"HUDA"
Huda is a teenager who was born from a poor family . As a child , Huda often do not receive food rations due to the economic conditions of a very poor family . While his friends buy snacks dikantin school , Huda just sitting in class or playing in the park during recess .
Despite the very poor condition , but this teen never despair . Huda remain excited about the future , it is reflected in her enthusiasm and persistence in learning . Huda is the figure of a very diligent student , and often helps her friends who have difficulty understanding the material in the school curriculum .
It's not easy for a teenager who still lack experience and do not have a connection like Huda . However , he is still trying to build a better future with a lot more reading , try something new , and do not know the despair though he continued complicated by financial conditions .
at the age of 17 years during which time he had just graduated from high school this late teens then focus on finding a job . All his friends went to college education , but it is increasingly motivated him to do more so that it can maximize the results of studying of his own sweat .
A month later Huda finally accepted to work in a private company . Receives salary is very low at the beginning of her work. As time goes by exactly five months after he worked in the company Huda get a raise exactly $ 4 million per month .
The salary is not easy to come by an employee armed with only a high school education the end , and because of his persistence in working it can make a significant contribution to the company so that the company's management does not mind to give high salaries to these teens .
Huda partial salary money allocated for family empowerment . While the rest saved for college education costs later . Huda successful in pleasing their families both in terms of personality and material .
One year later Huda official entry into public universities . Huda majored in business management . Consideration of a number of factors this teenager finally decided to stop work from his company . He decided to look for a new job for the sake of his career .
It did not take long for Huda to find a new job , of course, work in a larger company and high-paying . With a student status as well as its employees Huda at a reputable company . Huda in the company are given a monthly salary of 7 million every month .
Day after day went by , and life is getting better Huda even much better . It is none other than due diligence so that could be a successful teenager.
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POSTINGAN 1
I raise my arms and feel silence press into the hall
behind me. The concentration on the faces seated before me is palpable, an energy I could touch if I dared move my hand.
Eighty breaths are held as one. Time stands still. I flick my baton, bring it
down with a sweep of anticipation to tap the wellspring that lies at the bottom
of the arc.
Sound flows. I work the air with the
baton and the sound swells. It pours off the stage into the audience where it
is soaked up by those who are parched with worries, thirsty for comfort. I mold
the sound with my arms, my body sways. My toes push my heels off the platform.
I weave the sound, stroke it, cajole it. I yank it and jerk it until it ceases
to be air vibrating against string and shuddering brass. It is no longer
frequency and decibel. It no longer belongs to words like “harmony” and
“counterpoint”. Once it passes through my arms, it becomes more than any word
can contain.
The
sound unfolds differently within each listener. Some become drenched in memory,
some swim as peacefully as in the womb. Some struggle and weep. Some find joy
in the sound’s creation and peer past the transformation of my weaving onto the
stage, hoping for a glimpse of genesis.
And then I begin to tell the stories.
My baton calls to the strings. Tears
spring forth and spill off the stage to join the deluge. Mothers cry and Angels
weep.
The drums are summoned. War marches
through the hall and the cry of battle echoes from balcony to balcony.
The horns answer. A hero rises! Evil is
defeated. Love conquers.
Flutes and oboes rejoice. All of nature
sings.
My
arms tire and the flow ebbs to a trickle. I look to the faces before me, and
together we reach into the depths of creation to wring out every last ounce of
sound. With a final, excruciating sweep, I bring the baton to rest. It hovers,
motionless, before the orchestra. Eighty breaths are held as one. Time stands
still.
I drop my arms.
The dry silence lingers for a moment.
Then one drop of sound plops onto the stage, splashed from a pair of hands near
the front row. Then another. Then a dozen, then thousands of hundreds of
raindrops bathe us in applause. The hall rumbles with the thunder of approval.
I bow into the gale, then wave the orchestra to its feet. My cheeks are wet. My
eyes are damp. I bow again.
“Mom!
When’s supper going to be ready?!”
I hastily wipe my eyes as my cozy
kitchen reappears around me. The spaghetti is bubbling on the stovetop and
steam rises all the way to the vent in a misty column.
“10 minutes. Go wash up!” I yell back.
The bread is almost ready and I need to set the table.
Still humming, I turn off the iPod.
B. INGGRIS (POSTINGAN KE 2)
1. VERB
PHRASE
A phrase
is a group of words that forms a unit simpler than a sentence. Unlike a
sentence, or clause, a phrase does not contain both a subject and a finite
(conjugated) verb. When building sentences, we use many types of phrases. This
article focuses on verb phrases.
What
is a verb phrase?
