Friday, May 28, 2010

Keladi Tikus Overcome Breast Cancer

Keladi Tikus (Typhonium Flagiliforme) began more and more known as a material for drug eradication of breast cancer. Keladi Tikus called because of its small size than usual taro. This chronic high sodium sized 10 to 45 centimeters. Section looks more like a rat animal is the white crown of flowers, a small long-shaped, similar to rats.
This wet trunked plants usually grow in the open at an altitude of 1000 meters above sea level. Single leaf emerging from the tuber. Shape rounded leaves with pointed tip of a heart-shaped. The color is fresh green. These mice taro tuber spherical average of nutmeg. The inside and outside the white bulb. Reproductively owner, can use the tuber or saplings that grew from these roots. In the dry season, these plants appeared again on the surface of the soil from the tubers buried in soil.

In manufacturing, the part that is needed is the entire plant, both leaves, until the tuber. Everything is crushed and added a little water. Then filter the drinking water every day. This plant was warm, acidic, and toxic. Taro rats efficacious as anti-inflammatory, anti-inflammation, and can freeze the blood or reduce bleeding.
Because plants are poisonous species, hence requiring special handling, because it can cause itching in the throat, mouth and skin. For that when washed, the water in a state of flow. in addition, can also add honey to get rid of itching in the mouth.
Although the type of plant have been widely used as drugs, both made in patent medicines and traditional, but for severe disease are required to always consult with a physician. For external use, all rats taro plant material mixed with some others, pulverized, and placed on the affected part. Meanwhile, for use in, a total of 50 grams of taro mashed rodents and other materials, plus boiled water, filtered and drunk.
For external use, all rats taro plant material mixed with some others, pulverized, and placed on the affected part. Meanwhile, for use in, a total of 50 grams of taro mashed rodents and other materials, plus boiled water, filtered and drunk.
Some diseases that can be overcome by treatment with taro out mice, such as first aid for snake bites or centipedes, pyoderma, furunculus, hemangioma, wounds, ulcers, and raspberries.
While the disease can be overcome through the use of breast cancer among others. For this disease, are used throughout the plant keladid rats, mashed and added 40 cc of boiled water, then filtered. Honey can be added into it. Let stand for 30 minutes before eating. Solution was drunk by the routine three times a day. For patients with gastric disorders, the solution was drunk after a meal.
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Thursday, May 27, 2010

Face Washing

Seeing the recent erratic weather, sometimes heat, sometimes the rain makes our face moist and dry. This is caused by temperature and impurities generated in the air. For someone who works in cold air-conditioning all subjects, especially, the face will easily become dry. for that we often wash our faces with water. in addition to cleaning the water we also often face with cleanser.
There are several things you can do for the skin, from choosing the right product and cleaning movement is good for the skin. In addition, cleansing shower using soap. But a question arises. Is it okay to use soap to wash face? According to some experts beauty, this actually depends on several things, such as facial skin type and the using. If you only do a few times (not every time you use soap to clean your face) and you type a normal or oily skin then this is not a problem. Despite the fact this is also less precise.

Yet it is not recommended to use soap to clean the face every time, especially if your skin including dry or sensitive. The reason pH (acidity level of soap) soap harder than cleaning the face, while the even more delicate facial skin compared with skin. If too frequent cleansing soap denagn the skin moisture is lost.
Cleaning the face can also be done using warm water, because warm water to make a cleaner face, because it can dissolve the skin oil and makeup on their faces. Most important is the water warm and not too hot because it will make the skin dry. Hot water will also make blood vessels widen and not suitable for you have sensitive skin.
As for someone who has acne skin cleansers that contain use anti-acne ingredients such as salicylic acid acne facial is then switched to regular cleaning when the acne started to disappear. But if the acne is continually arise there is the possibility you have to use acne medicines.
Use skin care with a very gentle cleanser (cleanser for sensitive skin) in order to avoid peeling of the skin. If you're acne should not use the scrub after cleansing, to avoid skin irritation.
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Tivoli Audio

This radio comes from the United States, which was launched late October 2008 in Jakarta Indonesia by IMS. Tivoli Audio was founded Tom DeVestro, an expert in the audio industry. In 2000, intends to provide audio products are well designed, easy to use, high quality, reasonably priced. Tivoli retro design with precision in the form of a box wrapped in the framework of quality solid wood such as cherry, walnut and wenge. knop which is also used industry-standard. The size of a tiny radio is very flexible and compact movable.

Tom worked on his voice technology with Henry Kloss, a legendary innovator in the audio world. For example Radio Model One size 8-1/4 "W x 4-3/8" H x 5-1/8 "D, using discrete component technology, an FM radio tuner which was initially used for cell phones and have never used the FM radio. The result is more of an FM signal that can be captured. Power supply and integrated AC 12-volt jack One possible model is used in vehicles.
There are seven other models, including Model Two, Model Three, Radio Model Combo, Model Radio Works, WWTP Model, Model iSongBook, and Model iYiYi. Last two models are specially designed models with dock for iPod.
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Magno (Classic Radio)

Radio product is not just talking about technology but also is thinking about the design matured. frames in the form of a simple box shape of natural wood, into its design strength. The interface is reminiscent of the radio design in the past, but still stylish as the interior elements of modern style house though. Thus, the shape of antique, his voice cool.
One type of radio is "Magno". Radio logs are very interested in the Japanese market, the United States, and European designed by Kartono Singgih Susilo, an Indonesian product designers. Products created manually and successfully won the International Design Resource Awards in Seattle, USA (1997), the Gold Award from Indonesia, Indonesia Good Design Selection Design Center (2005), the Japan Good Design Award G-Mark (2008) and Grand Design for Asia Award Award (2008).

