Tips for learning phrasal verbs

How else can you learn phrasal verbs?
Here are some ideas:

Keeping records

It is helpful to keep paper or electronic
vocabulary records for phrasal verbs:

Write down and learn verbs as vocabulary units (as if they are single words) as you meet them. Make a note of whether they have an object or not e.g. get up, look sth up, take after sb (see also p. iv). Can the verb be used in the passive? Note some common subjects and objects that the verb is used with and the grammar patterns. It may help you to remember the meaning and grammar if you write down a couple of examples. You could even add your own cartoons. You can keep a note of opposites too or a single-word verb with the same meaning. Add any related nouns and adjectives that you find.

verb: look sth up
meaning: to search for a word or some information in a book or a computer
objects: new words; telephone numbers
grammar: look sth up, look up sth; look it up
Related words: look-up (noun)

verb: take after sb
meaning: to look like or behave like an older member of your family
example: I take after my mother in looks.

Grouping verbs
Here are some different ways of grouping the verbs in your records to help you remember them: according to their particles (up, down, out, etc.) and particular meanings of the particles (e.g. for up: increasing _ speak up; finishing _ fill sth up)

Add new phrasal verbs as you meet them.
Some verbs, like get, take and put form many phrasal verbs with different particles

You can group phrasal verbs under the main verb in your records. You can group them by themes at home, at work, travelling, telephoning, etc.). When you are revising or reviewing phrasal verbs, try to group them in a different way. You may like to try writing a short story. For example, you could write about somebody making a telephone call and use the verbs call sb back, hang up, hold on, speak up, etc.

Meeting new phrasal verbs
When you meet a verb you don't know, try to guess its meaning first, using the context and what you know about the meaning of particles. This will also help you with phrasal verbs that are very new to the language as they are often formed with a word and a particle with a common meaning, for example head_up.

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ENGLISH LEARNING MULTIMEDIA

This test is applicable for Elementary Students:

And this is not finished yet:

MULTIMEDIA SIMULATION TEST

SIMULASI

Grammar Present Tense

Fill in the blanks with the correct verb forms. What animals are they? Match the descriptions with the pictures.

Latihan

Read carefully text below.
One of the most interesting animals in the zoo is the elephant. This animal may be 3 or 4 meters tall. The weight may be 5 or 6 tons.
The elephant of flesh is wrapped in a wrinkled suit of rough gray skin. Its legs are like pillars. Its huge ears flap gently back and forth like wings. It may consume up to 200 kg of grass a day. It is fond of banana plants, gingers, and leaves of various plants. Look at the long trunk. When you throw some peanuts, the trunk picks up the peanuts with the ‘fingers' at the tip of the trunk. Then, the huge beast will put it into its mouth and eat it happily. The elephant is also remarkable for its tusks. Tusks are long teeth that continue to grow throughout its life. The number of these animals, however, has decreased a lot. More and more of them are killed for their tusks. Many die because trees in their forest have been cut down. They cannot find food and protection in the forest anymore. If people aren't able to save them, these animals, sooner or later, may vanish from the earth.

Task 1: Match the question and the answer below by click A, B, C, D and E

Task2: Find in the text the English equivalents of the following words:

Read carefully text below.
I have friends. Their names are Ari and Ario. Almost everyone who meets them thinks they are twins , because they look similar and are always together. In fact, they are not twins but only friends. When they go out to work , everyone in his profession knows and respects them. They work as a team. Ari is a journalist and Ario is a photographer.

They both work for a famous picture magazine. Ari writes the articles and Ario takes a pictures. They do not only cover the domestic events but foreign ones as well . So the magazine often sends them all over the world to cover important events. They have won many awards. Because of their good achievement in their profession, many famous magazines and newspapers offer them good positions, but they refuse. They want to devote themselves entirely to the magazine where they are working now. They are really a solid team.

If the statement is true click the answer True and if the statement is false click the answer False!

Match the question and the answer below by click and drag a,b,c,d and e

LATIHAN

LATIHAN

Read carefully text below.
Tiger orchid is the largest orchid in the world. It is from Sumatra , Malaysia , and Polynesia . We can find it on the crowns of trees. They grow high above the ground. We often find the near streams.

The young stems are upright . The mature stems bend in graceful curves. When the plants are flowering, it is a magnificent sight. Some of the collective flower of a plant reaches 3 meters. The collective flower of a plant can have 100 individual flowers. One flower can be 15 cm in diameter.

The sprays are upright, w e can see the flowers clearly. The color of the flower is yellowish or greenish yellow. They have various marking. It is dull orange- brown to maroon-purple. Orchid farmers do not cultivate it much. It must have full sun. We do not need soil to plant it. We need brick fragments and charcoal mixed with decaying leaves.

Match the statement and the paragraph below!

Type the number of paragraph by clicking the "click here"!

Complete the sentences using the correct form of the adjectives!

