Archive for 2014
THE
CORRELATION OF VOCABULARY MASTERY ON STUDENTS READING COMPREHENSION IN VII
GRADE AT SMPN 2 PRAMBON
 |
By :
NIGKA
FATIMATUS SHOLEKAH
NPM : 11.1.01.08.0138
ENGLISH
DEPARTMENT
OF
UNIVERSITY
NUSANTARA PGRI KEDIRI
2013
CHAPTER
I
INTRODUCTION
A. Background of the problem
Language is the tool or way to
communicated with others. Communication is the method how we can express our feeling and our meaning
with using some sign. To expressed or to exchange texts, which the text based
on the situation and based on the meaning. As Prof. DR.Kem Soekemi, M.A. in his
book “Semantik : A Work Book” states that :
“Language can be regarded as a communication system that relates
something to be communicated with something that communicates, a message
(signified) on the one hand with a set of sign or symbols on the other. There
are other communication system, but all of them are much simpler than language.
For instance, traffic light use colours and colours combination to instruct
drivers to be ready, to go, or to stop.”
Moreover, Lim Kiat Boey in his
book entitled “ An Introduction to Linguistic for the Language Teacher “
(1975:3), states that :
“Language is social phenomenon. It is a means of communication
between individuals. It also brings them into relationship with their
environtment. Language is therefore socially learned behaviour, a skill that is
acquired as we grew up in society.”
In
Indonesia, English became a foreign language in the party citizent. But, in
much people in a row globalization era, used
English in their daily activity. Students from kindergarden up to university
learn English, even some of kindergardens required the students to speak
English when at the class. Not only that, much of people used English in their daily
activity, although some of them did not know the real meaning of that words. In
the simplest example is: people said “sorry” if their had mistakes, people said
“bye” if they separated with anothers, people used English in their shop names,
people used “tailor” to given knew the others that he/she is a tailor, etc.
According to that, English is an international language that used by almost all
coutries in the world to communicate with the others and now, it is adopted on
the subject at schools. Brumfit (1981: 1) states that English is an
international language and the most widespread medium of communication, both
because of the number and geographical areas of its speakers and the large
number of non native speakers who use it for part of their international
contact. Thus it is not surprisingly that English role is getting more and more
important in our life. In Indonesian schools it was included as foreign
language learning in the curriculums, it was began from primary school until at
the university. People believe that foreign language will be very useful for
develop the countries in globalization era. To support this condition and build
English as foreign language to indonesian students, English teacher should be
able to use the effective technique, method, and approach in learning procces.
In English learning, the students should be able to master four language skill.
They are Listening, Speaking, Reading and Writing. But not only that, to become
master in english language they need some other aspect, one of them is
vocabulary.
Vocabulary is one of important
aspect in mastering foreign language. Poor vocabulary is one of the problem the
for learners, it will caused them have a
difficulties to understand and difficulties to became master of the basic
skills like listening, speaking, reading, and writing as the main skills of
English. So that, they must enriching their vocabulary to solve this problem. Learning, as
a language based activity, is fundamentally and profoundly dependent on
vocabulary knowledge. Learners must have access to the meanings of words that
teachers, or their surrogates (e.g., other adults, books, films, etc.), use to
guide them into contemplating known concepts in novel ways (i.e. to learn
something new). (Baker, Simmons, & Kame'enui, 1998) .
According to H. G. Tarigan, "Kualitas keterampilan berbahasa seseorang jelas
tergantung pada kuantitas dan kualitas yang dimilikinya maka semakin besar
kosakata yang kita miliki maka semakin besar pula kemungkinan kita terampil
berbahasa".
Mastering
vocabulary is the ability to get or receive a lot of words. By having and
mastering vocabulary we will understand and able to communicate with other
person clearly. It also can helps to avoid making mistakes in
understanding/decrease any misscommunication.
Some people belive that reading is
one of the way to enriching vocabulary. When we are reading, we will find some
new word, we can predict the meaning by look based on the context, sometimes
our predicting are correct. Reading comprehension is very important thing for
learning process at school especially for reader. When they are learning some
subject such as Math, Chemist, Physic and English, and they must read the
instruction or the material with understandingful in order to they can do the
instruction or the questions. That is the little prove that reading is not
activity of reading, but you must understand what is you read. So why, some
people must to read in several times to sure their comprehension of their
reading. Research findings in applied linguistics and reading research
consistently show a strong correlation between reading comprehension
proficiency and academic success at all ages, from the primary school right
through to university level: “students who read a lot and who understand
what they read usually attain good grades." Pretorius, E.
Educational
researchers have also found a strong correlation between reading comprehension
and vocabulary knowledge. In other words, students who have a large vocabulary
are usually good readers (good comprehension in reading). This is not very
surprising, since the best way to acquire a large vocabulary is to read
extensively, and if you read extensively you are likely to be or become a good
reader. Reading and vocabulary are both important concepts within any written
language, and they typically develop together for learners. Reading and
vocabulary are connected as a process of learning and expanding on ideas.
Based
on the information above, the reasearcher wants giving evidence that, there are
correlation between vocabulary mastery on students reading comprehension at VII
grade at SMPN 2 PRAMBON.
Download here
The Legend Of Banyuwangi
(a story from east java)
A long time ago, the island of java was ruled by a king. The King had a Loyal Prime Minister whose name was Sidapaksa. This is a story about the prime minister. Sidapaksa's wife was beautiful. he loved her very much. But his mother did not like her.
One
day,Sidapaksa's mother asked the King to send her son to a faraway
place. She though while his son was away, she had a chance to get rid of
his wife. Of course, she did not tell the King about it.The
King agreed with her. So he gave Sidapaksa a task. "Go to Mount Ijen.
There grows a flower that can keep a woman beautiful. Get the flower for
the Queen," says the King.Sidapaksa went home sadly. He told his wife about the task.
"I cannot leave you alone. Soon you will give birth to our child," Sidapaksa answered."Don't worry about me. I can take care of my self."
"I cannot leave you alone. Soon you will give birth to our child," Sidapaksa answered."Don't worry about me. I can take care of my self."
The next day, sidapaksa left for Mount Ijen. It was a long and hard journey. A few days after Sidapaksa left, his wife gave birth to a handsome baby boy. She was very proud of the baby.