Singgih utilize local wood from pine species, mahogany and radio sonokeling as wrapping material. Light and dark iridescence of natural colors combined with good wood. Wood surfaces coated with high quality wood oil / wax of environmental friendly so durable.
The first product Type WR01A Magno-2B size 18.1 x11, 5x12 cm in simple design, with handle and two cylindrical player on the front. Deliberately looks plain without the numbers to grow the pointer of the radio frequency sensitivity of its users. Another uniqueness lies in the locking system of the battery compartment in the rear of the elastic cord tied to the kind of wooden buttons.
Other Model WR03-CUBE / 4 bands (19.3 x11x20, 5 cm), WR03-rect / 4 bands (31x11, 5x20, 5 cm). In these two models also used a fabric on the front and rear panel of the radio. Magno can receive AM and FM signals, analog TV channels from channels 1-3, and equipped with connectors for iPod so that products can be used as a speaker. Radio can be operated with battery or adapter A3 because ilengkapi DC-IN terminal with a power supply of 3 V.
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Caring for furniture

Often we are confused how to clean the furniture we have. There are various materials furnished in the household such as iron, aluminum, plastic, glass and wood.
For this type of furniture or furniture made of wood was a little difficult to clean because of the liquid that spilled on the wood surface and is left long enough will cause white spots. This means that the release layer of wood finishing. When the liquid has reached a layer of wood, wood surfaces will be curved and peeling. Is more pronounced when the liquid containing alcohol or acetone.

Therefore, for vulnerable goods such as wet and hot cups, bowls, flower vases, cooking quipment, if placed on wooden furniture should be given a mat or mats. While that spilled liquids immediately dry with a tissue or cloth, do not rub.
Sunlight can trigger chemical changes in the form of fine cracks on wood furniture finishing. Moreover, it can make the surface more shabby furniture. High and low air humidity and temperature changes in the long term can also cause cracks fine. Because it set the position of products of wood to avoid direct sunlight.
While abarasi and scratches can be caused by the use of dirty rags, or the use of cleaning materials that are abrasive. To make sure that when you clean them using a clean cloth, or liquid chemicals that do not damage the wood.
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Monday, May 24, 2010


The learning process is a process in carrying out activities in achieving the goal of Education Curriculum Education.
Aim to deliver education to students in both behavior change intellectually, morally and socially in order to live independently as individuals and social beings.
To achieve these objectives, students interact with learning environment which is set by the teachers through the learning process.
In the learning process, it is very important we as educators know the variety of its Instructional Media Learning Model that will be used to support the achievement of learning success



Application of learning with contextual approach will greatly assist teachers in connecting the material with real world subjects and motivate students to establish the relationship between knowledge and application to their lives as members of society (Department of Education, 2002). Contextual approach is the most appropriate approach in learning. Contextual approach can also be used in various models of learning, one of which is learning model langsung. According to Kardi and M. Nur (Th. 2000), direct teaching model has several stages or phases, namely:
  1. Delivering the objectives and prepare students. In this phase, one teacher opened the lesson with a variety of ways such as storytelling, displays the phenomenon or do eksprimen. Motivating students with certain ways can arouse students' interest in learning. After the teacher explains the purpose of learning, giving some background information on the lesson and prepare students for learning.
  2. Provide materials, through demonstration or step by step eksprimen. In this phase, teachers explore the concepts and connect students with the correct concept.
  3. Guiding training. Students are busy learning activities, while teachers could provide assistance or guidance to students in need. Students are directed to their own understanding of new experiences based on early experience possessed by students.
  4. Check for understanding and giving feedback. In this phase the teacher to check whether students have successfully done a good job? Teachers can also give umpam counterexample to a material that has not been solved.
  5. Provide an opportunity for further training and how to apply them in real life.
Stages of the above seems obvious, that direct instruction is very good models for pupils who do not have a complete laboratory and quite efficient, because they do not need a special time to do the practicum. Students can perform activities of observation, making the analysis, formulate problems and make a conclusion in accordance with their findings. Direct instruction model with a contextual approach can reduce the misconceptions of students and can guide students in the formation of new concepts and connect with old concepts, so that between one concept and other concepts that are interconnected to form concept map.


Problem Based Learning is learning that characterized the submission of questions or problems, focusing on the connections between disciplines, authentic inquiry, collaboration and generate work and demonstration.

The main feature of problem-based learning include the submission of questions or problems, focusing on the connections between disciplines, authentic inquiry, collaboration and generate work and demonstration. Not a problem-based learning is designed for teachers mernbantu provide as much information to students.

Problem based learning to help students become independent and autonomous learners. With the guidance of a teacher who repeatedly pushed and directed them to ask questions, find a solution to real problems by themselves, students learn to solve the tasks themselves.