DESCRIPTIVE TEXT

Kompetensi:
* Siswa dapat mengidentifikasikan makna gagasan dalam wacana: gagasan utama, informasi faktual, informasi rinci, makna kata, frasa, dan kalimat
* Siswa dapat menggunakan dengan tepat: kalimat bentuk simple present tense, descriptive adjectives , huruf ejaan, dan tanda baca.
* Siswa dapat menggunakan berbagai sub keterampilan dalam membaca.
* Siswa dapat mengidentifikasi langkah retorika teks berbentuk descriptive.

Materi ini menjelaskan tentang teks descriptive , yaitu teks yang mempunyai ciri kebahasaan ( grammar ) menggunakan kalimat Present Tense dan mempunyai langkah retorika yaitu Identification-Description serta mempunyai fungsi sosial ( social function ) untuk menggambarkan manusia maupun suatu benda secara mendetail, ( to describe parts, qualities and characteristics ).

Materi ini dilengkapi dengan latihan dan tes yang cukup banyak dan bervariasi sehingga siswa dapat memperoleh kesempatan berlatih yang cukup banyak tentang penggunaan Present Tense and adjectives dalam kaitannya dengan teks descriptive.

Key words:
descriptive text, identification- description, present tense, adjective

Descriptive Text

Descriptive is to describe a particular person, place or thing. It means you describe their colors, shapes, sizes, weight, height, width, density, contents, and so on. In writing the text, you use the Simple Present Tense.

The structure of the text is:

* Identification : identifies phenomenon to be described.
* Description : describes parts, qualities and characteristics

Reading Comprehension

Grammar Present Tense

Remember the patterns of Present Tense with be : statements, subject pronouns

How do you get information?

1. We use the Simple Present to talk about things in general , or something happens all the time or repeatedly, or something is true in general . It is not important whether the action is happening at the time of speaking or not.

Grammar Present Tense

THE SIMPE PRESENT TENSE : POSITIVE
Positive:
I + Verb + Object / Complement
We
You
They
He + Verb using - s/ -es + Object / Complement
She
It

Time Signal (ts) = every ..................

For the example :
I eat breakfast every morning
S + Verb + O/C + ts
She follows an English course every Saturday
S + Verb (s/es) + O/C + ts

Am, are and is as the three forms of the verb be are in the Simple Present Tense . Contractions between subject pronouns and am, are , and is appear in informal usage. A contraction always contains an apostrophe (‘), which represents the omitted missing letter.

Grammar Present Tense

2. The verb after she, he, it (3 rd person singular) has a final -s

PRESENT TENSE USING ADVERBS OF FREQUENCY : ALWAYS, USUALLY, OFTEN, SOMETIMES, SELDOM, RARELY, NEVER

Adverbs of frequency come between the subject and the Simple Present verb :
Subject + Always + Verb
Usually
Often
Sometimes
Rarely
Seldom
Never

Adverbs of frequency sometimes come either at the beginning or at the end of a sentence.

For examples:

* Sometimes I get up at 7:00

* I sometimes get up at 7:00

* I get up at 7:00 sometimes

Examples:

* Pesta always comes to class on time.

* Liana usually comes to class.

* We often watch TV at night.

* I sometimes drink juice at dinner.

* I seldom go to movies.

* Robert rarely makes a mistake.

* I never eat fresh peaches.

Grammar Present Tense

How do you ask questions?

1. The Simple Present Tense: Yes/ No questions

Is the animal rare?

Are those animals tame?

Does the giraffe eat leaves?

Do the penguins live in the South Pole?

2. The Simple Present: Asking Questions with what, where

What is a zebra like?

What does he look like?

Where does Pesta live?


Order of descriptive adjectives

Sometimes we use two or more adjectives together:

Pesta lives in a nice new house.

In the kitchen there was a beautiful large round wooden table

Adjectives like new/large/round/wooden are fact adjectives . They gives us objective information about something ( age, size, color, etc ). Adjectives like nice/beautiful are opinion adjectives . They tell us what someone thinks of something. Opinion adjectives usually go before fact adjectives. Examples are as follows:

Evaluation/Opinion
* Good
* Bad
* Ugly
* Interesting
* Nice
* Intelligent

Appearance
Size/measure

* Big
* Small

Shape

* Round
* Square
* Triangular

Condition

* Chipped
* Broken
* Rotten

Age
* Old
* Young
* New
* Antique

Color
* Red
* Green
* Blue
* Bright green
* Dark blue
* Deep purple

Origin
Geographical

* French
* Italian
* Japanese

Material

* Wooden
* Vegetable
* Cotton
* Brass

Grammar Comparison

Remember the patterns of Comparison:
1. When you describe people, animals or things, you use adjectives. Sometimes there are two or more adjectives. We put the adjectives in this order.
2. When we use adjectives to compare two people, animals or things, we use the following pattern:

We use –er for the comparative degree of short adjectives. We use –er with one-syllable adjective and some two-syllable adjectives. For examples:

* Big-bigger,

* hot-hotter,

* clever-cleverer,

* easy-easier,

* busy-busier,

* funny-funnier, and

* lucky-luckier .