One day, Sidapaksa's wife went to the spring. The wicked woman took the baby away. She threw the baby to a river.Sidapaksa's wife was shocked when she could not find her baby. "Where is my baby?" she cried.She
searched for her son. But she could not find him. Finally she fell sick
because she did not eat or drink. She grew thin and weak day after day.After two years, Sidapaksa came home. He could not wait to see his wife and child.His
mother saw him at the gate. She said to him,"My son, your wife is
wicked woman. She killed her own baby. She killed your son. She threw
you son to the river."Sidapaksa was very angry to hear it. He
dit not believe in anything his wife said. He was very angry that he
would kill his wife.Sadly his wife said, "I'm very sad because you dont believe me. You don't have to kill me. Because I will die soon."Then
she ran to a river nearby. Before the current of the river took her
away, she said, " my dear husband, if the fragrant smell comes out of
this river, then I'm innocent."A miracle happened. From the
river, there came out some fragrant smell. At the center of the river
came out two beautiful flowers. A big flower and a small one. The small
flower said, "Father, I'm your son. My mother is innocent. It was
grandmother who threw me tothe river."Sidapaksa cried loudly. He
regreted what he had done to his wife. But it was too late. His wife
and child turned into two flowers.The smelly and dirty river
turned into clear and sweet smelled one. In javanese, It's called
banyuwangi. It means fragrant river. The land around the fragrant river
is now known as Banyuwangi, a town in East Java.
https://www.folktalesindonesia.com
TIMUN EMAS (GOLDEN CUCUMBER)
Once upon a time, there was a widow who lived alone. Because there was no one on her side, she felt lonely and dreamed of the presence of a child. In the same village, there lived a giant. Knowing her uneasiness, the giant offered his help by giving a child, on condition that when the child is 6 year old, it must be returned to the giant to become his meal. Because of her strong desire to have a child, the widow agreed with the od condition. The giant then gave her a cucumber seed to be planted at the widow's lawn.
Two weeks passed and the cucumber started to bear fruits, and there was one which was large and shined like gold. The widow picked the large cucumber and splitted it carefully and it appeared that there was a cute baby girl inside. How happy the widow was, and the baby was named Timun Emas.
Times passed so fast, 6 years ws Timun Emas' age now. At this age she became a beautiful and clever child. The giant came to the widow to fulfill her promise, but she loved her child and didn't want to lose her child. She asked the giant to come back two years later, told him that Timun Emas would be bigger and more appetiziting to eat then. The giant agreed.
Two years passed, the time had come for the widow to let the giant have Timun Emas. The widow loved her child too much. She didn't want her child to become the giant's meal. Yet, it was impossible to confront him. Eventually the widow ordered Timun Emas to go to Gunung Kidul (Southern Mountain) to meet a powerful hermit there. He gave Timun Emas four small packages contained cucumber seeds, needles, salt and terasi ( a kind of seasoning). He didn't forget to order Timun Emas to pray for safety from the giant
One morning the giant came to the widow to fulfill her promise. The widow ordered Timun Emas to run through the back door. He chased her. when she was almost caught, she dispersed the cucumber seeds from the package and they suddenly became cucumber field. He stopped chasing her for he was interested in eating the cucumber. Then he chased her again, when she was almost caught she dispersed the needles from the package that became bamboo field. His feet were wounded and bled, pricked by the bamboos. Yet he didn't give up and kept chasing her, then she dispersed the salt from the package and the field became a sea. Yet he kept chasing her. Finally, she dispersed the terasi from the package. Suddenly appeared boiling sea of mud, and finally he was dead. with the dead of the giant, Timun Emas could live happily with her mother.
https://www.folktalesindonesia.com
Once upon a time, there was a widow who lived alone. Because there was no one on her side, she felt lonely and dreamed of the presence of a child. In the same village, there lived a giant. Knowing her uneasiness, the giant offered his help by giving a child, on condition that when the child is 6 year old, it must be returned to the giant to become his meal. Because of her strong desire to have a child, the widow agreed with the od condition. The giant then gave her a cucumber seed to be planted at the widow's lawn.
Two weeks passed and the cucumber started to bear fruits, and there was one which was large and shined like gold. The widow picked the large cucumber and splitted it carefully and it appeared that there was a cute baby girl inside. How happy the widow was, and the baby was named Timun Emas.
Times passed so fast, 6 years ws Timun Emas' age now. At this age she became a beautiful and clever child. The giant came to the widow to fulfill her promise, but she loved her child and didn't want to lose her child. She asked the giant to come back two years later, told him that Timun Emas would be bigger and more appetiziting to eat then. The giant agreed.
Two years passed, the time had come for the widow to let the giant have Timun Emas. The widow loved her child too much. She didn't want her child to become the giant's meal. Yet, it was impossible to confront him. Eventually the widow ordered Timun Emas to go to Gunung Kidul (Southern Mountain) to meet a powerful hermit there. He gave Timun Emas four small packages contained cucumber seeds, needles, salt and terasi ( a kind of seasoning). He didn't forget to order Timun Emas to pray for safety from the giant
One morning the giant came to the widow to fulfill her promise. The widow ordered Timun Emas to run through the back door. He chased her. when she was almost caught, she dispersed the cucumber seeds from the package and they suddenly became cucumber field. He stopped chasing her for he was interested in eating the cucumber. Then he chased her again, when she was almost caught she dispersed the needles from the package that became bamboo field. His feet were wounded and bled, pricked by the bamboos. Yet he didn't give up and kept chasing her, then she dispersed the salt from the package and the field became a sea. Yet he kept chasing her. Finally, she dispersed the terasi from the package. Suddenly appeared boiling sea of mud, and finally he was dead. with the dead of the giant, Timun Emas could live happily with her mother.
https://www.folktalesindonesia.com
storie of sangkuriang
https://www.folktalesindonesia.com
Malin Kundang
Once upon a
time, on the north coast of Sumatra lived a poor woman and his son. The
boy was called Malin Kundang. They didn’t earn much as fishing was their
only source of income. Malin Kundang grew up as a skillful young boy.
He always helps his mother to earn some money. However, as they were
only fisherman’s helper, they still lived in poverty. “Mother, what if I
sail overseas?” asked Malin Kundang one day to his mother. Her mother
didn’t agree but Malin Kundang had made up his mind. “Mother, if I stay
here, I’ll always be a poor man. I want to be a successful person,”
urged Malin kundang. His mother wiped her tears, “If you really want to
go, I can’t stop you. I could only pray to God for you to gain success
in life,” said his mother wisely. “But, promise me, you’ll come home.”
In the next morning, Malin Kundang was ready to go. Three days ago, he
met one of the successful ship’s crew. Malin was offered to join him.
