to the students, teacher explains about narrative writing, teacher answers the student’s question and the teacher solves their own problem in composing narrative writing and one activity again the teacher can not prepare learning’s aids. While doing observation, the writer found that teacher had done some roles, such as: 1) Teacher gives motivation to the students, for instance I saw the teacher gives rewards to students in learning narrative writing, 2) teacher explains about narrative writing clearly, the teacher make groups of students to discuss about narrative writing, 3) teacher prepared learning’s aids, the teacher gave works sheet, hand out or picture to helping the students in learning, 4) teacher answered the student’s question, the teacher could answer students question directly and indirectly, example the teacher answered directly students question or the teacher answer the question in the students paper, and 5) the teacher solved their own problems in composing narrative, the students found stuck to get diction, finally they found dictionary.. Unfortunately, while explaining and conveying the material, the teacher only focused on the teaching aids a book, for supporting the teaching learning process. The third component is about students’ aids was enough. Because it reach seventy five percent, from four aspects the students used three students’ aids such as: students used a guide, students used dictionary, and students shared among their friends, one again the students did not use picture to compose narrative writing. It means that the students used the aids when they compose narrative writing. The writer found that the students aids, such as: 1) Students used a guide, the students used the hand out or work sheet in learning process. 2) Students used dictionary, students founds stuck to get diction, finally they used dictionary. 3) Students used picture to compose narrative writing, the students used picture sequence or picture card to compose narrative writing, and. 4) Students share among their friends, for example the students asked with their friend about the ordering the words into good sentences. The fourth component or the last component is students’ learning achievement. The result of the data is good. The students’ could do the aspects about one hundred percent. The aspects are: 1) Students make their own experience orally, the students can compose narrative writing based on their experience in the last time. 2) Students are able to compose narrative writing, the students can composing narrative writing because the students use some of strategies in compose narrative writing, and 3) Students use strategies to compose narrative writing, students know some techniques in composing narrative writing, such as: make outline, use picture, use learning’s aids or sharing with friend. The result of students’ strategies in composing narrative is the first component is seventy five percent, the second is eighty percent, the third component is seventy five percent and fourth component is one hundred percent. ( see appendix 1). So the average of table 1 is good. It can achieve eighty two percent that doing activities of the students and teacher activities during observation, and eighteen percent of the activities can not doing. 2.Result of interview After analyzing the data, the writer interview was given to the students to know their learning strategies especially in composing narrative writing at second year (management) of SMK PGRI 13 Cikupa. The writer interviewed the students at second year (management) of SMK PGRI 13 Cikupa. The writer got the result that most of the students always use strategies such as: 1) sharing with their friends, because some of students do not believe themselves. 2) Using outline, because their stuck idea and the result do not coherence. 3) Using dictionary, because the students lack of vocabulary. 4) Using picture, they said that it is easy to compose narrative writing and help them in writing, because the picture can remind their experience. 5) Using tools (audio, audio-visual), the students seldom used this strategy because it doesn’t work. The writer saw the students could compose narrative writing well because some of the students used metacognitive strategies such as: making outline, using picture , using learning’s aids, using dictionary, sharing with friends and using tools(audio, audio-visual) to help them to compose narrative writing. 3.Result of questioner After analyzing the data the writer was given questioner to the students, and it has been done in order to know the students’ activity in composing narrative writing. It consists of ten items, there are: 1). Do you like writing? 2) Do you write your experience in writing? 3). Do you determine outline before compose narrative writing? 4). Do you make outline before writing? 5) Do you use the tools to help you in writing? 6). Do you use dictionary in learning? 7) Do you always share with your friend? 8). Does the teacher give explanation clearly? 9). Do you find difficulties in composing narrative writing? 