We use more in front of adjectives that have two or more syllables, (except adjectives that end in –y) . For example: interesting-more interesting, beautiful-more beautiful, difficult-more difficult.

3. We use –est to form the superlative degree of the adjectives. In general, we use –est for shorter words with some two-syllable adjectives. For example: long-the longest, hot-the hottest, easy-the easiest and hard-the hardest.

We use most for the long words with three-syllable adjectives. For example: most carefully, most comfortable.

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INTRODUCTION TO ENGLISH SENTENCES

There are three kinds of sentences and they are:

a) The simple sentence
b) The complex sentence
c) The compound sentence

Study the following sentence:

He wrote a letter.

The sentence given above has only one clause. A sentence having only one clause is called a simple sentence.

More examples are given below:

The dog barked.
It rained.
She danced.
He worked.
She made coffee.
He worked in the garage.
He sat on the sofa.

You will have noticed that a simple sentence consists of just one finite verb.

Compound sentence

Consider the sentence given below:

He wrote a letter and she posted it.

The sentence given above consists of two clauses ‘He wrote a letter’ and ‘she posted it.’ Both of these clauses make complete sense and can stand independently. Both clauses are therefore main clauses. A sentence having two or more main clauses is called a compound sentence.

Note that the clauses in a compound sentence are connected by coordinating conjunctions such as and, or, but, yet, either…nor, both…and and neither…nor.

Examples are given below

He is slow but he is regular.

Here the main clauses ‘He is slow’ and ‘He is regular’ are connected by the coordinating conjunction but.

I went to the market and bought some vegetables.

Here the main clauses ‘I went to the market’ and ‘I bought some vegetables’ are connected by the coordinating conjunction and.

Complex sentence

Consider the sentence given below:

He wrote a letter while she watched TV.

This sentence consists of two clauses ‘He wrote a letter’ and ‘while she watched TV’. Here the clause ‘He wrote a letter’ makes complete sense and can stand independently. It is, therefore, a main clause. Now consider the clause ‘while she watched TV’. This clause, too, has a subject and a predicate of its own, but it doesn’t make complete sense. It is, therefore, a subordinate clause. A sentence having one main clause and one or more subordinating clauses is called a complex sentence.

More examples are given below:

She came because I asked her to come.
I don’t know what she means.
John spoke as though he were a born orator.
He said that the traitor should be put to death.

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WHAT YOUR BIRTHDAY MEANS

JANUARY
* Ambitious and serious
* Loves to teach and be taught
* Always looking at people's flaws and weaknesses
* Likes to criticize
* Hardworking and productive
* Smart, neat and organized
* Sensitive and has deep thoughts
* Knows how to make others happy
* Quiet unless excited or tensed
* Rather reserved
* Highly attentive
* Resistant to illnesses but prone to colds
* Ro mantic but has difficulties expressing love
* Loves children
* Homely person
* Loyal
* Needs to improve social abilities
* Easily jealous

FEBRUARY
* Abstract thoughts
* Loves reality and abstract
* Intelligent and clever
* Changing personality
* Temperamental
* Quiet, shy and humble
* Low self esteem
* Honest and loyal
* Determined to reach goals
* Loves freedom
* Rebellious when restricted
* Loves aggressiveness
* Too sensitive and easily hurt
* Showing anger easil y
* Dislike unnecessary things
* Loves making friends but rarely shows it
* Daring and stubborn
* Ambitious
* Realizing dreams and hopes
* Sharp
* Loves entertainment and leisure
* Romantic on the inside not outside
* Superstitious and ludicrous
* Spendthrift
* Learns to show emotions

MARCH
* Attractive personality
* Affectionate
* Shy and reserved
* Secretive
* Naturally honest, generous and sympathetic
* Loves peace and serenity
* Sensitive to others
* Loves to serve others
* Not easily angered
* Trustworthy
* Appreciative and returns kindness
* Observant and assess others
* Revengeful
* Loves to dream and fantasize
* Loves traveling
* Loves attention
* Loves home decors
* Musically talented
* Loves special things
* Moody

APRIL
* Active and dynamic
* Decisive and hateful but tends to regret
* Attractive and affectionate to oneself
* Strong mentality
* Loves attention
* Diplomatic
* Consoling
* Friendly and solves people's problems
* Brave and fearless
* Adventurous
* Loving and caring
* Suave and generous
* Emotional
* Revengeful
* Aggressive
* Hasty
* Good memory
* Moving
* Motivate oneself and the others
* Sickness usually of the head and chest
* Easily get to o jealous