According to Ibrahim (2002:3-5) in problem-based learning there are five main stages, as follows:

Phase 1
Student orientation to the problem.
Teacher explains the purpose of learning, explaining the logistics required, motivating students engage in solving problems chosen.

Phase 2
Organize students to learn.
Teachers help students learn to define and organize tasks related to the problem.

Phase 3
Guide the investigation of individual or group.
Teachers encourage students to gather the appropriate information, conduct experiments to obtain an explanation and troubleshooting.

Phase 4
Develops and presents the results of the work.
Teachers help students to plan and prepare appropriate work such as reports, videos, models and help them share the duties with his friend.

Phase 5
Analyze and evaluate problem-solving process.
Teachers help students to do reflection or evaluation of their investigation and the processes they use.


According to Slavin learning cooperative learning is done in groups, students in a classroom used as small groups consisting of four to five people to understand the concept of which was facilitated by the teacher. Cooperative learning model is a model of learning by setting small groups by taking into account the diversity of members of the group as a forum for students to work together and solve problems through social interaction with peers, providing the opportunity for students to learn something well at the same time and she became a resource person for another friend. So Cooperative learning is an instructional model that prioritizes collaboration among students to achieve their learning goals. Cooperative learning model can be characterized by: 1) to complete their study material, students learn in cooperative groups, 2) a group formed by students who have high ability, medium and low, 3) if there are classes comprising students from some racial, ethnic, cultural sexes, then aligned to be in each group consisted of race, ethnicity, culture, different sexes, and 4) the award is more focused on group work than on individuals.

Cooperative learning model was developed to achieve at least three important learning goals. According to the Education Ministry's first goal of cooperative learning, such as improving academic results, with improved student performance in academic tasks. Students are better able to become a resource for students who are less fortunate, who have the same orientation and language. While the second goal, cooperative learning provides opportunities for students to receive her friends who have various learning differences in the background. Differences include differences in ethnicity, religion, academic ability, and social levels. The third important objective of cooperative learning is to develop the social skills of students. Social skills is, among others, sharing tasks, actively asking, respect other people's opinions, fishing friends to ask, would explain an idea or opinion, work in groups and so forth.

Competence on Cooperative learning:
1. Understanding Value / Concept
2. Ability apply concepts / problem solving
3. The ability to produce something together
4. Soft skills (Critical Thinking, Communicating, Cooperating)


Learning with Information Technology is a learning activity where in the delivery of teaching materials that are presented to students, teachers to use or apply a variety of instructional media devices. The media were very wide range of learning, whether in the form of media
print, media / visual aids or electronic media.

To design the subjects that would be conveyed through a multimedia learning, a teacher must prepare a Learning Plan and the necessary preparations. Based on the author's experience, the preparations that include:

1. Getting started:
  • Preparing the Learning Plan
  • Collect the necessary data, pictures or movies / slides (if possible any)
  • Setting up computer equipment (software required)
2. Making a presentation for learning.
  • Not all material will be taught be informed of all in the presentation. Art soul needed for a teacher in making learning design presentations.
  • Presentation material covers the main points only.
  • Inserting images, movies or sounds if needed.
  • We recommend a presentation made at the end of the questions or tasks for students.
3. Implementation:
  • Before the lesson begins the teacher to prepare the presentation. Presentation room can use a library or laboratory.
  • Setting up the necessary devices such as computers, LCD projector, screen projector, microphones and loudspeakers.
  • Implementation of learning.
  • Assessment (Post Test)

Media include print media, media display, media display, media experiments, OHP, and the combination, slide, film strip, film, VCD, instructional TV, internet, and so forth.
According to Wilbur Schramm instructional media differentiated into two kinds, namely big media and small media. Big media interpreted as a complex and expensive media, like TV, Movies, Computers, and the like. In accordance with the recommendations in GBPP then this module will provide a differentiated media nonelektronik media and electronic media.
Media nonelektronik frequently used in learning can include: print, media display, media display, media experiments. Next to the electronic media in teaching Physics, can be: OHP, OHP and combination, slide instructional program, the program strip film, instructional films, VCD, instructional television and the Internet.

Criteria Selecting Media:
1. Accuracy with Learning Objectives
2. Ease of Obtaining
3. Skilled teachers use
4. Appropriate levels of student thinking
5. Availability Time

Media types include:
1. Visual Media
  • Not projected (Photo, Graphics, Models, Reality)
  • Projected (OHP, Slide Projector, LCD Projector Opaque)
2. Media Audio and Video
3. Environment
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Contextual Teaching Learning

Contextual learning is learning that allows students to apply their academic knowledge and skills in solving real world issues or problems that simulated.
A concept that help teachers to link the subject content with real-world situations and motivates students to make the relationship between knowledge and its application in their lives as a family member, a citizen and labor.

