cinta terus berlari,
cinta terus dikejar,
cinta tak berhenti,
cinta melihat kedepan,
cinta tak menengok kebelakang,
cinta berjalan lurus,
cinta tak mengambil jalan belok,
cinta tak pernah lelah mengambil jalan,
sebab cinta melahirkan kekuatan …

Bintang yang terang
sinarmu sungguh indah
keindahanmu mengingatkan aku
pada seseorang…………
dimana aku sangat merindukannya
malam yang begitu sunyi……….
mengapa dia tak hadir untuk menemaniku
angin yang berhembus dengan kencang……….
Tuhan sampaikan salam ku padanya
bahwa aku sangat merindukannya
kuingin dia selalu mencintaiku
dimanapun dia melangkah..

jenis jenis english text

NARRATIVE
Purpose: To amuse/entertain the readers and to tell a story

Generic Structure:
1. Orientation
2. Complication
3. Resolution
4. Reorientation

Dominant Language Features:
1. Using Past Tense
2. Using action verb
3. Chronologically arranged

RECOUNT
Purpose: to retell something that happened in the past and to tell a series of past event

Generic Structure:
1. Orientation
2. Event(s)
3. Reorientation

Dominant Language Features:
1. Using Past Tense
2. Using action verb
3. Using adjectives
Narrative and recount in some ways are similar. Both are telling something in the past so narrative and recount usually apply PAST TENSE; whether Simple Past Tense, Simple Past Continuous Tense, or Past Perfect Tense. The ways narrative and recount told are in chronological order using time or place. Commonly narrative text is found in story book; myth, fable, folklore, etc while recount text is found in biography.
The thing that makes narrative and recount different is the structure in which they are constructed. Narrative uses conflicts among the participants whether natural conflict, social conflict or psychological conflict. In some ways narrative text combines all these conflicts. In the contrary, we do not find these conflicts inside recount text. Recount applies series of event as the basic structure

DESCRIPTIVE
Purpose: to describe a particular person, place or thing in detail.

Dominant Generic Structure:
1. Identification
2. Description

Language Features:
1. Using Simple Present Tense
2. Using action verb
3. Using adverb
4. Using special technical terms


REPORT
Purpose: to presents information about something, as it is.

Generic Structure
1. General classification
2. Description

Dominant Language Feature
1. Introducing group or general aspect
2. Using conditional logical connection
3. Using Simple Present Tense

EXPLANATION
Purpose: To explain the processes involved in the formation or working of natural or socio-cultural phenomena.

Generic Structure:
1. General statement
2. Explanation
3. Closing

Dominant Language Features:
1. Using Simple Present Tense
2. Using action verbs
3. Using passive voice
4. Using noun phrase
5. Using adverbial phrase
6. Using technical terms
7. Using general and abstract noun
8. Using conjunction of time and cause-effect.

ANALYTICAL EXPOSITION
Purpose: To reveal the readers that something is the important case

Generic Structure:
1. Thesis
2. Arguments
3. Reiteration/Conclusion

Dominant Language Features:
1. Using modals
2. Using action verbs
3. Using thinking verbs
4. Using adverbs
5. Using adjective
6. Using technical terms
7. Using general and abstract noun
8. Using connectives/transition

HORTATORY EXPOSITION
Purpose: to persuade the readers that something should or should not be the case or be done

Generic Structure:
1. Thesis
2. Arguments
3. Recommendation

Dominant Language features:
1. Using Simple Present Tense
2. Using modals
3. Using action verbs
4. Using thinking verbs
5. Using adverbs
6. Using adjective
7. Using technical terms
8. Using general and abstract noun
9. Using connectives/transition
Then what is the basic difference between analytical and hortatory exposition. In simple word. Analytical is the answer of "How is/will" while hortatory is the answer of "How should". Analytical exposition will be best to describe "How will student do for his examination? The point is the important thing to do. But for the question" How should student do for his exam?" will be good to be answered with hortatory. It is to convince that the thing should be done

PROCEDURE
Purpose: to help readers how to do or make something completely

Generic Structure:
1. Goal/Aim
2. Materials/Equipments
3. Steps/Methods

Dominant Language Features:
1. Using Simple Present Tense
2. Using Imperatives sentence
3. Using adverb
4. Using technical terms