MAY
* Stubborn and hard-hearted
* Strong-willed and highly motivated
* Sharp thoughts
* Easily angered
* Attracts others and loves attention
* Deep feelings
* Beautiful physically and mentally
* Firm standpoint
* Easily influenced
* Needs no motivation
* Easily consoled
* Systematic (left brain)
* Loves to dream
* Strong clairvoyance
* Understanding
* Sickness usually in the ear and neck
* Good imagination
* Good debating skills
* Good physical
* Weak breathing
* Loves literature and the arts
* Loves traveling
* Dislike being at home
* Restless
* Hardworking
* High spirited
* Spendthrift

JUNE
* Thinks far with vision
* Easily influenced by kindness
* Polite and soft-spoken
* Having lots of ideas
* Sensitive
* Active mind
* Hesitating
* Tends to delay
* Choosy and always wants the best
* Temperamental
* Funny and humorous
* Loves to joke
* Good debating skills
* Talkative
* Daydreamer
* Frie ndly
* Knows how to make friends
* Abiding
* Able to show character
* Easily hurt
* Prone to getting colds
* Loves to dress up
* Easily bored
* Fussy
* Seldom show emotions
* Takes time to recover when hurt
* Brand conscious
* Executive
* Stubborn
* Those who loves me are enemies
* Those who hates me are friends



JULY
* Fun to be with
* Secretive
* Difficult to fathom and to be understood
* Quiet unless excited or tensed
* Takes pride in oneself
* Has reputation
* Easily consoled
* Honest
* Concern about people's feelings
* Tactful
* Friendly
* Approachable
* Very emotional
* Temperamental and unpredictable
* Moody and easily hurt
* Witty and sarky
* Sentimental
* Not revengeful
* Forgiving but never forgets
* Dislike nonsensical and unnecessary things
* Guides others physically and mentally
* Sensitive and forms impressions carefully
* Caring and loving
* Treats others equally
* Strong sense of sympathy
* Wary and sharp
* Judge people through observations
* Hardworking
* No difficulties i

AUGUST
* Loves to joke
* Attractive
* Suave and caring
* Brave and fearless
* Firm and has leadership qualities
* K nows how to console others
* Too generous and egoistic
* Takes high pride of oneself
* Thirsty for praises
* Extraordinary spirit
* Easily angered
* Angry when provoked
* Easily jealous
* Observant
* Careful and cautious
* Thinks quickly
* Independent thoughts
* Loves to lead and to be led
* Loves to dream
* Talented in the arts, music and defense
* Sensitive but not petty
* Poor resistance against illnesses
* Learns to relax
* Hasty and rushy
* Romantic
* Loving and caring
* Loves to make friends

SEPTEMBER
* Suave and compromising
* Careful, cautious and organized
* Likes to point out people's mistakes
* Likes to criticize
* Quiet but able to talk well
* Calm and cool
* Kind and sympathetic
* Concerned and detailed
* Trustworthy, loyal and honest
* Does work well
* Sensitive
* Thinking
* Good memory
* Clever and knowledgeable
* Loves to look for information
* Must control oneself when criticizing
* Able to motivate oneself
* Understanding
* Secretive
* Loves sports, leisure and traveling
* Hardly shows emotions
* Tends to bottle up feelings
* Choosy especially in relationships
* Loves wide things
* Systematic

OCTOBER
* Loves to chat
* Loves those who loves him
* Loves to takes things at the centre
* Attractive and suave
* Inner and physical beauty
* Does not lie or pretend
* Sympathetic
* Treats friends importantly
* Always making friends
* Easily hurt but recovers easily
* Bad tempered
* Selfish
* Seldom helps unless asked
* Daydreamer
* Very opinionated
* Does not care of what others think
* Emotional
* Decisive
* Strong clairvoyance
* Loves to travel, the arts and literature
* Soft-spoken, loving and caring
* Romantic
* Touchy and easily jealous
* Concerned
* Loves outdoors
* Just and fair
* Spendthrift and easily influenced
* Easily lose confidence

NOVEMBER
* Has a lot of ideas
* Difficult to fathom
* Thinks forward
* Unique and brilliant
* Extraordinary ideas
* Sharp thinking
* Fine and strong clairvoyance
* Can become good doctors
* Careful and cautious
* Dynamic in personality
* Secretive
* Inquisitive
* Knows how to dig secrets
* Always thinking
* Less talkative but amiable
* Brave and generous
* Patient
* Stubborn and hard-hearted
* If there is a will, there is a way
* Determined
* Never give up
* Hardly become angry unless provoked
* Loves to be alone
* Thinks differently from others
* Sharp-minded
* Motivates oneself
* D oes not appreciates praises
* High-spirited
* Well-built and tough
* Deep love

DECEMBER
* Loyal and generous
* Patriotic
* Active in games and interactions
* Impatient and hasty
* Ambitious
* Influential in organizations
* Fun to be with
* Loves to socialize
* Loves praises
* Loves attention
* Loves to be loved
* Honest and trustworthy
* Not pretending
* Short tempered
* Changing personality
* Not egoistic
* Takes high pride in oneself
* Hates restrictions * Loves to joke
* Good sense of humor
* Logical

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10-CARA-PINTAR-BELAJAR

Belajar mendadak menjelang ujian memang tidak efektif. Paling nggak sebulan sebelum ulangan adalah masa ideal buat mengulang pelajaran. Materi yang banyak bukan masalah. Ada sepuluh cara pintar supaya waktu belajar kita menjadi efektif.