Seven Key Elements of CTL:

1. Inquiri
  • Beginning with the observation of activities in order to understand the concept.
  • The cycle consists of the activities observing, questioning, analyzing, and formulating theories, either individually or together with other friends.
  • Develop and use critical thinking skills at the same time.
2. Questioning
  • Used by teachers to encourage, guide and assess students' thinking abilities.
  • Used by students during the conduct of activities based inquiri.
3. Constructivism
  • Develop self-understanding of new experiences based on previous experience.
  • A deep understanding developed through meaningful experiences.
4. Learning Communities
  • Working with others to create learning is better than learning itself.
5. Modelling
  • Thinking about your own learning process.
  • Demonstrate how you want students to learn.
  • Doing what you want to enable students to perform.
6. Authentic Assessment
  • Measure students' abilities and skills.
  • Requires the application of knowledge or skills.
  • Assessment of the product or performance.
  • The tasks are contextual and relevant.
  • The process and product can be measured both.
7. Reflection
  • Ways to think about what we've learned.
  • Revising and respond to events, activities, and experiences.
  • Keep track of what we have learned, how we feel the new ideas.
  • May be a variety of forms: journals, discussions, and the work / art.
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Level of Education Curriculum Unit (KTSP)

According to Nasution (1999), the curriculum is a set of plans and arrangements on the objectives, content and teaching materials and methods used to guide the implementation of instructional activities to achieve certain educational goals. Objectives include the national education goals as well as conformance to specification, state and regional potential, education unit and learners. Therefore, the curriculum prepared by the educational unit to allow adjustment of educational programs to the needs and potential in the region.

There are few curricula have been developed today, such as:
1. Curriculum 1994
2. Curriculum 2004
3. Competency-Based Curriculum (CBC)
4. Level of Education curriculum unit (KTSP)

In the development Education Unit Level Curriculum (KTSP), which vary based on National Education Standards (SNP) to ensure the achievement of national education goals. National Standards of Education Content Standard, Standard Process, Competency standards Passed, Education Workforce Standards, Standards for Infrastructure, Standards Management, Financing Standards, Assessment Standards. Two of the eight standards, which are nsional education and Competency Standards Content Standard Passed is the main reference for the education unit in developing curriculum.

Law of the Republic of Indonesia Number 20 Year 2003 (UU 20/2003) about the System of National Education and the Indonesian Government Regulation Number 19 Year 2005 (PP 19/2005) about the National Standards of Education has mandated curriculum unit level education of primary and secondary levels of education have been prepared by educational unit based on the content standards and pass the competency standards and is guided by the guidelines established by the BSNP.

KTSP is an operational curriculum developed and implemented by each educational unit in this case refers to the law school is the educational unit (Sutrisno, 2008). In developing the SBC is done by each group or the education unit and school committee / madrasa under the coordination and supervision of Department of Education / Ministry of Religious Affairs office of district / city for Secondary Education and Special Education.

KTSP Emphasis is on developing the ability to do (competence) and tasks with specific performance standards so the results can be felt by students in the form of mastery of a set of specific competencies. This educational program standard device should be able to deliver students to have a competency of knowledge, and values used in various fields of life.
Indeed, KTSP is a curriculum that reflects the knowledge, skills and attitudes which refers to the concept of education as suggested by Bloom, which in turn can improve students' potentials optimally. Accordingly, the curriculum is prepared to foster the learning process in schools oriented mastery competencies that have been determined by integrative. OH developed is able to adapt to various changes (containing the basic principles, are flexible in accordance with the times) and its development through the accreditation process that allows the subjects can be modified within their growing demands. Thus, this curriculum is the development of knowledge, understanding, abilities, values, attitudes and interests, to perform a skill or task in the form of skills and sense of responsibility. Furthermore, this curriculum is a curriculum design that was developed based on a number of specific competencies, so that after completing a certain educational level, students are expected to master a series of competencies and apply them in later life.

KTSP implementation in Indonesian education system does not just change the curriculum, but it involves fundamental changes in the education system. Application of KTSP requires a paradigm shift in teaching and schooling, because the application of KTSP not only caused changes in concepts, methods and strategies of teachers in teaching, but also concerning the pattern of thought to carry away, philosophically, the commitment of teachers, schools and education stakeholders.

In KTSP placed teachers as facilitators and mediators who help keep students' learning process goes well. The main attention on students learning, not on discipline or the teacher. The function of a facilitator or mediator that means, namely: (1) to provide learning experiences that enable students are responsible to make design and process; (2) provide or provide activities that stimulate students' curiosity and help them to express ideas, provide the means that stimulating students to think productively, provide opportunities and experiences of conflict, (3) monitor, evaluate, and indicates whether the student thought the road or not. Teacher shows and questioned whether students apply knowledge to deal with new problems. Teachers help students evaluate hypotheses and conclusions.