DISCUSSION
Purpose: to present information and opinions about issues in more one side of an issue (‘For/Pros’ and ‘Against/Cons’)
Generic Structure:
1. Issue
2. Arguments for and against
3. Conclusion
Dominant Language Features:
1. Using Simple Present Tense
2. Use of relating verb/to be
3. Using thinking verb
4. Using general and abstract noun
5. Using conjunction/transition
6. Using modality
7. Using adverb of manner

REVIEW
Purpose: to critique or evaluate an art work or event for a public audience

dominant Generic Structure:
1. Orientation
2. Evaluation
3. Interpretative Recount
4. Evaluation
5. Evaluative Summation

Dominant Language features:
1. Focus on specific participants
2. Using adjectives
3. Using long and complex clauses
4. Using metaphor

ANECDOTE
Purpose: to share with others an account of an unusual or amusing incident

Generic Structure:
1. Abstract
2. Orientation
3. Crisis
4. Reaction
5. Coda.

Dominant Language Features:
1. Using exclamations, rhetorical question or intensifiers
2. Using material process
3. Using temporal conjunctions

SPOOF
Purpose: to tell an event with a humorous twist and entertain the readers

Generic Structure:
1. Orientation
2. Event(s)
3. Twist

Dominant Language Features:
1. Using Past Tense
2. Using action verb
3. Using adverb
4. Chronologically arranged

NEWS ITEM
Purpose: to inform readers about events of the day which are considered newsworthy or important

Dominant Generic Structure:
1. Newsworthy event(s)
2. Background event(s)
3. Sources

Dominant Language Features:
1. Short, telegraphic information about story captured in headline
2. Using action verbs
3. Using saying verbs
4. Using adverbs : time, place and manner.

narrative text

One day a monkey wanted to cross a river. He saw a crocodile in the river, so he asked the crocodile to take him across the other side. The crocodile told the monkey to jump on its back. Then the crocodile swam down the river.
Now, the crocodile was very hungry, so when it was in the middle of the river, it stopped and said to the monkey, ”Monkey, my father is very sick. He must eat the heart of the monkey. Then he will be strong again.”
The monkey thought for a while. Then he told the crocodile to swim back to the river bank.
“What’s for?” asked the crocodile.
“Because I didn’t bring my heart with me,” said the monkey. “I left it under the tree, near some coconuts.”
So, the crocodile turned around and swam back to the bank of the river. As soon as they reached the river bank, the monkey jumped off the crocodile’s back and climbed up to the top of a tree.
“Where is your heart?” asked the crocodile.
“You are foolish,” the monkey said to the crocodile. “Now I am free and you have nothing.”
The monkey told the crocodile not to try to fool him again. The crocodile swam away, hungry.

kode etik guru

KODE ETIK GURU INDONESIA :
1. Guru berbakti membimbing anak didik seutuhnya untuk membentuk manusia
pembangun yang berjiwa Pancasila
2. Guru memiliki kejujuran Profesional dalam menerapkan Kurikulum sesuai
dengan kebutuhan anak didik masing –masing .
3. Guru mengadakan komunikasi terutama dalam memperoleh informasi tentang
anak didik , tetapi menghindarkan diri dari segala bentuk penyalahgunaan .
4. Guru menciptakan suasana kehidupan sekolah dan memelihara hubungan dengan
orang tua murid sebaik –baiknya bagi kepentingan anak didik
5. Guru memelihara hubungan dengan masyarakat disekitar sekolahnya maupun
masyarakat yang luas untuk kepentingan pendidikan .
6. Guru secara sendiri – sendiri dan atau bersama – sama berusaha mengembangkan
dan meningkatkan mutu Profesinya .
7. Guru menciptakan dan memelihara hubungan antara sesama guru baik
berdasarkan lingkungan maupun didalam hubungan keseluruhan .
8. Guru bersama –sama memelihara membina dan meningkatkan mutu Organisasi
Guru Profesional sebagai sarana pengapdiannya.
9. Guru melaksanakan segala ketentuan yang merupakan kebijaksanaan Pemerintah
dalam bidang Pendidikan

Reading poem

Ave Maria
by: Alfred Austin (1835-1913)




I

In the ages of Faith, before the day
When men were too proud to weep or pray,
There stood in a red-roofed Breton town
Snugly nestled 'twixt sea and down,
A chapel for simple souls to meet,
Nightly, and sing with voices sweet,
Ave, Maria!