10). could you get idea in compose narrative writing?. Students can answer the questions by choosing the options yes, seldom, no and sometimes Based on the questioner above, the result of the questioner are: 1)Do you like writing? From ten students, there were three students who answered yes. According to those students, they like writing because they often write their past experience on their diaries. Then, there were five students who answered sometimes, because, they only compose if they get the task from the teacher. There were two students who answered no because they don’t like writing, because they stuck idea to composing narrative writing 2). Do you write your experience in writing? From the ten students, there were seven students who answered yes, because they said it is easier to write experience their own, because writing experience is something experienced or felt by them at past. There was one student who answered sometimes because he only can memorize a little bit of his past experience. The last, there were two students who answered no because they didn’t like writing therefore they seldom write their experience. 3) Do you determine the outline before composing narrative writing? From ten students, first, there were six students who answered yes, they said that the outline can help them in composing narrative writing. Second, there were two students, who answered sometimes, because according to them determining the outline can save the time. Third, there was one student who answered no, she said determine the outline is difficult then compose. The last, who answered seldom, because they seldom write by determine the outline. 4)Do you make outline before writing? From ten students, there were five students who answered yes, they said making outline make them easier to composing narrative writing, and there are 2 students who answered sometimes, because based on their opinion, making outline can help them in writing. The last, there were three students who answered no, because they never make outline in composing narrative writing. 5)Do you use the tools to help you in writing? From ten students, who answered yes there were seven students, they said by using the learning aids such as: picture, book that make them easier, because with the picture can express their idea in composing narrative writing. There were three students, who answered sometimes, because learning’s aids sometimes can help them in learning narrative writing. 6)Do you often use dictionary in learning? From ten students, there were three students who answered yes, because they said they could find the meaning of difficulty English words, and there were five students who answered sometimes, according them dictionary doesn’t help them much. There were two students who answered seldom, because they said by opening dictionary to make confused than to share with friends. 7)Do you always share with friends? From ten students, there were eight students who answered yes, because they said sharing with friend could give idea or share the idea if their found words difficult. There were two students who answered sometimes because they liked writing theirselves, they enjoy writing what they like to write. 8)Does the teacher’s give explanations clearly? From ten students, there were four students who answered yes, because the teacher explanation was simple and clearly, and who answered sometimes there were five students, because the teacher voice couldn’t be listened clearly. There was one student who answered no, they said the teacher explanation make them confused and He could not understand. 9). Do you find difficulties in composing narrative writing? From ten students, there were five students who answered yes, they said they found difficulties in ordering the words and they stuck to get the diction, then there were three students who answered sometimes, because they sometimes sharing with friends if they find difficulties in composing narrative writing, and the last who answered no there were two students, because they made outline before composing narrative writing. 10) Could you express your idea in composing narrative writing? From ten students, there were eight students who answered yes, they said in the composing narrative writing they could express their idea in writing by memorizing the experience by looking at the picture, and who answered sometimes there were two students because they said sometimes they got stuck when they were writing narrative. Based on the result of questioner the writer got the data, strategies that used by students in composing narrative writing are sharing with friends it is fifty percent of the student, because most of the students thought that share with friends is easier and they don’t have to open dictionary if they find difficult words, seconds, making outline. Those who use this strategy is about thirty percent of the students, making outline make them easier than using dictionary, because the students can not combine the words into good sentences. The third strategy is using learning’s aids (picture, book, audio or audio-visual), those who use this strategy was about twenty percent of the students, they said by using learning’s aids they were able to arrange their ideas. 