  1. Centered on the potential, progress, needs and interests of learners and their environment The curriculum was developed based on the principle that learners has a central position to develop their competence in order a human being faithful and obedient to God's compassion Esa, morality, healthy, knowledgeable, capable, creative, independent and becomes citizens of a democratic and accountable. For support the achievement of these goals competence development adjusted for potential learners, progress, needs, and interests of learners as well as environmental demands.
  2. Diverse and integrated
    The curriculum was developed with attention to diversity learner characteristics, local conditions, and levels and types of education, without distinction of religion, ethnicity, culture and customs, as well as socioeconomic status and gender. The curriculum includes substance mandatory component of curriculum content, local content, and development
    an integrated self, and have been prepared in the relevance and sustainability
    antarsubstansi meaningful and appropriate.
  3. Response to the development of science and art
    The curriculum was developed on the basis of the awareness that science knowledge, technology and art of growing dynamically, and by Therefore the spirit and content of the curriculum encourages students to followed and properly utilize the development of science
    knowledge, technology and art.
  4. Be relevant to the needs of life
    Curriculum development conducted by involving stakeholders interests (stakeholders) to ensure the relevance of education with needs of life, including life community, business world and the world of work. Therefore, development of personal skills, thinking skills,
    social skills, academic skills, and skills is a vocational necessity.
  5. Comprehensive and continuous
    The substance of the curriculum covers all dimensions of competency, field scholarly study and subjects who planned and presented for all sustainable levels of education.
  6. Long Life Learning
    The curriculum is directed to the development process, acculturation and empowerment of learners that lasted a lifetime. The curriculum reflects the linkages between the elements of education formal, nonformal and informal, to conditions and demands an environment that is always evolving and the development direction human beings.
  7. Balance between national interests and regional interests
    The curriculum was developed by taking into account the national interests and local interests to build a social life, state and nation. National interests and the interests of
    area must complement and empower in line with the motto Unity in Diversity within the framework of the Unitary Republic of Indonesia.

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Kinesthetic Learning Styles

In the learning process, the child has some characteristics of each in learning. This could be due to the ability levels of children in receiving education. There were three types of learning styles, including kinesthetic learning styles. Children with kinesthetic learning styles learn through moving, touching and doing. Children like this is hard to sit still for hours because their desire for activity and exploration is very strong. Students who learn this style of learning through movement and touch.

The characteristics of kinesthetic learning styles:
  1. Speaking slowly
  2. Tidy appearance
  3. Not too easily disturbed by the noise situation
  4. Memorizing by walking and seeing
  5. Using a finger as a guide when reading
  6. Found it difficult to write but great in story telling
  7. Love books and they reflect the action with body movement while reading
  8. Enjoys a busy game
  9. Unable to remember the geography, except if they had been in place
  10. Touching people to get their attention Using words that contain the action
Strategies to facilitate the child's kinesthetic learning process:
  • Do not force children to study up for hours.
  • Encourage the child to learn while exploring their environment (for example: ask him to read while cycling, use real objects to learn new concepts).
  • Allow children to chew gum at the time of learning.
  • Use bright colors to menghilite important things in the readings.
  • Allow children to learn while listening to music.
Other learning style is also unique is called Tactual Learners or touching something that we must provide certain information so that we can remember. Of course, there are several characteristics of the model of learning is that not everyone can do it. The first is to place the hands as a receiver of information so that we can continue to remember it. Second, only by holding we can absorb the information without having to read the explanation. The third character is that we include people who can not / stand sitting for too long to listen to the lesson. Fourth, we felt she could learn better when combined with physical activity. The last character, the people who have this learning style have the ability to coordinate a team and ability to control the motion of the body (athletic ABILITY).
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Auditory Learning Style

Learning styles can determine the child's academic achievement. If given appropriate strategies with learning style, children can develop better. Automatic learning styles depending on the person who learns. This means that everyone has different learning styles different.

There are several styles of learning as we know, such as auditory or style of learning by listening. Students who rely on the success of auditory type of learning through the ears (hearing devices), so the teachers should have to pay attention to their students up to the hearing instrument.

Children who have auditory learning styles can learn more quickly by using verbal discussion and listen to what teachers say. Auditory child can digest the meaning conveyed through voice tone, pitch (high or low), speed of speech and other auditory things. Sometimes written information have little meaning for the child's auditory listening. The kids are like this usually can memorize more quickly by reading the text aloud and listening to tapes.

The characteristics of auditory learning style:
  1. We worked like bicaa to yourself
  2. Neat appearance
  3. Easily distracted by noise
  4. Learning to listen and remember what is discussed from the views on
  5. Glad to read aloud and listening
  6. Move their lips and say the writing on the book when reading
  7. Usually he is fluent speakers
  8. More clever to spell out loud than to write
  9. Verbal wit rather than read comics
  10. Having problems with jobs that involve Visual
  11. Speaking in rhythmic, patterned
  12. Can be repeated again and imitate the tone, rhythmic sound and color
Strategies to facilitate children's learning process auditory:
  • Encourage the child to participate in discussions either in class or in the family.
  • Encourage children to read aloud lesson.
  • Use music to teach children.
  • Discuss the idea with the child verbally.
  • Allow children to record a teaching material in the cassette and push him to listen to before bed.