1. Belajar itu memahami bukan sekedar menghapal
Yap, fungsi utama kenapa kita harus belajar adalah memahami hal-hal baru. Kita boleh hapal 100% semua detail pelajaran, tapi yang lebih penting adalah apakah kita sudah mengerti betul dengan semua materi yang dihapal itu. Jadi sebelum menghapal, selalu usahakan untuk memahami dulu garis besar materi pelajaran.
2. Membaca adalah kunci belajar
Supaya kita bisa paham, minimal bacalah materi baru dua kali dalam sehari, yakni sebelum dan sesudah materi itu diterangkan oleh guru. Karena otak sudah mengolah materi tersebut sebanyak tiga kali jadi bisa dijamin bakal tersimpan cukup lama di otak kita.
3. Mencatat pokok-pokok pelajaran
Tinggalkan catatan pelajaran yang panjang. Ambil intisari atau kesimpulan dari setiap pelajaran yang sudah dibaca ulang. Kata-kata kunci inilah yang nanti berguna waktu kita mengulang pelajaran selama ujian.
4. Hapalkan kata-kata kunci
Kadang, mau tidak mau kita harus menghapal materi pelajaran yang lumayan banyak. Sebenarnya ini bisa disiasati. Buatlah kata-kata kunci dari setiap hapalan, supaya mudah diingat pada saat otak kita memanggilnya. Misal, kata kunci untuk nama-nama warna pelangi adalah MEJIKUHIBINIU, artinya merah, jingga, kuning, hijau, biru, nila dan ungu.
5. Pilih waktu belajar yang tepat
Waktu belajar yang paling enak adalah pada saaat badan kita masih segar. Memang tidak semua orang punya waktu belajar enak yang sama lo. Tapi biasanya, pagi hari adalah waktu yang tepat untuk berkonsentrasi penuh. Gunakan saat ini untuk mengolah materi-materi baru. Sisa-sisa energi bisa digunakan untuk mengulang pelajaran dan mengerjakan pekerjaan rumah.
6. Bangun suasana belajar yang nyaman
Banyak hal yang bisa buat suasana belajar menjadi nyaman. Kita bisa pilih lagu yang sesuai dengan mood kita. Tempat belajar juga bisa kita sesuaikan. Kalau sedang bosan di kamar bisa di teras atau di perpustakaan. Kuncinya jangan sampai aktivitas belajar kita mengganggu dan terganggu oleh pihak lain.

7. Bentuk Kelompok Belajar
Kalau lagi bosan belajar sendiri, bisa belajar bareng dengan teman. Tidak usah banyak-banyak karena tidak bakal efektif, maksimal lima orang. Buat pembagian materi untuk dipelajari masing-masing orang. Kemudian setiap orang secara bergilir menerangkan materi yang dikuasainya itu ke seluruh anggota lainnya. Suasana belajar seperti ini biasanya seru dan kita dijamin bakalan susah untuk mengantuk.
8. Latih sendiri kemampuan kita
Sebenarnya kita bisa melatih sendiri kemampuan otak kita. Pada setiap akhir bab pelajaran, biasanya selalu diberikan soal-soal latihan. Tanpa perlu menunggu instruksi dari guru, coba jawab semua pertanyaan tersebut dan periksa sejauh mana kemampuan kita. Kalau materi jawaban tidak ada di buku, cobalah tanya ke guru.
9. Kembangkan materi yang sudah dipelajari
Kalau kita sudah mengulang materi dan menjawab semua soal latihan, jangan langsung tutup buku. Cobalah kita berpikir kritis ala ilmuwan. Buatlah beberapa pertanyaan yang belum disertakan dalam soal latihan. Minta tolong guru untuk menjawabnya. Kalau belum puas, cari jawabannya pada buku referensi lain atau internet. Cara ini mengajak kita untuk selalu berpikir ke depan dan kritis.
10. Sediakan waktu untuk istirahat
Belajar boleh kencang, tapi jangan lupa untuk istirahat. Kalau di kelas, setiap jeda pelajaran gunakan untuk melemaskan badan dan pikiran. Setiap 30-45 menit waktu belajar kita di rumah selalu selingi dengan istirahat. Kalau pikiran sudah suntuk, percuma saja memaksakan diri. Setelah istirahat, badan menjadi segar dan otak pun siap menerima materi baru.
Satu lagi, tujuan dari ulangan dan ujian adalah mengukur sejauh mana kemampuan kita untuk memahami materi pelajaran di sekolah. Selain menjawab soal-soal latihan, ada cara lain untuk mengetes apakah kita sudah paham suatu materi atau belum. Coba kita jelaskan dengan kata-kata sendiri setiap materi yang sudah dipelajari. Kalau kita bisa menerangkan dengan jelas dan teratur - tak perlu detail - berarti kita sudah paham.
- Dirangkum dari berbagai sumber.
[ www.sekolahindonesia.com ]

HOW TO ENRICH OUR VOCABULARY

Sering menemui kesulitan saat anda mencoba menghafal sekian banyak kosakata berbahasa Inggris? Tak perlu lagi! Cobalah lakukan strategi dan petunjuk praktis dibawah ini yang dapat membantu membangun kosakata anda!