4.2 Discussion Based on the description above, the writer can discussion: Strategies are specific method to help the students in learning narrative writing. Strategies can be used by the students to make them easier in composing narrative writing, because strategy is one of technique to helping the students in learning narrative writing and also express their idea. Strategies that used by the students are: sharing with friends, make outline, using dictionary, using picture, and using the learning aids (book, audio, or audio-visual). The students’ difficulty in composing narrative writing is in ordering the words. They still confused to combine the words into good sentences. In this case, there were two causes in composing narrative writing. They were seldom composing narrative writing and practiced their English. The students seldom practice to write at home. They only practiced to write narrative writing in the class, when teacher asked them to practice. So that, they must know some strategies in composing narrative writing. Another cause is lack of facilities which support them, such as there is no a guide, therefore, they only wait for the teacher’s explanation about the material. CHAPTER V CONCLUSION AND SUGGESTIONS 5.1 Conclusion After conducting the research and analyzing the data, the writer proposes the conclusion as follow: 1.There were some strategies that used by the students’ in composing narrative writing, those strategies choose by the students to facilitate them in composing narrative writing. 2.The strategies that used by the students in composing narrative writing are: sharing with friends about fifty percent, making outline about thirty percent, and using learning aids (picture, book, audio, or audio-visual) about twenty percent. 5.2 Suggestion After having the research in SMK PGRI 13 Cikupa, the researcher would like to give some suggestions, based on observation For the Teacher: The teacher should give motivation to students in learning especially in composing narrative writing. The teacher should explain clearly the material narrative writing because the students can be understood the material. For the Students: The students should use effective strategies in learning English such as: sharing with friends, making outline, using dictionary, using learning aids (picture, book, audio, or audio-visual) or ordering the words in compose narrative writing. For the school: As a formal education institution, school provides facilities (have a library and language laboratory) to support and increase the student’s ability especially in composing narrative writing. REFERENCES Ahmadi, Abu and Prasetyo, Tri, Joko. 2005. Strategi Belajar Mengajar. Bandung: Pustaka Setia. Arikunto, Suharsimi. 2002. Prosedur Penelitian Suatu Pendekatan Praktek. Jakarta: Rineka Putra. Brown, H, Douglas. 2001. Teaching by Principles An Interaractive Approach to Language Pedagogy. San Francisco State University CollinsJim.2007.WritingStrategies.http://www.gse.buffalo.edu/org/writingstrategies/index.htm.University at buffalo. The state university of new york Graduate school of education. April, 16th 2008. 09.30 Am. Gay, L.R. 1996 Eductation Research: Competencies for Analysis and Application, New Jersey: Prentice -Hall, Inc. Hasani, Aceng. 2005. Ihwal Menulis. UNTIRTA PRESS Haycraf, John.1978. An Introduction to English Language Teaching, London : Longman Group Limited Richards J. and Platt John. 1992. Logman Dictionary of Language Teaching and Applied Linguistics. Essex: Longman. Keraf, Gorys. 2001. Argumentasi dan Narasi. Jakarta: PT. Gramedia Marahamin, Ismail. 1999. Menulis Secara Populer. Jakarta: Pustaka Jaya. Margono. 1999. Prosedur Penelitian Kualitatif. Jakarta: Pustaka Jaya Masdari. 2005. The Correlation of using Memory Strategy on Improving students Reading Skill. Skripsi. Serang Miles and Huberman. 1992. Analisis Data Kualitatif. Jakarta: Universitas Indonesia. Moleong, Lexy J M.A. 2005. Metodologi Penelitian Kualitative. Bandung: PT Remaja Rosdakarya Muhajir, Neong. 1996. Metodologi Penelitian Kualitatif. Yogyakarta: Rake Sarasin Pardiyono, M.Pd. 2007 Pasti Bisa! Teaching Genre-Based Writing. Yogyakarta: ANDI Setiyadi, Bambang. 2002 Penelitian Dalam Pengajaran Bahasa Asing. Bandar Lampung: Universitas Bandar Lampung. Sofyan, Akhmad dkk. 1999. Mari Mengangkat Martabat Bahasa kita Bahasa Indonesia (Buku Pelajaran untuk SMU kelas III). Grafindo Media Pratama Sugiono, 2005. Memahami penelitian Kualitatif. Bandung: CV. Alfabeta http://www.education.vic.gov.au/studetlearning/teachingresouces/english/englishcontinuum/40writingstrategy/htm completed download mau data lengkap + lampiran dll dalam format Ms. Word Download disini
Stopping By Woods On A Snowy Evening
by Robert Frost
Whose woods these are I think I know. His house is in the village, though; He will not see me stopping here To watch his woods fill up with snow.
My little horse must think it's queer To stop without a farmhouse near Between the woods and frozen lake The darkest evening of the year.
He gives his harness bells a shake To ask if there's some mistake. The only other sound's the sweep Of easy wind and downy flake.
The woods are lovely, dark, and deep, But I have promises to keep, And miles to go before I sleep, And miles to go before I sleep.
Why the author called the poetry with that title?