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Saturday, May 22, 2010

Visual Learning Styles

In the book Quantum Learning to learn a person exposed to three modalities: "the modalities of visual, auditory or kinesthetic (profession). Although each of us learn by using all three modalities was at certain stages, most people are more likely in one of the three. "

Visual (learning by seeing)

For students who learn visual style, which plays an important role is the eye / vision (visual), in this case teaching method used by teachers should be more / focused at the demonstration / media, get them into the objects associated with these lessons, or peraganya tool by showing students or draw directly on the blackboard. Children who have a visual learning style must see the body language and facial expression the teacher to understand the subject matter. They tend to sit in front so you can see it clearly. They thought using the pictures in their brains and learn more quickly by using visual displays, such as diagrams, illustrated textbooks, and video. In the classroom, children prefer visual-detail records until more details for information.
The characteristics of the visual learning style:
  • Talk a bit faster
  • Concerned with the appearance of dress / presentations
  • Not easily disturbed by noise
  • Given the views, from which was heard on
  • Prefer to read from the read
  • The reader quickly and diligently
  • Often knowing what to say, but not smart choosing words
  • Would rather do a demonstration of the speech
  • More like music than art
  • Having trouble remembering verbal instructions unless it is written, and often ask for help from someone to repeat it.
Strategies to facilitate children's learning process visually:
  1. Use visual materials such as pictures, diagrams and maps.
  2. Use color to menghilite important things.
  3. Encourage the child to read illustrated books.
  4. Use multi-media (for example: computer and video).
  5. Encourage the child to try to illustrate his ideas into the picture.
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Learning Styles

Every person has different learning styles. This learning style is formed from the environment and our daily habits. If we recognize our learning style, then we can choose an effective learning strategies, learning styles tailored to each of us.

There are several learning styles that can be learned:
  1. Auditory Learners. " If we include people who more easily learned by listening, so we have a learning style "auditory." If this is our learning style, then we can learn by listening to reproduce portions, such as listening to the tapes of English language, our favorite songs, or news, a speech in English. We can also listen to the conversations in English in your favorite movies we watch at the cinema, television, or VCD. Listen to the words, phrases used, note the contexts or situations where words or phrases are used. Do this over and over again then we will meet with a similar expression can we practice on a regular basis, so that we can say and use it more and more proficient.
  2. "Visual Learners". If we include people which is easier to learn through visual input (images, text), then we have the learning style "visuals." There are so many strategies that we can do. We can read the articles in English, which we consider important, and interesting in the newspapers, magazines, or internet, then tell me we are back with the words that our own flats, either in written form or in the form of greeting. We can also read and study examples of letters, proposals, brochures that we often encounter in doing our jobs. To try to understand an abstract concept, we can describe it in a visual form: "flow charts, tables, or other visual forms.
  3. "Kinesthetic Learners." If we prefer to learn by doing something or moving, then we can learn to use computers (where we need to press the button on the keyboard, or mouse), so we do not get bored quickly. We can also join associations of English (Home Club) which has many activities and games that involve movement. Also you can do is learn to write (move your hand to write), or try to understand a single word or phrase with imagined movements that could be associated with a sense of the word-word.
Each person can have more than one learning style (eg visual and auditory, or visual and Kinesthetic). Whatever the learning style, if we had known, we can search and apply learning strategies tailored to the learning styles so that results can be more effective.
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Friday, May 21, 2010

Recount Text

Recount is a text that tell the events or experiences in the past. The purpose of recount text in general is to entertain like Narrative, but recount the incident has focused the past to tell what it is. Often the author gives an impression or opinion of the events related. The main difference this text with text Narrative is the absence of complications of problems or conflicts experienced by the characters in the text recount.

General characteristics of Recount:
  1. Purpose of the text / social function (communicative purpose of the text): to tell the readers what Happened in the past through a sequence of events.
  2. Telling of events and experiences in the past to the reader in chronological order according to time or events.
Generic structure / text organization (systematics of writing):
  1. Orientation: Introduction to the characters, time and place of occurrence.
  2. Events: The events, recounted in chronological order (sequence).
  3. Re-orientation; the conclusion of all events, can also contain comments or impression that the author recounted the experience.
Language features (the main linguistic features):
  1. Past tense, for example We WENT to the zoo; She was happy, and so on.
  2. Action verbs or action verbs, eg go, look, eat, etc.
  3. Nouns and pronouns as pronouns, animals or objects involved, such as David, the monkey, etc. We.
  4. Conjunctions and time / Chronological connectives that sort of events, events or activities, such as and, but, then, after that, etc.
  5. Adverbs and adverb Phrases to disclose where, when and how, for example, yesterday, at my house, etc. Studio albums Slowly.
  6. Adjectives to describe nouns, such as beautiful, funny, etc.
Example of recount text :

Going to Jakarta

Last holiday, I and my friends went to Jakarta. We went there for five days, starting on March 5 to 9, 2010. We took the bus to get there. We visited several objects such as planetarium, GSA, Dufan, Tapos and Cibaduyut.

On the first day, we gathered at school around 2 pm. We left at 3 pm. We had dinner at Lestari restaurant in Kendal. We continued the trip around 7 pm. We arrived in Jakarta at about four in the morning. We went to PHI Hotels in Pondok Gede.

On the second day, we went to the Planetarium in TMII. We were there about two hours. Then, we visited to Dufan and GSA. we spent time there until late afternoon. Then, we went back to the hotel.

On the third day, we went to Bandung. we visited Tapos. We were there at about two hours. Our last object is Cibaduyut. We bought some souvenirs there. Around 8 pm, we went back to Kudus.

We felt very tired, but it is an unforgettable experience.
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Narrative Text

Narrative Text, a text whose contents is a story or a story about something. Narrative Sample text: folklore (folktale), an animal story (fable), Legenda (Legend), a short story (short story), and the like. Inside there is a conflict / top issue, followed by completion. The main function of these texts is to a story or entertain readers.