“Take a good care of yourself, son,” said Malin Kundang’s mother as she
gave him some food supplies. “Yes, Mother,” Malin Kundang said. “You too
have to take a good care of yourself. I’ll keep in touch with you,” he
continued before kissing his mother’s hand. Before Malin stepped onto
the ship, Malin’s mother hugged him tight as if she didn’t want to let
him go. It had been three months since Malin Kundang left his mother. As
his mother had predicted before, he hadn’t contacted her yet. Every
morning, she stood on the pier. She wished to see the ship that brought
Malin kundang home. Every day and night, she prayed to the God for her
son’s safety. There was so much prayer that had been said due to her
deep love for Malin Kundang. Even though it’s been a year she had not
heard any news from Malin Kundang, she kept waiting and praying for him.
After several years waiting without any news, Malin Kundang’s mother
was suddenly surprised by the arrival of a big ship in the pier where
she usually stood to wait for her son. When the ship finally pulled
over, Malin Kundang’s mother saw a man who looked wealthy stepping down a
ladder along with a beautiful woman. She could not be wrong. Her blurry
eyes still easily recognized him. The man was Malin Kundang, her son.
Malin Kundang’s mother quickly went to see her beloved son. “Malin,
you’re back, son!” said Malin Kundang’s mother and without hesitation,
she came running to hug Malin Kundang,“I miss you so much.” But, Malin
Kundang didn’t show any respond. He was ashamed to admit his own mother
in front of his beautiful wife.“You’re not my Mother. I don’t know you.
My mother would never wear such ragged and ugly clothes,” said Malin
Kundang as he release his mother embrace. Malin Kundang’s mother take a
step back, “Malin…You don’t recognize me? I’m your mother!” she said
sadly. Malin Kundang’s face was as cold as ice. “Guard, take this old
women out of here,” Malin Kundang ordered his bodyguard. “Give her some
money so she won’t disturb me again!” Malin Kundang’s mother cried as
she was dragged by the bodyguard,”Malin… my son. Why do you treat your
own mother like this?” Malin Kundang ignored his mother and ordered the
ship crews to set sail. Malin Kundang’s mother sat alone in the pier.
Her heart was so hurt, she cried and cried. “Dear God, if he isn’t my
son, please let him have a save journey. But if he is, I cursed him to
become a stone,” she prayed to the God. In the quiet sea, suddenly the
wind blew so hard and a thunderstorm came. Malin Kundang’s huge ship was
wrecked. He was thrown by the wave out of his ship, and fell on a small
island. Suddenly, his whole body turned into stone. He was punished for
not admitting his own mother.
https://www.folktalesindonesia.com
https://www.folktalesindonesia.com
SI KANCIL (THE DWARFT DEER)
In
one beautiful day, si Kancil was out of his den. He was very hungry. He
wanted to go straight to the place where he usually looked for food.
Unfortunately, there was not much food left. Available food couldn't
fill his stomach. Eventually he decided to roam to other places for food
and he arrived at a river bank.
Si Kancil saw plenty of food across the river, green grass grew, trees were decorated with green leaves and ripe fruits. He drooled, imagining how delicious the food across the river was. Yet, he was baffled how he could cross the river because there was no bridge joining the two banks.
Then si Kancil tried to step into the river, just in case it was shallow enough so he could cross it without any bridge. It was only one of his feet that had touched the water when it was caught by crocodile's jaws. Apparently the crocodile had been watching him until he was careless. Si Kancil's situation was critical, his life would end with one movement from the crocodile, his flesh would be a tender meal for the crocodile. "I intended to search for delicious meal, but now I end up become the delicious meal for the crocodile", si Kancil thought.
However, si Kancil was not a mere animal, his brain wit was as quick as his movement. This wasn't the first time he was in a critical situation. It was many times that his life was saved by his wit. While his brain was working, he saw a group of crocodiles were behind the one which caught him and they were also ready to chew his flesh. The plurality of the crocodiles didn't scare him. Instead, it became an opportunity for him to escape from death. Then si Kancil started to play his wit. "Dear crocodile, you should know that I am here voluntarily. I feel I've been living to long in this world, and now I've made up my mind to end my life. I've also decided to distribute my flesh and my whole body to the crocodiles inhabiting this river. But I make a condition that my flesh must be distributed fairly and squarely to all the crocodiles here. Deal? All the crocodiles stunned for a while, they were amazed by what si Kancil had said. "Alright, Kancil. if we are greed with what you've just said, how are we going to do?". "Hmm ... the trap starts to work," si Kancil thought. "First, I have to count how many crocodiles inhabiting this river. If I already know the number, I'll be able to determine home much of my flesh for each of you. Therefore, you don't need to fight one another. "The crocodiles seemed to be more interested in si Kancil's explanation because they saw the advantage before them. as if they were charmed by si Kancil, the crocodiles position themselves side from one river bank to the other. Then, si Kancil executed his clever plan. While stepping on each crocodile that made a line on the river surface, he started to count, "One ... two ... three ..." and finally until the last crocodile..."bye-bye..." and he quickly jumped to the river bank and ran into the green, thick bush leaving the crocodile stunned, realizing their stupidity.
Si Kancil saw plenty of food across the river, green grass grew, trees were decorated with green leaves and ripe fruits. He drooled, imagining how delicious the food across the river was. Yet, he was baffled how he could cross the river because there was no bridge joining the two banks.
Then si Kancil tried to step into the river, just in case it was shallow enough so he could cross it without any bridge. It was only one of his feet that had touched the water when it was caught by crocodile's jaws. Apparently the crocodile had been watching him until he was careless. Si Kancil's situation was critical, his life would end with one movement from the crocodile, his flesh would be a tender meal for the crocodile. "I intended to search for delicious meal, but now I end up become the delicious meal for the crocodile", si Kancil thought.
However, si Kancil was not a mere animal, his brain wit was as quick as his movement. This wasn't the first time he was in a critical situation. It was many times that his life was saved by his wit. While his brain was working, he saw a group of crocodiles were behind the one which caught him and they were also ready to chew his flesh. The plurality of the crocodiles didn't scare him. Instead, it became an opportunity for him to escape from death. Then si Kancil started to play his wit. "Dear crocodile, you should know that I am here voluntarily. I feel I've been living to long in this world, and now I've made up my mind to end my life. I've also decided to distribute my flesh and my whole body to the crocodiles inhabiting this river. But I make a condition that my flesh must be distributed fairly and squarely to all the crocodiles here. Deal? All the crocodiles stunned for a while, they were amazed by what si Kancil had said. "Alright, Kancil. if we are greed with what you've just said, how are we going to do?". "Hmm ... the trap starts to work," si Kancil thought. "First, I have to count how many crocodiles inhabiting this river. If I already know the number, I'll be able to determine home much of my flesh for each of you. Therefore, you don't need to fight one another. "The crocodiles seemed to be more interested in si Kancil's explanation because they saw the advantage before them. as if they were charmed by si Kancil, the crocodiles position themselves side from one river bank to the other. Then, si Kancil executed his clever plan. While stepping on each crocodile that made a line on the river surface, he started to count, "One ... two ... three ..." and finally until the last crocodile..."bye-bye..." and he quickly jumped to the river bank and ran into the green, thick bush leaving the crocodile stunned, realizing their stupidity.
https://www.folktalesindonesia.com
"STRAWBERRY SHORTCAKE"
Berry Bitty Bakers
Amy Ackelsberg
Strawberry ShortcakeTM and related trademarks © 2013 Those Characters From Cleveland, Inc.