Hubungkan: Adalah lebih mudah menghafal kosakata berdasarkan sebuah tema sama. Buatlah koneksi anda sendiri antara kosakata dan bila mungkin susunlah mereka kedalam sebuah diagram laba-laba.

Tulis: Penggunakan kosakata secara praktis dapat membantu anda agar kata-kata tersebut melekat di kepala anda. Tulislah kalimat-kalimat dengan menggunakan perbendaharaan kata-kata baru atau buatlah suatu cerita dengan memakai sekolompok kata atau ekspresi tertentu.

Gambar: Tunjukanlah bakat seni anda dengan membuat gambar-gambar yang berhubungan dengan kata-kata yang sedang anda pelajari. Gambar anda tersebut dapat membantu memicu ingatan anda di masa datang.

Lakukan dengan Tindakan: Gambarkan kata-kata dan ekspresi/ungkapan-ungkapan yang sedang anda pelajari melalui gerakan tubuh anda. Atau, bayangkan dan lakukan kata-kata dalam sebuah situasi dimana anda perlu menggunakannya.

Ciptakan: Buat rancangan/desain kartu-kartu mini dan pelajari mereka di waktu luang anda. Buatlah kartu-kartu baru setiap minggunya, tapi tetap pelajari mereka secara keseluruhan dan berkala.

Asosiasi: Berikan warna-warna yang berbeda kepada kata-kata yang berbeda. Asosiasi seperti ini akan membantu anda mengingat kosakata anda nantinya.

Dengarkan: Pikirkan kata lainnya yang terdengar mirip dengan kata-kata yang sedang anda pelajari, terutama kata-kata yang rumit. Asosiasikan kata-kata tersebut dengan kata-kata yang baru untuk membantu anda dalam pengucapannya.

Pilih: Ingatlah bahwa akan lebih mudah untuk belajar bila topiknya adalah sesuatu yang menarik bagi anda. Sehingga, hati-hatilah memilih kata yang anda rasa berguna atau menarik. Sadari bahwa proses pemilihan kata itu juga merupakan suatu cara membantu anda menghafal dan mengingat!

Batasi: Jangan berusaha menghafal kamus dalam sehari! Batasi diri anda sebanyak 15 kata per hari, dan anda akan mendapatkan kepercayaan diri dan tak lagi merasa terbebani.

Perhatikan: Perhatikan dengan seksama kata-kata yang anda pelajari ketika membaca atau mendengarkan sesuatu yang berbahasa Inggris.

Ingin bisa menterjemahkan teks bahasa Inggris?

Dalam menerjemahkan sebuah teks, kita tidak saja mampu menuangkan artian atau terjemahan semata namun yang terpenting adalah kita harus mampu menghadirkan hasil terjemahan yang real mengimplementasikan ide-ide penulis.


Lingkup dan Pentingnya Terjemahan Bagi Siswa Sekolah
Terjemahan adalah kesatuan dari sebuah aktivitas manusia yang memungkinkan manusia untuk merubah ide-ide dan pemikiran yang erat kaitanya dengan pengunaan bahasa yang berbeda. Al Wassety(2001) melihat penomena terjemahan sebagai pembentukan aliran dari sebuah penomena bahasa. Enani (1997) menambahkan bahwa terjemahan adalah ilmu moderen yang tidak lepas dari cakupan Ilmu filosopi, Linguistik, Psikologi, dan Sosiologi.

Terjemahan adalah sebuah pekerjaaan yang rumit dimana pekerjaan ini belum tentu mudah disekalisaikan dalam aturan secara scientifik saja, terjemahan lebih mengarah ke seni subjektif, khusunya yang menyangkut hal-hal yang sifatnya konseptual dan hanya mampu dijelaskan dengan istilah-istlah tertentu yang tentu saja telah diterima secara umum oleh kebanyakan orang. Intinya terjemahan adalah sebuah ilmu, ketrampilan, dan sebuah seni.

Ini dikatakan sebagai sebuah Ilmu dimana terjemahan itu mampu menggabungkan kepentingan struktur pengetahuan yang lengkap serta menyatukan dua bahasa berbeda menjadi satu. Dikatakan sebagai ketrampilan karena ditopang oleh kemampuan seorang penerjemah dalam menyelesaikan segala kesulitan dan kemapuannya untuk menyediakan sesuatu terjemahan yang tidak memiliki keseimbangan dengan bahasa target.