Narrative features of text:

1. Generic Structure:
  • Orientation: contains the introduction of character, place and time of the story (who or what, when and where)
  • Complication: Contains the peak of conflict / problem in the story. A story can have more than one complication.
  • Resolution: Solving problems. Could end in joy (happy ending) could also end up with sadness (sad ending).

Sometimes also its structure (generic structure): Orientation, Complication, Evaluation, Resolution and Reorientation. To "Evaluation" and "Reorientation" is optional; can there be no. Evaluation includes assessment / evaluation on the course of the story or conflict. While Reorientation contains the contents of inference end of the story.

2. Grammatical features using tenses "past"
3. Often use the word liaison time (temporal conjunction), for example: once upon a time, one day, long time ago, ...

Example of text:


Jenggala kingdom ruled by a king named Raden Putra. He was accompanied by a consort of a kind and a concubine who has the nature of envy and jealousy. King's son and his two wives had been living in a very magnificent palaces and peaceful. Until one day the king's concubines are planning something bad on the consort of the king. This was done because the concubine Raden Putra want to become empress.
Concubine of the king and then conspired with a palace physician to implement the plan. Concubine of the king pretended to seriously ill. Court physicians and immediately called the King. After examining these concubines, the physician said that someone had put poison in the drink princess. "That man is none other than the consort of King himself," said the physician. King became furious to hear the explanation palace physician. He immediately ordered the governor to get rid of the empress to the woods and kill him.
Patih The empress was immediately brought it to the middle containing wilderness. But, the governor who wisely did not want to kill the empress. Apparently, the governor already know the evil intention of the king's concubines. "Master's daughter does not need to worry, I will report to the king that the princess was murdered servant," said the governor. To trick the king, the governor smeared with the blood of his sword caught the rabbit. The king was satisfied when the governor reported that he had killed the empress.
After several months in the jungle, the empress gave birth to a boy. The boy gave the name Cinderalas. Cinderalas grow into a child who is smart and handsome. Since childhood he had been friends with the animal inhabitants of the forest. One day, while being engrossed in play, a hawk dropped a chicken egg. Cinderalas then took the egg and the intended menetaskannya. After three weeks, the eggs hatch into a chick who is very funny. Cinderalas chicken with diligent care of the child. Kian day chick grew into a rooster is stout and strong. But there is a strange one from the chicken. Crowing rooster sound different from other chickens. "... Lord Cinderalas Kukuruyuk, his house in the middle of the jungle, their roofs of palm leaves, his father, Raden Putra ...", crowing rooster.
Cinderalas very surprised to hear that his chickens crowing and soon showed his mother. Then, the mother told the origins Cindelaras why they were in the woods. Listening to his mother, Cindelaras determined to expose the crime to the palace and the king's concubines. Having allowed his mother, Cindelaras go to the palace accompanied by a rooster. While on a trip there are some people who are fight chickens. Cinderalas then summoned by the penyabung chicken. "Come on, if you dare, adulah jantanmu chicken with my chicken," she challenged. "Well," replied Cindelaras. When pitted, it turns out Cinderalas cock fight with powerful and in a short time, he can beat his opponent. After a few times pitted, chicken Cindelaras not invincible.
News about the greatness of chicken Cinderalas spread quickly until he came to the Palace. Raden Putra was finally heard the news. Then, Raden Putra sent hulubalangnya to invite Cinderalas to the palace. "I am facing the emperor," said Cindelaras courteously. "The boy is handsome and intelligent, it looks like he is not a descendant of the commoners," thought the king. Cinderalas pitted with chicken chicken Raden Putra on one condition, if the chicken Cindelaras lost his head so he would be beheaded, but if the chicken is half-won wealth belongs Cinderalas Raden Putra.
Two chickens were fighting bravely. But in a short time, chicken chicken Cindelaras conquered the King. The audience cheered cheering Cinderalas and chicken. "Well I admit defeat. I'll keep my promise. But who are you, young man?" Tanya King Raden Putra. Cinderalas immediately bowed like a whispered something in his chicken. Not long after the chicken immediately rang. "... Lord Cinderalas Kukuruyuk, his house in the middle of the jungle, their roofs of palm leaves, his father, Raden Putra ...," rooster crowed repeatedly. Raden Putra surprised to hear chickens crowing Cinderalas. "Is that true?" The king asked in amazement. "True King, a slave Cindelaras, consort of King's mother is a slave."
Simultaneously, the governor immediately faced and told all the events that actually happened to the empress. "I've made a mistake," said King Raden Putra. "I will give the selirku retribution," continued the king with rage. Then, concubines Raden Putra was the waste to the forest. Raden Putra immediately hugged her and apologized for his mistakes after that, Raden Putra and district chief consort to the woods to pick up soon .. Finally Raden Putra, empress and Cindelaras can regroup. After Raden Putra died, Cindelaras replace his father. He ruled his country with a fair and wise.
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Procedure Text

Procedure / Procedural Text, is a text that contains procedures, instructions, processes, methods, or steps in the make / do (operate) something.