The author choose the title to tell the reader that in a while th rider can be amazed by the beauty of the woods and frozen lake.
What are the new vocabulary?
Wood = forest
Queer = strange, unusual
Flake = small thin layer, small loose bit
Comment
The poetry tell about someone who is traveling with his horse and stopped by woods in the middle and when the horse rang the bell, he realize that he has a promise to keep. Paragraph one, two and four in this poetry tell about the rider and paragraph three tell about his horse. The message of this poetry is do not be amaze/wonder of the split second beauty of something in a journey, because we have to remember and keep the promise that had been made.
Playing with Food In 2002, Jorg Piringer's new Vienna Vegetable Orchestra, comprising between 10 and 20 players, began performing on instruments made from carved-out carrots, aubergines, pumpkins, and other vegetables. Piringer's instrument? A "gurkaphone" horn made from a hollowed-out cucumber, a bell-pepper bell and a carrot reed. [After each performance, the vegetable instruments (which took several hours to make) were thrown into a large pot of soup or stew for the musicians and audience to "enjoy a second time."] Piringer, Jorg (?- ) Austrian musician, head of The Vienna Vegetable Orchestra Source : anecdoteage.com
Genre : anecdote
Twist : vegetable orchestra, instruments made from carved-out carrots, aubergines, pumpkins, and other vegetables.
Note : usually the instruments of orchestra are made from music tools, metal, wood, plastic.
New vocabulary : - Hollowed-out = put out the inside thing, make a hole.
- Carved-out = cutting away.
Summary
This article gives some useful tips for everyone who wants to pursue higher education especially to go overseas. In facts, most job market in Indonesia seeks for overseas graduate. The steps are:
What you like to study.
Find out the information about the colleges or universities.
Think about the culture, geography, cost of living, etc.
Prepare for the entrance test.
When you have passed the test, prepare anything you need to take.
New vocabulary
Narrow down = make it smaller
Admission = registration
Assigned = appoint
All well ends well (proverb) = everything that starts well, will end well too.
Robert Lee Frost, b. San Francisco, Mar. 26, 1874, d. Boston, Jan. 29, 1963, was one of America's leading 20th-century poets and a four-time winner of the Pulitzer Prize. An essentially pastoral poet often associated with rural New England, Frost wrote poems whose philosophical dimensions transcend any region. Although his verse forms are traditional - he often said, in a dig at arch rival Carl Sandburg, that he would as soon play tennis without a net as write free verse - he was a pioneer in the interplay of rhythm and meter and in the poetic use of the vocabulary and inflections of everyday speech. His poetry is thus both traditional and experimental, regional and universal.
After his father's death in 1885, when young Frost was 11, the family left California and settled in Massachusetts. Frost attended high school in that state, entered Dartmouth College, but remained less than one semester. Returning to Massachusetts, he taught school and worked in a mill and as a newspaper reporter. In 1894 he sold "My Butterfly: An Elegy" to The Independent, a New York literary journal. A year later he married Elinor White, with whom he had shared valedictorian honors at Lawrence (Mass.) High School. From 1897 to 1899 he attended Harvard College as a special student but left without a degree. Over the next ten years he wrote (but rarely published) poems, operated a farm in Derry, New Hampshire (purchased for him by his paternal grandfather), and supplemented his income by teaching at Derry's Pinkerton Academy.
In 1912, at the age of 38, he sold the farm and used the proceeds to take his family to England, where he could devote himself entirely to writing. His efforts to establish himself and his work were almost immediately successful. A Boy's Will was accepted by a London publisher and brought out in 1913, followed a year later by North of Boston. Favorable reviews on both sides of the Atlantic resulted in American publication of the books by Henry Holt and Company, Frost's primary American publisher, and in the establishing of Frost's transatlantic reputation.