Used Under license by Penerbit Erlangga. American Greetings with rose logo is a trademark of AGC, LLC.
All Right Reserved.
Setting and Layout: EFK Group
Berry Bitty Bakers
It was the day before the Berry Bitty Baking Contest. Strawberry Shortcake and her friends were excited to see who could bake the berry best treats.
“I’m going to make a strawberry cheesecake !” said Strawberry Shortcake.
“I want to make a plum tart,” added Plum Pudding.
“I think I’ll make Lemon bars,” said Lemon Meringue.
Orage Blossom, Blueberry Muffin and Raspberry Tortle said they’d rather taste treats than bake them.
“It’s going to take a lot of work to make our recipes the berry best they can be,” said Strawberry Shortcake. “We should start baking at the cafe right away.”
“I’ll come over later,” said Lemon Meringue. “I have some things to do first.”
At cafe, Plum Pudding and Strawberry shortcake measured and mixed their ingredients. Then they put their treats in the oven to bake. Soon the kitchen was filled with sweet smells. A little while later, Strawberry Shortcake took her cheesecake out of the oven. But the top was burned ! “Oh bitterberries !” exclaimed Strawberry Shortcake. “I need to try again.”
When Plum Pudding tasted her tart, she thought it was too sour. “Looks like I’ll have to make another one if I want to win !” she said. Meanwhile, Lemon meringue went on a scooter ride with Orange Blossom and Raspberry Tortle. “The baking contest is tomorrow,” said Orange Blossom. “I cann’t wait !”
“How did your Lemon Bars come out ?” Raspberry Tortle asked Lemon Meringue.
“I haven’t started them yet,” said Lemon Meringue. “But they won’t take long to make.”
Later Lemon Meringue visited Blueberry Muffin’s bookstore. “Hi, Lemon Meringue,” siad Blueberry Muffin. “Are you ready for the baking contest ?”
“Not yet,” replied Lemon Meringue. “I’ll make my Lemon Bars later.”
By the time Lemon Meringue arrived at Strawberry Shortcake’s cafe, it was berry late. “ How did the bakong go ?” Lemon Meringue asked Strawberry Shortcake. “It took a few tries, but we got our recipes just right,” said Strawberry Shortcake. “Good luck baking. See you in the morning.” Lemon Meringue rushed around the cafe gathering the ingredients for her lemon bars. Soon the kitchen was a mess! There was flour on the counter and an eeg splattered on the floor. “I hope I can finish in time!” cried Lemon Meringue.
In the morning, everyone in town gathered for the contest. Besides Plum Pudding, Lemon Meringue and Strawberry Shortcake, the other contestants were Jadeyburg, Berrykin Bloom and Postmaster Bumblebee. Everyone watched as Mr. Longface, the judge, tasted all the treats. Mr. Longface smiled when he tasted most of the entires. But he made a funny face when he tried Lemon Meringue’s lemon bars.
“The result are in!” announced Mr. Longface. “And the winner is . . .”
“. . . Plum Pudding!” exclaimed Mr. Longface.
“Thank you!” cried Plum.
“Mr. Longface, why didn’t you like my lemon bars?” asked Lemon Meringue.
“I’m sorry, Lemon Meringue. But they were too salty,” said Mr. Longface.
“Salty? How did that happend?” cried Lemon Meringue. Lemon Meringue looked at Plum Pudding and thought, “Plum Pudding really wated to win. Maybe she sprinkled salt on my lemon bars!”. Then Lemon Meringue said, “Plum Pudding, did you do something to ruin my lemon bars?”. “That’s not berry nice!” Plum Pudding exclaimed. “I would never do something like that.” Plum Pudding was so upset that she ran straight home. Blueberry Muffin and Raspberry Tortle hurried after her. “I don’t think Plum Pudding would ruin your lemon bars,” Orange Blossom explained to Lemon Meringue. “Hmm . . . there must be another explanation,” said Strawberry Shortcake “Let’s go to my cafe. Maybe we can figure out what happened.” At cafe, Lemon Meringue started to clean up the mess she had made the night before. “Lemon Meringue, you shouldn’t jump to conclusions,” Strawberry Shortcake told her. “There’s no proof that Plum Pudding did anything wrong. She’s your friend.” “I know,” Lemon Meringue replied, “but . . . oh no!” Lemon Meringue cried suddenly. She saw that she had left a box of salt next to her mixing bowl. “I must have added salt instead of sugar!” said Lemon Meringue. “it was my fault, not Plum Pudding’s!” Lemon Meringue felt terrible that she had blamed Plum Pudding for her mistake. Then Lemon Meringue had an idea. She got out the sugar and started to make a new batch of lemon bars. When Lemon Meringue was finished baking, she went to Plum Pudding’s dance studio. Strawberry Shortcake and Orange Blossom went, too. “Plum Pudding, I’m sorry that I blamed you for running my lemon bars. It was my own fault that I didn’t win,” Lemon Meringue said. “I was rushing to finish and not being careful.” Then Lemon Meringue gave Plum Pudding the new batch of lemon bars. “Lemon Meringue, you really hurt my feelings,” said Plum Pudding. “But I accept your apology.” “Thank you,” said Lemon Meringue. “You worked hard to make your tart the berry best! You deserved to win.” Plum Pudding shared the lemon bars with all her friends. “Lemon Meringue, these are delicious!” said Plum Pudding. “What a sweet treat!” “Thank you,” Lemon Meringue replied. “But sharing them with my berry best friends is the sweetest treat of all.”
Berry Bitty Bakers
Amy Ackelsberg
Strawberry ShortcakeTM and related trademarks © 2013 Those Characters From Cleveland, Inc.
Used Under license by Penerbit Erlangga. American Greetings with rose logo is a trademark of AGC, LLC.
All Right Reserved.
Setting and Layout: EFK Group
Berry Bitty Bakers
It was the day before the Berry Bitty Baking Contest. Strawberry Shortcake and her friends were excited to see who could bake the berry best treats.
“I’m going to make a strawberry cheesecake !” said Strawberry Shortcake.