In grammar, a verb phrase is a verb of more than one
word. It includes one or more helping (or auxiliary) verbs and one main verb:
can see [helping
verb can + main verb see]
would have sent [helping verbs would + have + main verb send]
may have been planning [helping verbs may + have + be + main verb plan]
would have sent [helping verbs would + have + main verb send]
may have been planning [helping verbs may + have + be + main verb plan]
What
does a main verb do?
The main verb expresses the chief idea in the verb
phrase. The other verbs are there only to help it.
The main verb is always the last verb in the phrase.
Often its form changes, as in the last two examples, in
which send becomes sent and plan becomes planning.
(Tip: After the helping verbs have and be, the form of the main verb almost always changes.)
(Tip: After the helping verbs have and be, the form of the main verb almost always changes.)
What
does a helping verb do?
A helping (or auxiliary) verb, which is placed in front
of a main verb, helps it to express different ideas. There are only a small
number of helping verbs. They are divided into two types: primary and
modal.
Primary
There are three primary helping
verbs: be, do and have. Note that these verbs have
different forms:
be, am, is, are, was, were, been, being
do, does, did
have, has, had
do, does, did
have, has, had
In addition to acting as helping
verbs, be, do and have can occur alone as main verbs:
I was at the arcade. [was is a main verb]
I was working at the arcade. [was is a helping verb; working is the main verb]
I was working at the arcade. [was is a helping verb; working is the main verb]
Lars often did the cooking. [did is
a main verb]
Lars did not mind cooking . [did is a helping verb; mind is the main verb]
Lars did not mind cooking . [did is a helping verb; mind is the main verb]
Alex and Cara have the keys. [have is a main verb]
Alex and Cara have gone. [have is a helping verb; gone is the main verb]
Alex and Cara have gone. [have is a helping verb; gone is the main verb]
Modal
There are 10 principal modal verbs:
can, could
shall, should
will, would
may, might
must
ought [+ to + main verb]
shall, should
will, would
may, might
must
ought [+ to + main verb]
Unlike the primary helping verbs, modal verbs do not
change their form to agree with different subjects. For
example, can does not change no matter what subject it follows:
I can go
you can go
he can go
we can go
they can go
you can go
he can go
we can go
they can go
After most of the modal verbs, the main verb is in its
base form (the form in which it is listed in the dictionary):
can go [can +
base form go]
The one exception is ought, which is followed
by to and the base form of the main verb:
ought to go [ought + to +
base form go]
The modal verbs must be used together with a main verb.
They occur alone only when the main verb is left understood, usually to avoid
repetition:
"Who can tell me the answer?"
"I can!" [= I can tell you the answer]
"I can!" [= I can tell you the answer]
Why do we need helping verbs?
We use helping verbs
to change the tense of a verb:
am hoping [present progressive]
have finished [present perfect]
will go [simple future]
will have been working [future perfect progressive]
have finished [present perfect]
will go [simple future]
will have been working [future perfect progressive]
to ask a question:
Do I have the wrong number?
Does Sven know Marta's password?
Did you forget to walk the dog?
Does Sven know Marta's password?
Did you forget to walk the dog?
to create emphasis:
Rivka does plan to attend, after all.
We do need a new couch, no matter what you think!
I did walk the dog.
We do need a new couch, no matter what you think!
I did walk the dog.
to form a negative verb:
The children did not (or didn't) see the
end of the hockey game.
We have not (or haven't) finished yet.
Please do not (or don't) open this window.
The mail will not (or won't) go out until tomorrow.
We have not (or haven't) finished yet.
Please do not (or don't) open this window.
The mail will not (or won't) go out until tomorrow.
Note: Adverbs (such as the adverb not or
its contraction n't) often appear in the middle of a verb phrase—but they
are not verbs. They modify the verb phrase but are not part of it.
to form the passive voice (with be as the
only, or the last, helping verb):
were introduced
have been elected
is being organized
will be held
would have been hired
have been elected
is being organized
will be held
would have been hired
to add an idea:
must read [necessity]
can read [ability]
can read, may read [permission]
could read, may read, might read [possibility]
ought to read, should read [advisability]
can read [ability]
can read, may read [permission]
could read, may read, might read [possibility]
ought to read, should read [advisability]
Example :
1.
He was smoking.- After she had
learned to drive, Alice felt more independent.
2.
We will meet at the library at 3:30
p.m.
3.
Henry made my coach very proud.
4.
Yankee batters hit the ball to
win their first World Series since 2000.
5.