Terjemahan dikatakan sebagai Seni karena ini menuntut kemampuan artistik untuk lebih terbiasa dengan teks sesungguhnya dalam upaya untuk membentuk atau menghasilkan sebuah produk terjemahan bagi pembaca yang mungkin kurang paham dengan bahasa originalnya. Dalam terjemahan, kaya akan kosakata, pemahaman budaya yang mendalam, dan visi yang dimiliki siswa dapat memberikan pengaruh yang signifikan bagi seorang siswa. Massoud (1988) membagi beberapa kriteria untuk terjemahan yang bagus, diantaranya: sebuah terjemahn harus mudah dipahami, jelas dan tidak rancu, idiomatik, dan tentunya sebisa mungkin menampilkan makna asli dari teks yang diterjemahkan.

Kendala Dalam Terjemahan
Permasalahan dalam terjemahan dapat dibagi menjadi: Problem Lingiustik dan Problem Budaya. Problem Linguistik mencakup perbedaaan tata bahasa, kosakata-kosakata yang berbeda, dan makna masing-masing kosakata; Problem budaya: berkaitan dengan bentuk situasi yang berbeda. Budaya merupakan masalah utama yang menjadi kendala utama yang dihadapi oleh kebanyakan orang. Literatur yang kurang tepat dalam penyokong tugas penerjemahan akan memberikan konsep yang salah mengenai bahasa yang sebenarnya. Sehingga Fionty (2001) menilai bahwa terjemahan yang buruk adalah yang merubah keseluruhan makna dari teks originalnya serta mengkesampinghkan referensi-refensi budaya dari bahasa original tsb.

Tugas dalam menerjemahkan
Seorang dalam menerjemahkan sebuah teks dihadapi oleh kemampuannya mengolah teks-teks yang diterjemahkan kedalam bahasa target. menerjemahkan tidak saja mampu menuangkan artian atau terjemahan semata namun point utama yang tak terlupakan adalah dia harus mampu hadirkan hasil terjemahannya secara terurai yang mengimplementasikan ide-ide real penulis tsb dan menganalisa pesan-pesan utama dalam teks terjemahannya, serta meyimpulkannya kedalam elemen-elemen yang lebih simpel dan tersrtuktur dengan jelas, untuk kemudian mentransformasikannya kedalam bahasa target yang tentu saja sesuai dengan apa yang dinginkan para pembaca atau siswa yang dalam tujuan untuk memperoleh manfaat dari hasil terjemahannya, tentunya sebuah Informasi yang tepat.

Ketrampilan-kertampilan yang harus dimilki Para Siswa
Untuk mempemudah para pemula dalam menerjemahkan sebuah teks bahasa Inggris, kita harus memilki ketrampilan-ketrampilan sebagai berikut: pemahaman bacaan/ membaca secara mendalam, kemapuan mencari, kemapuan menganalisa, dan kemampuan dalam menyusun.

Membaca teks secara mendalam
Fase pertama bagi para pemula dalam mencoba menterjemahkan adalah proses membaca teks. Kegiatan membaca mengarah kepada kemampuan kompetensi psikologi, karena ini berterkaitan dengan sistem perseptif. Saat kita membaca kita tidak menyimpan kata di otak kita. Membaca suatu teks terjemahan secara mendalam dapat memberikan kejelasan ide-ide yang terkandung dalam teks tsb.

Kemampuan Mencari
Enani(2002) menyarankan kepada para pemula jika tidak mengetahui arti sebuah kata, gunakan kamus untuk mencari jawabannya. Kamus yang digunakan bisa saja: kamus dua bahasa, kamus tentang sejarah dasar, kamus bahasa Inggris terbaru, kamus istilah, dan kamus khusus( kamus-kamus tentang common error, pengunaan istilah-istilah, kamus slang, kamus- kamus tehnikal) dll.

Kemampuan Menganalisa
Teks yang telah diterjemahkan harus dianalisa kembali hasilnya sehingga finished productnya tidak menyimpang dari ide-ide pokok yang dijabarkan dalam teks originalnya. Antara teks yang telah diterjemahkan harus tetap memiliki keterkaitan padu yang tentu saja tidak terpecah-pecah dan jauh dari ide utama dari pesan original teks tsb. Selalu upayakan menganalisa ide-ide awal dan akhir dari ide-ide teks, analisa ketercocokan makna dari teks, analisa struktur dari bahasa target sehingga bisa menghasilkan terjemahan yang terbaik.

Kemampuan Menyusun
Langkah terakhir adalah menyusun hasil terjemahan yang telah dianalisa kedalam kajian yang lebih sempurna atau finished formnya. Dalam proses penyusunan terjemahan itu kita telah yakin bahwa ide-ide yang terkandung dalam teks originalnya telah ditrasformasikan kedalam bahasa targetnya.