“I want to make a plum tart,” added Plum Pudding.
“I think I’ll make Lemon bars,” said Lemon Meringue.
Orage Blossom, Blueberry Muffin and Raspberry Tortle said they’d rather taste treats than bake them.
“It’s going to take a lot of work to make our recipes the berry best they can be,” said Strawberry Shortcake. “We should start baking at the cafe right away.”
“I’ll come over later,” said Lemon Meringue. “I have some things to do first.”
At cafe, Plum Pudding and Strawberry shortcake measured and mixed their ingredients. Then they put their treats in the oven to bake. Soon the kitchen was filled with sweet smells. A little while later, Strawberry Shortcake took her cheesecake out of the oven. But the top was burned ! “Oh bitterberries !” exclaimed Strawberry Shortcake. “I need to try again.”
When Plum Pudding tasted her tart, she thought it was too sour. “Looks like I’ll have to make another one if I want to win !” she said. Meanwhile, Lemon meringue went on a scooter ride with Orange Blossom and Raspberry Tortle. “The baking contest is tomorrow,” said Orange Blossom. “I cann’t wait !”
“How did your Lemon Bars come out ?” Raspberry Tortle asked Lemon Meringue.
“I haven’t started them yet,” said Lemon Meringue. “But they won’t take long to make.”
Later Lemon Meringue visited Blueberry Muffin’s bookstore. “Hi, Lemon Meringue,” siad Blueberry Muffin. “Are you ready for the baking contest ?”
“Not yet,” replied Lemon Meringue. “I’ll make my Lemon Bars later.”
By the time Lemon Meringue arrived at Strawberry Shortcake’s cafe, it was berry late. “ How did the bakong go ?” Lemon Meringue asked Strawberry Shortcake. “It took a few tries, but we got our recipes just right,” said Strawberry Shortcake. “Good luck baking. See you in the morning.” Lemon Meringue rushed around the cafe gathering the ingredients for her lemon bars. Soon the kitchen was a mess! There was flour on the counter and an eeg splattered on the floor. “I hope I can finish in time!” cried Lemon Meringue.
In the morning, everyone in town gathered for the contest. Besides Plum Pudding, Lemon Meringue and Strawberry Shortcake, the other contestants were Jadeyburg, Berrykin Bloom and Postmaster Bumblebee. Everyone watched as Mr. Longface, the judge, tasted all the treats. Mr. Longface smiled when he tasted most of the entires. But he made a funny face when he tried Lemon Meringue’s lemon bars.
“The result are in!” announced Mr. Longface. “And the winner is . . .”
“. . . Plum Pudding!” exclaimed Mr. Longface.
“Thank you!” cried Plum.
“Mr. Longface, why didn’t you like my lemon bars?” asked Lemon Meringue.
“I’m sorry, Lemon Meringue. But they were too salty,” said Mr. Longface.
“Salty? How did that happend?” cried Lemon Meringue. Lemon Meringue looked at Plum Pudding and thought, “Plum Pudding really wated to win. Maybe she sprinkled salt on my lemon bars!”. Then Lemon Meringue said, “Plum Pudding, did you do something to ruin my lemon bars?”. “That’s not berry nice!” Plum Pudding exclaimed. “I would never do something like that.” Plum Pudding was so upset that she ran straight home. Blueberry Muffin and Raspberry Tortle hurried after her. “I don’t think Plum Pudding would ruin your lemon bars,” Orange Blossom explained to Lemon Meringue. “Hmm . . . there must be another explanation,” said Strawberry Shortcake “Let’s go to my cafe. Maybe we can figure out what happened.” At cafe, Lemon Meringue started to clean up the mess she had made the night before. “Lemon Meringue, you shouldn’t jump to conclusions,” Strawberry Shortcake told her. “There’s no proof that Plum Pudding did anything wrong. She’s your friend.” “I know,” Lemon Meringue replied, “but . . . oh no!” Lemon Meringue cried suddenly. She saw that she had left a box of salt next to her mixing bowl. “I must have added salt instead of sugar!” said Lemon Meringue. “it was my fault, not Plum Pudding’s!” Lemon Meringue felt terrible that she had blamed Plum Pudding for her mistake. Then Lemon Meringue had an idea. She got out the sugar and started to make a new batch of lemon bars. When Lemon Meringue was finished baking, she went to Plum Pudding’s dance studio. Strawberry Shortcake and Orange Blossom went, too. “Plum Pudding, I’m sorry that I blamed you for running my lemon bars. It was my own fault that I didn’t win,” Lemon Meringue said. “I was rushing to finish and not being careful.” Then Lemon Meringue gave Plum Pudding the new batch of lemon bars. “Lemon Meringue, you really hurt my feelings,” said Plum Pudding. “But I accept your apology.” “Thank you,” said Lemon Meringue. “You worked hard to make your tart the berry best! You deserved to win.” Plum Pudding shared the lemon bars with all her friends. “Lemon Meringue, these are delicious!” said Plum Pudding. “What a sweet treat!” “Thank you,” Lemon Meringue replied. “But sharing them with my berry best friends is the sweetest treat of all.”
Book title : 101 ativity for teaching creativity and problem solving
Author : Arthur B. VanGundy
Publisher : Pfeiffer
Date Published : 2005
Genre : Book
Why did you decide to read this book ?
Because this book told about how to get creativity or generating the new idea or creativity to solve problem
Were you glad that you decided to read it ? Explain.
In chapter one, which explain the content on this book and explain little know about creativity and generating creativity.
What did you like best about this book ?
This book told about how to generating the new idea or creativity, which can open up the new world, new insight and new ways. This book also give the advatages work group than individually
What did you like least ?
I think I like more this book than the least of this book, because I’m sure this book will very useful for the readers
Would you recommend this book to a friend ? Explain.
I would recommend my friend because this book give many advatages to us how to made or generating new ideas or creativity
On a scale of 1-10, how difficult was this book for you ? (1=easy, 10=difficult) why ?
According to me, I have scale of 6. Because this book understandable although sometimes I found some difficult words.
storie of cindelaras
https://www.folktalesindonesia.com
1.4 CAUSE-EFFECT PARAGRAPH
Many people believe that the act of courage lies within each individual, and these acts of courage can be brought out by three possible causes. The first cause, and the most obvious, is provocation. Often times this is seen in movies where the villain kidnaps and threatens to kill the hero's family. More often that not, the hero finds it within himself to put aside his fears and overcome near impossible odds to save the day. The majority of the time it is direct threats such as this one that provoke human nature to acts of courage. The second cause is a purpose. In 2001, the Twin Towers fell to terrorist attacks. Military enlistments reached all time highs as many men and women joined the armed forces. For many of these people, the prospect of serving their country, and gaining revenge for the cowardice acts of the terrorists were the only reasons necessary for their courage. The third cause is a belief in a higher power. The presence of God gives many people the courage to do things they would not be able to do otherwise. His words play clearly in their minds," Be strong and of good courage", because: "the lord thy god is with thee whithersoever thou goest"(bible reference). According to God and his followers, his presence is enough cause for courage. For these people, their courage knows no boundaries. Whatever your inspiration for courage may be, you can just about bet it was brought on by one of these three underlying circumstances.