Mary saw the man through the
window.`
2. TENSES
It's
all about time. Things can happen now, in the future or in the past. The tenses
simply show the time of an action or state of being as shown by a verb. The
verb ending is changed (conjugated) to show what time it is referring to. Time
can be split into three periods The Present (what you are doing), The Past (what you did) and The Future (what you are going to do, or hope /
plan to do ). The tenses we use to show what time we are talking about are
split into the Simple, Continuous andPerfect tenses. In English we use two tenses
to talk about the present and six tenses to talk about the past. There are
several ways to talk about the future some of which use the present tenses,
these are:
|
Present
|
|
|
Past
|
|
|
Future
|
|
The
simple tenses are used to show permanent characteristics of people and events
or what happens regularly, habitually or in a single completed action.
The
continuous tenses are used when talking about a particular point in time.
Sometimes
you need to give just a little bit more information about an action or
state...and that is where the perfect tenses come in.
The perfect tenses are used when an action
or situation in the present is linked to a moment in the past. It is often used
to show things that have happened up to now but aren't finished yet or to emphasize
that something happened but is not true anymore. When they end determines which
of them you use.
Perfect tenses are never used when we say
when something happened i.e. yesterday, last year etc. but can be used when
discussing the duration of something i.e. often, for, always, since etc..
The Future Tenses
Discussing
the future in English can seem complicated.The present simple, present continuous, present perfect simple and the
present perfect continuous can all
be used and often it is possible to use more than one structure, but have the
same mean
1.
Present Tenses
-
Simple present
tense
Example : I study for two hours every day
-
Present
continuous tense
Example : Budi is driving his new red car
-
Present perfect
tense
Example : I have read the book
-
Present perfect
continuous tense
Example : I have been writing with y
computer all night long
2.
Past Tenses
-
Simple past
tense
Example : Budi went to the library three
days ago
-
Past continuous
tense
Example : I was riding bicycle
-
Past perfect
tense
Example : Riri had been singing
-
Past perfect
continuous tense
Example : my brother had slept before
father came home
3.
Future Tenses
-
Simple future
tense
Example : I will go to Jakarta
-
Future
continuous tense
Example : I will be shopping in Tanah
abang
-
Future perfect
continuous tense
Example : The bos will habe been playing
golf for 2 hours
4.
Past Future
Tenses
-
Past future
tense
Example : If I found his wallet, I would
give it back to him
-
Past future
continuous tense
Example : If I could go home, I am staying
with my wife
-
Past future
perfect tense
Example : If I could fly, I had crossed
the sea
-
Past future
perfect continuous tense
Example : If you studied hard, you had
been controlling the world
3. Singular and Plural
Different
languages have different ways of expressing the difference between singular and
plural nouns. Understanding the difference between plural and singular nouns is
an important part of learning and using the English language. If used
incorrectly, you can easily miscommunicate even the most obvious of details.
The difference between the two types is equally important whether the language
is being spoken or written.
The primary difference between plural and singular nouns is that the latter indicates a single unit of the noun while the former represents multiple units. It's important to make the distinction between the two tenses because shared characteristics in nouns will otherwise go unnoticed. The plural form of nouns can commonly be confused with the possessive version of a noun, which indicates ownership. Possessive nouns often contain an apostrophe while plural nouns do not.
The primary difference between plural and singular nouns is that the latter indicates a single unit of the noun while the former represents multiple units. It's important to make the distinction between the two tenses because shared characteristics in nouns will otherwise go unnoticed. The plural form of nouns can commonly be confused with the possessive version of a noun, which indicates ownership. Possessive nouns often contain an apostrophe while plural nouns do not.
The
majority of nouns in the English language can be transformed from singular to
plural simply by adding an "s" to the word's end; for example, there
is one car, but if another arrives, there are two cars. Words that end in the
letters "s", "-ch", "x", or "s"-like
sounds become plural by adding "es" to the end. For example, oxygen
is not one gas, but a combination of gases. Not all words adhere to these
principles, though, as some nouns take on different forms when they become
plura.
When we are talking about two or more people, animals, places or
things, we have to make the countable nouns plural.
Plural nouns usually end in s.
|
Singular
|
Plural
|
|
lamp
|
lamps
|
|
worker
|
workers
|
|
hawk
|
hawks
|
|
place
|
places
|
|
rope
|
ropes
|
hen the last letters of singular nouns
are ch, sh, s or x, you usually
add es to form the
plural. Some exceptions are stomach and monarch where you add sinstead of es. This is because the ch in these words sounds like k.
|
Singular
|
Plural
|
|
arch
|
arches
|
|
branch
|
branches
|
|
brush
|
brushes
|
|
flash
|
flashes
|
|
bus
|
buses
|
|
address
|
addresses
|
|
box
|
boxes
|
|
fox
|
foxeis
|
|
stomach
|
stomachs
|
|
monarch
|
monarchs
|
Example :
1.
I have three children (plural)
2.
My dog likes to eat meat
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