Problem yang dihadapi kebanyakan orang dalam menterjemahkan sebuah teks bahasa Inggris dikarenakan lemahnya penguasaan kosakata, minat membaca yang kurang, terlebih-lebih membaca teks-teks yang berbahasa Inggris. Pengalaman saya sebagai guru Bahasa Inggris memberikan titik terang bahwa para siswa didik kita ini menterjemahkan teks atau kalimat-kalimat bahasa inggris ini cendrung mengarah ke translate by one word yang akhirnya waktu yang dibutuhkan lebih lama dan makna atau ide-ide yang tersimpan dalam teks tersebut terpecah-pecah dan tidak coherence dengan ide yang terkandung dalam original teksnya. Maka melaui media tulisan ini saya menawarkan solusi simpel yang bisa mempermudah para siswa dalam melakukan penerjemahan sebuah teks yanitu berusaha untuk tidak mengambil cara terjemaham one word tapi usahakan satu atau dua word yang telah diketahui maknanya dapat dijadikan acuan membuat kesimpulan arti atau makna yang tersimpan dari teks tsb.Harapan saya semoga artikel ini bisa memberikan sumbangsih positif bagi kita semua dalam menghadapi problem menterjemahkan teks yang berbahasa Inggris.

TOP TEN GRAMMAR MISTAKES

Foreigners English are often judged on how well they write. One way to help us become a good writer is to teach ourselves to avoid the top ten grammar mistakes that we always face.

1. Starting sentences with "And." It is all right to start a sentence with "And" occasionally, but some children do it constantly. Limit your young writer to two or fewer "Ands" at the beginning of sentences in each essay.
Wrong: I went roller-skating with my friends. And then we went out for pizza. And then we went home.
Right: I went roller-skating with my friends. Then we went out for pizza. Then we went home.

2. Using casual speech in an essay, such as words like "wanna," "gonna," and "should of."
Wrong: We wanna buy new CDs on Saturday.
Right: We want to buy new CDs on Saturday.

Wrong: My cousin is gonna graduate with top honors.
Right: My cousin is going to graduate with top honors.

Wrong: They should of studied harder for the test.
Right: They should have studied harder for the test.

3. Misunderstanding apostrophes used with singular and plural nouns.
Wrong: These are my sisters' books.
Right: These are my sister's books.

Wrong: This is my parent's house.
Right: This is my parents' house.

4. Creating run-on sentences. Divide into separate sentences or use semi-colons to connect two complete sentences.
Wrong: Summer is my favorite time of year because I can play with my friends and go to the mall and stay out later than during the school year because it doesn't get dark so early like when school is on.
Right: Summer is my favorite time of year. I can play with my friends, go to the mall, and stay out later. During the school year, it gets dark so early that I have to go home.

Wrong: I enjoy lots of different foods like hamburgers and sodas and fried chicken so I choose them when we go out to eat.
Right: I enjoy lots of different foods, like hamburgers, sodas, and fried chicken; I choose them when we go out to eat.

5. Confusing "its" and "it's."
Wrong: Its a beautiful day.
Right: It's a beautiful day.
Explanation: The correct answer uses "it's" because, in this sentence, "it's" means "it is." "It's" is a contraction of "it is."

Wrong: I worried about the dog because it's paw was hurt.
Right: I worried about the dog because its paw was hurt.

6. Misconnecting verbs.
Wrong: We should try and play together.
Right: We should try to play together.
Explanation: The correct answer replaces the word 'and' with 'to,' which properly connects the verbs.

7. Confusing "then" and "than."
Wrong: He is taller then I am.
Right: He is taller than I am.
Explanation: Use the word "than" to indicate a comparison between two things. The word "then" refers to time.

8. Confusing "there," "their," and "they're."
Wrong: We want to play over their.
Right: We want to play over there.
Explanation: Use the word "there" to indicate a location.

Wrong: They are riding they're bicycles.
Right: They are riding their bicycles.
Explanation: Use the word "their" to indicate possession.

Wrong: Their going to the movies today.
Right: They're going to the movies today.
Explanation: Use the word "they're," a contraction, when you mean "they are."

9. Mixing singular and plural subjects in one sentence.
Wrong: I helped my friend with their homework.
Right: I helped my friend with his (or her) homework.
Explanation: "My friend" is a single person, so it is incorrect to say "their homework." "Their" refers to more than one person.

10. Mixing up "your" and "you're."
Wrong: He's going to you're party
Right: He's going to your party.

Wrong: Your going to his party.
Right: You're going to his party.

Conclusion
To help non-native English become better writers, we or a tutor should work with to avoid the top ten grammar mistakes. If we have concerns about our ability's progress in writing, we have speak to our teacher to discuss progress and activities we can work on at home.

by. Ann Bowers in Articlesnatch.com and it was modified