Topic : courage at a cost
Main idea : Many people believe that the act of courage lies within each individual,
and these acts of courage can be brought out by three
possible causes
Cause Signal word Effect
provocation The first cause courage
purpose The second cause courage
belief in a higher power The third cause courage
(from. www.causeeffectparagraphexample.com)
Example of Conseptual Articles
Comparison between Male and Female Elite Wrestlers: A
Psychological Study
Abstract
Anxiety is recognized one of the main factor that reduces athlete’s performance in games and sports but its depend on the nature of anxiety, So many psychological studies and lot of researchers and their research evidences support that high levels of anxiety can have a deteriorating effect on an individual athlete or team
performance. This research paper was carried out to examine possible significant differences in cognitive anxiety, somatic anxiety, and self confidence among elite male and female wrestlers. The present investigation was used to form the samples as twenty five (N=25) medalist (12 male and 13 female) randomly selected from
different weight categories in All India interuniversity wrestling competition. All subject readily agreed to volunteer as subject for collection of data. For this purpose measuring instruments was used Competitive State Anxiety Inventory - 2 (CSAI-2) Test developed by Martine’s et. al (1990) , after that collected data was analyzed by using t- test to find out the significance differences between male and female elite wrestlers on above mentioned sub- psychological variable and the level of significance was set at 0.05 level of confidence.The obtain result advocate that each sub-variable (cognitive anxiety, somatic anxiety, and self confidence) findings in contrast and that found insignificance difference among elite male and female elite wrestlers.
Keywords: cognitive anxiety, somatic anxiety and self confidence, elite wrestlers
A Model of Creating Instructional Materials Based on the School
Curriculum for Indonesian Secondary Schools
Comparison between Male and Female Elite Wrestlers: A
Psychological Study
Abstract
Anxiety is recognized one of the main factor that reduces athlete’s performance in games and sports but its depend on the nature of anxiety, So many psychological studies and lot of researchers and their research evidences support that high levels of anxiety can have a deteriorating effect on an individual athlete or team
performance. This research paper was carried out to examine possible significant differences in cognitive anxiety, somatic anxiety, and self confidence among elite male and female wrestlers. The present investigation was used to form the samples as twenty five (N=25) medalist (12 male and 13 female) randomly selected from
different weight categories in All India interuniversity wrestling competition. All subject readily agreed to volunteer as subject for collection of data. For this purpose measuring instruments was used Competitive State Anxiety Inventory - 2 (CSAI-2) Test developed by Martine’s et. al (1990) , after that collected data was analyzed by using t- test to find out the significance differences between male and female elite wrestlers on above mentioned sub- psychological variable and the level of significance was set at 0.05 level of confidence.The obtain result advocate that each sub-variable (cognitive anxiety, somatic anxiety, and self confidence) findings in contrast and that found insignificance difference among elite male and female elite wrestlers.
Keywords: cognitive anxiety, somatic anxiety and self confidence, elite wrestlers
A Model of Creating Instructional Materials Based on the School
Curriculum for Indonesian Secondary Schools
Abstract
English performance and competence of Indonesian secondary school students are low. This may result from poor instructional materials so that they do not meet the students’ need; and this should be the main objective for English teachers to improve the learning outcome of students. The purpose of this study is to develop a model of
creating instructional materials based on school curriculum. Creating a model of designing instructional materials is part my developmental study consisting of need analysis, design, development, implementation, and evaluation; this paper discuss need analysis to create a model of creating instructional materials through deep
discussion among teachers of secondary schools. The result presents some main procedures need analysis, designing, developing the materials, implementation, and evaluation (ADDIE). The other components include purpose, school curriculum, application of pedagogical aspects, contextualization. The model is derived from
ADDIE, Dick and Carey, Jolly & Bolitho, and Instructional Development Learning system (IDLS). Instructional materials with different strategies and various materials improve the English achievement of the students. Both teachers and students argue that appropriate instructional materials are good enough to be used in the teaching
and learning process to increase the English achievement of the students.
Keywords: Development; teaching model; English for secondary school students; competence
Quantitative and Qualitative Analysis by HPLC of Major
Peganum harmala Alkaloids at Different Stages of Development
English performance and competence of Indonesian secondary school students are low. This may result from poor instructional materials so that they do not meet the students’ need; and this should be the main objective for English teachers to improve the learning outcome of students. The purpose of this study is to develop a model of
creating instructional materials based on school curriculum. Creating a model of designing instructional materials is part my developmental study consisting of need analysis, design, development, implementation, and evaluation; this paper discuss need analysis to create a model of creating instructional materials through deep
discussion among teachers of secondary schools. The result presents some main procedures need analysis, designing, developing the materials, implementation, and evaluation (ADDIE). The other components include purpose, school curriculum, application of pedagogical aspects, contextualization. The model is derived from
ADDIE, Dick and Carey, Jolly & Bolitho, and Instructional Development Learning system (IDLS). Instructional materials with different strategies and various materials improve the English achievement of the students. Both teachers and students argue that appropriate instructional materials are good enough to be used in the teaching
and learning process to increase the English achievement of the students.
Keywords: Development; teaching model; English for secondary school students; competence
Quantitative and Qualitative Analysis by HPLC of Major
Peganum harmala Alkaloids at Different Stages of Development
Abstract
The analysis of major Peganum harmala alkaloids (harmaline, harmine, harmol and harmalol) has shown that the content of these secondary metabolites depends on the plant development stage. The qualitative and quantitative profile of major alkaloids change significantly between stems, leaves and roots. The roots and seeds are the richest and most diversified organs in these metabolites. The concentration of the major alkaloids in all organs increases during the first three weeks and stabilizes at a constant level during vegetative growth phase and then decline at the beginning of flowering. On the scale of the whole plant, major alkaloids concentration of P. harmala varies with the developmental stage of the plant between 21.16 and 26.96 mg/g and harmine remains the most abundant molecule. Optimum exploitation of these natural products from the P. harmala plant is possible if the harvest of plant material occurs during the vegetative growth phase and at the appropriate stage
for the richest organ.