As part of his determined efforts on his own behalf, Frost had called on several prominent literary figures soon after his arrival in England. One of these was Ezra Pound, who wrote the first American review of Frost's verse for Harriet Munroe's Poetry magazine. (Though he disliked Pound, Frost was later instrumental in obtaining Pound's release from long confinement in a Washington, D.C., mental hospital.) Frost was more favorably impressed and more lastingly influenced by the so-called Georgian poets Lascelles Abercrombie, Rupert Brooke, and T. E. Hulme, whose rural subjects and style were more in keeping with his own. While living near the Georgians in Gloucestershire, Frost became especially close to a brooding Welshman named Edward Thomas, whom he urged to turn from prose to poetry. Thomas did so, dedicating his first and only volume of verse to Frost before his death in World War I.
The Frosts sailed for the United States in February 1915 and landed in New York City two days after the U.S. publication of North of Boston (the first of his books to be published in America). Sales of that book and of A Boy's Will enabled Frost to buy a farm in Franconia, N.H.; to place new poems in literary periodicals and publish a third book, Mountain Interval (1916); and to embark on a long career of writing, teaching, and lecturing. In 1924 he received a Pulitzer Prize in poetry for New Hampshire (1923). He was lauded again for Collected Poems (1930), A Further Range (1936) and A Witness Tree (1942). Over the years he received an unprecedented number and range of literary, academic, and public honors.
Frost's importance as a poet derives from the power and memorability of particular poems. The Death of the Hired Man (from North of Boston) combines lyric and dramatic poetry in blank verse. After Apple-Picking (from the same volume) is a free-verse dream poem with philosophical undertones. Mending Wall (also published in North of Boston) demonstrates Frost's simultaneous command of lyrical verse, dramatic conversation, and ironic commentary. The Road Not Taken, Birches (from Mountain Interval) and the oft-studied Stopping by Woods on a Snowy Evening (from New Hampshire) exemplify Frost's ability to join the pastoral and philosophical modes in lyrics of unforgettable beauty.
The poetic and political conservatism of Frost caused him to lose favor with some literary critics, but his reputation as a major poet is secure. He unquestionably succeeded in realizing his life's ambition: to write "a few poems it will be hard to get rid of."
A farmer had some puppies he needed to sell. He painted a sign advertising the pups and set about Nailing it to a post on the edge of his yard. As he was driving the last nail into the post, he Felt a tug on his overalls. He looked down into the Eyes of a little boy. Mister," he said, "I want to buy one of your puppies." "Well," said the farmer, as he rubbed the sweat off the back of his neck, "these puppies come from fine parents and cost a good deal of money." The boy dropped his head for a moment. Then reaching deep into his pocket, he pulled out a handful of change and held it up to the farmer. "I've got thirty-nine cents. Is that enough to take a look?" "Sure," said the farmer. And with that he let out a whistle, "Here, Dolly!" he called. Out from the doghouse and down the ramp ran Dolly followed by four little balls of fur. The little boy pressed his face against the chain link fence. His eyes danced with delight.
As the dogs made their way to the fence, the little boy noticed something else stirring inside the doghouse. Slowly another little ball appeared; this One noticeably smaller. Down the ramp it slid. Then in a somewhat awkward manner the little pup began hobbling toward the others, doing its best to catch up.... "I want that one," the little boy said, pointing to the runt. The farmer knelt down at the boy's side and said, "Son, you don't want that puppy. He will never be able to run and play with you like these other dogs would." With that the little boy stepped back from the fence, reached down, and began rolling up one leg of his trousers. In doing so he revealed a steel brace running down both sides of his leg attaching itself To a specially made shoe. Looking back up at the farmer, he said, "You see sir, I don't run too well myself, and he will need Someone who understands."
The world is full of people who need someone who understands.
Why do you think the author called the story with his/her title?
The author called the story with “ Puppies for Sale” as the title because the story starts with the sell of puppies. There is a farmer who wants to sell his puppies.
Setting and Time
Setting of this story is in the field/yard. The time of this story is in the morning or evening, when the activity of human is lot to do.
Character
The farmer : as a seller, he do not wants to make the buyer disappointed. He wants the buyer to have the best of what he would buy.
The little boy : understanding person even to animal. He search for a puppy that will be understand by him self.
What do you think about the story?
The story tell abut love and understanding. Take care of other, in this story to animal. Learn to understand the other conditions. The little boy and the puppy have same condition, both of them can not run well, so he will able to understand what the puppy feel.