II

There was an idiot, palsied, bleared,
With unkempt locks and a matted beard,
Hunched from the cradle, vacant-eyed,
And whose head kept rolling from side to side;
Yet who, when the sunset-glow grew dim,
Joined with the rest in the twilight hymn,
Ave Maria!

III

But when they up-got and wended home,
Those up the hillside, these to the foam,
He hobbled along in the narrowing dusk,
Like a thing that is only hull and husk;
On as he hobbled, chanting still,
Now to himself, now loud and shrill,
Ave Maria!

IV

When morning smiled on the smiling deep,
And the fisherman woke from dreamless sleep,
And ran up his sail, and trimmed his craft,
While his little ones leaped on the sand and laughed,
The senseless cripple would stand and stare,
Then suddenly holloa his wonted prayer,
Ave Maria!

V

Others might plough, and reap, and sow,
Delve in the sunshine, spin in snow,
Make sweet love in a shelter sweet,
Or trundle their dead in a winding sheet;
But he, through rapture, and pain, and wrong,
Kept singing his one monotonous song.
Ave Maria!

VI

When thunder growled from the ravelled wrack,
And ocean to welkin bellowed back,
And the lightning sprang from its cloudy sheath,
And tore through the forest with jagged teeth,
Then leaped and laughed o'er the havoc wreaked,
The idiot clapped with his hands, and shrieked,
Ave Maria!

VII

Children mocked, and mimicked his feet,
As he slouched or sidled along the street;
Maidens shrank as he passed them by,
And mothers with child eschewed his eye;
And half in pity, half scorn, the folk
Christened him, from the words he spoke,
Ave Maria!

IX

They stirred up the ashes between the dogs,
And warmed his limbs by the blazing logs,
Chafed his puckered and bloodless skin,
And strove to quiet his chattering chin;
But, ebbing with unreturning tide,
He kept on murmuring till he died,
Ave Maria!

X

Idiot, soulless, brute from birth,
He could not be buried in sacred earth;
So they laid him afar, apart, alone,
Without a cross, or turf, or stone,
Senseless clay unto senseless clay,
To which none ever came nigh to say,
Ave Maria!

XI

When the meads grew saffron, the hawthorn white,
And the lark bore his music out of sight,
And the swallow outraced the racing wave,
Up from the lonely, outcast grave
Sprouted a lily, straight and high,
Such as She bears to whom men cry,
Ave Maria!

XII

None had planted it, no one knew
How it had come there, why it grew;
Grew up strong, till its stately stem
Was crowned with a snow-white diadem--
One pure lily, round which, behold!
Was written by God in veins of gold,
"Ave Maria!"

XIII

Over the lily they built a shrine,
Where are mingled the mystic bread and wine;
Shrine you may see in the little town
That is snugly nestled 'twixt deep and down.
Through the Breton land it hath wondrous fame,
And it bears the unshriven idiot's name,
Ave Maria!

XIV

Hunchbacked, gibbering, blear-eyed, halt,
From forehead to footstep one foul fault,
Crazy, contorted, mindless-born,
The gentle's pity, the cruel's scorn,
Who shall bar you the gates of Day,
So you have simple faith to say,
Ave Maria?

Adjective phrase

ADJECTIVE PHRASES

K. Hanson

Adjective clauses can be reduced to adjective phrases under certain grammatical conditions.  In the examples below, you will see a noun modified by an adjective clause and then an example of the same noun modified by the shorter adjective phrase.  The red dots indicate that the main clause is incomplete as you are focusing only on clause-to-phrase reduction in these examples.  For such reductions to occur, the relative pronoun must be a subject pronoun in all cases.

Grammatical Condition	Clause	Phrase
Verb in adjective clause is an active verb	People who live in large cities...	people living in large cities...
Verb in adjective clause is progressive	Students who are studying at urban campuses...	Students studying at urban campuses...
Verb in adjective clause is passive	Children who are born with congenital heart disease...	Children born with congenital heart disease... (the preferred style)
Adj. clause has the verb be + adjective + infinitive complement	Children who are most likely to recover from serious illness...	Children most likely to recover from serious illness...
Adj. clause has another name for the modified noun (an appositive)	Dr. Francisco Ramirez, who is chief pediatric surgeon at Children's Hospital,...	Dr. Francisco Ramirez, chief pediatric surgeon at Children's Hospital,... the appositive phrase is preferred style and is non-restrictive.