Keywords: Peganum harmala, Plant growth, Alkaloids, Harmine, Harmaline, Harmol, Harmalol
Example of Research Article
Factors Affecting the Quality of Research in Education:
Student’s Perceptions
The analysis of major Peganum harmala alkaloids (harmaline, harmine, harmol and harmalol) has shown that the content of these secondary metabolites depends on the plant development stage. The qualitative and quantitative profile of major alkaloids change significantly between stems, leaves and roots. The roots and seeds are the richest and most diversified organs in these metabolites. The concentration of the major alkaloids in all organs increases during the first three weeks and stabilizes at a constant level during vegetative growth phase and then decline at the beginning of flowering. On the scale of the whole plant, major alkaloids concentration of P. harmala varies with the developmental stage of the plant between 21.16 and 26.96 mg/g and harmine remains the most abundant molecule. Optimum exploitation of these natural products from the P. harmala plant is possible if the harvest of plant material occurs during the vegetative growth phase and at the appropriate stage
for the richest organ.
Keywords: Peganum harmala, Plant growth, Alkaloids, Harmine, Harmaline, Harmol, Harmalol
Example of Research Article
Factors Affecting the Quality of Research in Education:
Student’s Perceptions
Abstract
The major function of universities is to create new knowledge and preserve it for the next generation. The quality of research at higher level is not satisfactory. Quality of research may defined in operational term as “the research which is completed in time, having rigorous research design which is internally and externally valid, based on reliable data sources, use of appropriate analytical methods which are meaningful in practical and statistical terms. The present study focused on those factors which are directly or indirectly hampering the quality of research in education. To analyze the research student’s perceptions about the direct factors regarding teachers, research course, facilities and supervisors. An expletory research with cross-sectional study design was conducted with a study
population of ninety research students at PhD and M.Phil level of International Islamic University, Islamabad. Whole population was treated as sample. Data was collected through self administered three point Likert scale questionnaire and analyzed through percentages. The major findings were that students were not satisfied with the teaching and the course content. Although the facilities were
satisfactory but the system of supervision was not satisfactory. It was recommended that by the improvement of these factors quality of research can be improved. It was also suggested that training may be imparted for the improvement of teaching.
Keywords: Factors, Quality of research, Research Student’s perceptions
Developing an Evaluation Model for E-Learning in Higher-
Education: A Case Study of Payame Noor University
The major function of universities is to create new knowledge and preserve it for the next generation. The quality of research at higher level is not satisfactory. Quality of research may defined in operational term as “the research which is completed in time, having rigorous research design which is internally and externally valid, based on reliable data sources, use of appropriate analytical methods which are meaningful in practical and statistical terms. The present study focused on those factors which are directly or indirectly hampering the quality of research in education. To analyze the research student’s perceptions about the direct factors regarding teachers, research course, facilities and supervisors. An expletory research with cross-sectional study design was conducted with a study
population of ninety research students at PhD and M.Phil level of International Islamic University, Islamabad. Whole population was treated as sample. Data was collected through self administered three point Likert scale questionnaire and analyzed through percentages. The major findings were that students were not satisfied with the teaching and the course content. Although the facilities were
satisfactory but the system of supervision was not satisfactory. It was recommended that by the improvement of these factors quality of research can be improved. It was also suggested that training may be imparted for the improvement of teaching.
Keywords: Factors, Quality of research, Research Student’s perceptions
Developing an Evaluation Model for E-Learning in Higher-
Education: A Case Study of Payame Noor University
Abstract
The purpose of the present research is to develop an evaluation model for e-learning in higher-education in Payame Noor University, for studying this research we use the review of literature and research about Electronic learning through questionnaires and survey of scientific members and statistic analysis of SPSS. Result of this
research led to an offering pattern in evaluation of E- learning area with 9 factors and 33 criteria. This pattern also will be use for designing, performance and evaluation of the E- learning in Payame Noor University and other higher education institutes all over the world.
Keywords: E-learning, evaluation, modeling, distance higher-education, Payame Noor University
The Benefits and Downsides of Creative Methods of Teaching in
an EFL Classroom: A Case Study Conducted at South East
European University, Tetovo-Macedonia.
The purpose of the present research is to develop an evaluation model for e-learning in higher-education in Payame Noor University, for studying this research we use the review of literature and research about Electronic learning through questionnaires and survey of scientific members and statistic analysis of SPSS. Result of this
research led to an offering pattern in evaluation of E- learning area with 9 factors and 33 criteria. This pattern also will be use for designing, performance and evaluation of the E- learning in Payame Noor University and other higher education institutes all over the world.
Keywords: E-learning, evaluation, modeling, distance higher-education, Payame Noor University
The Benefits and Downsides of Creative Methods of Teaching in
an EFL Classroom: A Case Study Conducted at South East
European University, Tetovo-Macedonia.
Abstract
This paper looks at the creative methods in English Language Teaching (ELT) and the benefits and downsides that emerge subsequently. It looks at different viewpoints on creativity and creative methods in teaching. It focuses on a particular class (Academic English),at South East European University, Tetovo-Macedonia, where
creative methods were applied and discusses the advantages and disadvantages of applying these techniques. The class is observed and the data or findings are presented in a qualitative way. The results imply that despite some possible downfalls, creative teachers show better results in English language teaching and learning compared to the traditional way of teaching.
Keywords: benefits, downsides, creative methods, teaching, learning, ELT
(I hope it will helpful) :)
(from. www.comparisonpatternexample.com)
This paper looks at the creative methods in English Language Teaching (ELT) and the benefits and downsides that emerge subsequently. It looks at different viewpoints on creativity and creative methods in teaching. It focuses on a particular class (Academic English),at South East European University, Tetovo-Macedonia, where
creative methods were applied and discusses the advantages and disadvantages of applying these techniques. The class is observed and the data or findings are presented in a qualitative way. The results imply that despite some possible downfalls, creative teachers show better results in English language teaching and learning compared to the traditional way of teaching.
Keywords: benefits, downsides, creative methods, teaching, learning, ELT
(I hope it will helpful) :)
(from. www.comparisonpatternexample.com)
LISTING
(hehehe only one :D)
(from. www.listingparagraphexample.com)
TIME-ORDER PARAGRAPHS
I. DEFINITION - a paragraph in which the ideas are placed in order by timeII. EXAMPLES
A.How to bake a cake
B.How to change a tire
III. PARAGRAPH OUTLINE - Before you begin to write, plan what you are going to write using an outline. Outlines organize your ideas in logical order.
A.STEPS IN MAKING AN OUTLINE
1.
2.
3.
4.
B.Brainstorm a list
Edit the list
• combine related ideas
• cross out repeated ideas
• cross out unnecessary ideas
Edit the list
• combine related ideas
• cross out repeated ideas
• cross out unnecessary ideas
Organize the list
• put the steps in order by time
• give each step a capital letter
Add a title and a topic sentence
• put the steps in order by time
• give each step a capital letter
Add a title and a topic sentence
COMPLETED OUTLINE - Characteristics
• The title is centered at the top.
• The topic sentence is below the title. (main idea)
• The five steps are listed under the topic sentence and have
capital letters A, B, C, and so on
• The title is centered at the top.
• The topic sentence is below the title. (main idea)
• The five steps are listed under the topic sentence and have
capital letters A, B, C, and so on
IV. TIME-ORDER TRANSITION SIGNALS
A. DEFINITION - a word or phrase that shows how one idea is related to another idea.
A. DEFINITION - a word or phrase that shows how one idea is related to another idea.
B. PLACEMENT - Time-order transitions are usually placed at the beginning of a sentence followed by a comma. (Then is NOT followed by a comma).
C. EXAMPLES
First, ...
First of all, ...
Second, ...
Third, ...
Next, ...
After that, ...
Then, ...
Finally, ...
In the morning, ...
In the afternoon, ...
In the evening, ...
At night, ...
First, ...
First of all, ...
Second, ...
Third, ...
Next, ...
After that, ...
Then, ...
Finally, ...
In the morning, ...
In the afternoon, ...
In the evening, ...
At night, ...
OUTLINING PRACTICE
A Popular but Messy Food
Eating a juicy taco is not easy - it requires following specific directions.
First, you must be sure you are wearing clothes you don't mind getting dirty. Eating
a taco while you are wearing an expensive silk blouse is not a smart idea. The next
thing that you should do is to decide if you want to eat the taco alone or in front of
others. Eating a taco in front of someone you do not know very well, such as a new
date, can be embarrassing. The next step is to plan your attack! It is a good idea to
pick up the taco gently and carefully keep it in a horizontal position. As you raise
the taco, slowly turn your head toward it and position your head at a twenty-degree
angle. The last step is to put the corner of the taco in your mouth and bite. By
following these simple directions, eating a taco can be a pleasant experience.
A Popular but Messy Food
Eating a juicy taco is not easy - it requires following specific directions.
First, you must be sure you are wearing clothes you don't mind getting dirty. Eating
a taco while you are wearing an expensive silk blouse is not a smart idea. The next
thing that you should do is to decide if you want to eat the taco alone or in front of
others. Eating a taco in front of someone you do not know very well, such as a new
date, can be embarrassing. The next step is to plan your attack! It is a good idea to
pick up the taco gently and carefully keep it in a horizontal position. As you raise
the taco, slowly turn your head toward it and position your head at a twenty-degree
angle. The last step is to put the corner of the taco in your mouth and bite. By
following these simple directions, eating a taco can be a pleasant experience.
What is the topic sentence? ________________________________________
_______________________________________________________________
I.
__________________________________
__________________________________
⇐
Topic sentence / main idea
II.
____________________________ ⇐ Point #1
____________________________ ⇐ Point #2
____________________________ ⇐ Point #3
1.
2.
3.
A.
B.
C.
⇐ Detail #1
⇐ Detail #2
⇐ Detail #3
____________________________
____________________________
____________________________
__________________________________
________________________________________________
⇐
conclusion
_______________________________________________________________
I.
__________________________________
__________________________________
⇐
Topic sentence / main idea
II.
____________________________ ⇐ Point #1
____________________________ ⇐ Point #2
____________________________ ⇐ Point #3
1.
2.
3.
A.
B.
C.
⇐ Detail #1
⇐ Detail #2
⇐ Detail #3
____________________________
____________________________
____________________________
__________________________________
________________________________________________
⇐
conclusion
A Unique Treat
Turkish coffee is not easy to make, but the results are delicious. First, you
need a special coffeepot called a "jezve". This is a long-handled, open brass or
copper pot. Pour three small cups of water into the pot. Next, heat the water until
it boils. Then remove the pot from the heat. Add three teaspoons of coffee and
three teaspoons of sugar to the water. Gently stir the mixture and return it to the
heat until you can see foam on the top. When you can see the foam on top, take the
"jezve" from the heat and hit it lightly with a spoon to make the foam go down.
Reheat the coffee and tap the pot two more times, making sure to remove it from
the heat each time the foam forms. Before you serve the coffee, give everyone a
small glass of fresh water to drink with their hot, thick coffee.
Turkish coffee is not easy to make, but the results are delicious. First, you
need a special coffeepot called a "jezve". This is a long-handled, open brass or
copper pot. Pour three small cups of water into the pot. Next, heat the water until
it boils. Then remove the pot from the heat. Add three teaspoons of coffee and
three teaspoons of sugar to the water. Gently stir the mixture and return it to the
heat until you can see foam on the top. When you can see the foam on top, take the
"jezve" from the heat and hit it lightly with a spoon to make the foam go down.
Reheat the coffee and tap the pot two more times, making sure to remove it from
the heat each time the foam forms. Before you serve the coffee, give everyone a
small glass of fresh water to drink with their hot, thick coffee.
What is the topic sentence? ________________________________________
_______________________________________________________________
I.
__________________________________
__________________________________
⇐
Topic sentence / main idea
A. ⇐ Point #1 & 2
B. ______________________________________ ⇐ Point #3 & 4
C. ______________________________________ ⇐ Point #5 & 6
D. ______________________________________ ⇐ Point #7 & 8
E. ______________________________________ ⇐ Point #9 & 10
F.
II.
______________________________________ ______________________________________ ⇐ Point #11
__________________________________
⇐
conclusion
________________________________________________
The author states that Turkish coffee is difficult to make. Find three examples from the
paragraph that support this idea.
1.
2.
3.
________________________________________________________________
________________________________________________________________
________________________________________________________________
(from. www.timeorderexample.com)
_______________________________________________________________
I.
__________________________________
__________________________________
⇐
Topic sentence / main idea
A. ⇐ Point #1 & 2
B. ______________________________________ ⇐ Point #3 & 4
C. ______________________________________ ⇐ Point #5 & 6
D. ______________________________________ ⇐ Point #7 & 8
E. ______________________________________ ⇐ Point #9 & 10
F.
II.
______________________________________ ______________________________________ ⇐ Point #11
__________________________________
⇐
conclusion
________________________________________________
The author states that Turkish coffee is difficult to make. Find three examples from the
paragraph that support this idea.
1.
2.
3.
________________________________________________________________
________________________________________________________________
________________________________________________________________
(from. www.timeorderexample.com)