1. General structure (generic structure) consists of:

  • Goal / Aim: How to make a bowl of noodle
  • Materials / tools: materials or tools needed to create / do something. Example: a pack of noodle, water, pan and stove
  • Steps / Procedures: steps or procedures to do / create something. Example: First, boil water in a pan and ...

2. Using tenses "simple present"
3. Often use the phrase commands (imperatives / orders). Example: Turn on the lamp, Put the rice into the rice cooker, Do not forget to press the 'on' button, ...
4. Sequence of words (sequences). Example: first, second, then, next, the last, Finally ...

Example of Procedure text:

* Prep: 1 - 2 hrs.
* Cook: ~30 mins.
* Serves: 3

* Olive Oil
* Flour
* Mozzarella cheese
* one or two packets of Dry Active Yeast
* Tomatoes diced or whole is fine

Ho to make it. Follow these steps :

First, we need to make the dough - this is the most critical step. Drop one or two packets of yeast into a bowl. I use two, but you can get away with one. I find that the extra yeast sometimes helps the dough rise a bit more if I end up making too little. But one works.

At this point, you want to add about 3/4 of a cup of LUKEWARM water. It should not be hot, it should not be cold. If its hot, you'll end up cooking the yeast before its ready, and if its cold, the yeast wont rise well. Mix the yeast until it dissolves in the water - this should take ten seconds or so.

Now, we add flour.

Grab a nice big handful of flour and dump it in.

You'll have a gooky mess at this point - it will stick to your fingers, get as much of the mess out of the the bowl and onto a clean dry surface. Don't wash off your hands at this point (hopefully you did that before you started) - you have a lot of flour and yeast stuck to them and you don't want to waste it.

Now, comes the hard part - Keep adding a little bit of flour (were talking pinches of it) and kneading the ball again and again, always adding a little bit more flower. You'll see the ball absorbs the flower easily and gets a bit bigger as you add more. If the ball is sticky wet and sticks to your hands - its too wet. If the ball sticks to the counter - its too wet. How do you know you've added enough? When you can make a nice fist sized ball that isn't sticky and - this is the best way to tell - is a little elastic. That is, when you push down on it and release it (ever so slightly, this isn't a slinky) comes back to its original shape. The "spring back" is really minimal - you have to watch for it, but this is another good indication it's done. A third way to check is to taste a tiny piece. It should have the consistency of chewing gum in your mouth. Most important though - you don't want a big wet sopping ball that is sticky. This kneading process takes roughly 10-20 minutes.

Now, take a bowl and line the bottom with just a little flour. Place the ball in the bowl and cut a little flower into it with a knife.

Now cover the ball with just a little flour... just a light coat Now cover the bowl with something (another bowl, a plate, anything that can create a decent seal). Put it to the side for a good hour.

Get your tomatoes. You'll notice they are really soggy and wet. And what have we learned about soggy wet stuff and pizza? That's right! It doesn't mix. So you want to squeeze out as much of the water from the tomato as possible or else you'll end up with a puddle of water on your pizza as they cook.

Water removed: Typically, I end up using 3 large cans per pizza.

Now, put that aside and go grab a tray and line the bottom with a little olive oil, just enough to coat the bottom ever so slightly.

Once the pizza dough has been sitting for AT LEAST AN HOUR, go grab it You'll see the ball is now bigger and opened up.

Take the ball and knead it out, either with a roller or by hand into the tray. I like to do mine by hand. Go turn on the oven to 400 degrees.

Next, place the tomatoes on the pizza and use a paper towel to soak up any remaining water.

Sprinkle a little olive oil on top, depending on how much you like olive oil.

Now place it in the oven and cook it for about 20 minutes until the edges are golden brown. You'll notice I haven't mentioned the mozzarella yet. DON'T put that on until the end or you will just burn it. Whether you are using shredded or not, put it on once the pizza is done (once you are sure the edges are crisp and golden - you can test with a knife) and leave it in there for a few minutes to melt. Serve hot. Sorry there is no picture of the whole pizza, my friends ate it soon as it came out of the oven.
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Descriptive TEXT

Descriptive Text, is the text that describe, illustrate, or elaborate on something, like objects, people or certain places. This text descriptions usually include the characteristic, type, form, function and detailed things about "something" is.

Descriptive characteristics of Text:

1. General structure (generic structure) consists of:
  • Identification: Part (sentence) that introduce (introducing) something.
  • Description: This section contains a description or picture of something, for example, about the type and shape.

2. Features general grammatical tenses "simple present"
3. The contents of the text focuses on detailed discussions about the things or objects in question

Example Descriptive Text:

National Monuments

National Monument or the popular abbreviated or Tugu Monas Monas is one of the memorial which was established to commemorate the resistance and the Indonesian people's struggle against the Dutch colonialists.

National Monument located in Central Jakarta, was built on decades of the 1920s.

The National Memorial was built in an area of 80 hectares. This monument diarsiteki Silaban and R. Friedrich M. Soedarsono, began construction August 17, 1961, and July 12, 1975 inaugurated by Indonesian President Soeharto.

Development aims Monas monument commemorate and preserve the Indonesian struggle for independence during the revolution in 1945, for the inspiration and spirit of patriotism terbangkitnya current and future generations.

Monument towering monument and symbolizes the phallus (pestle or anatan) full dimensions of typical Indonesian national culture. All of the court of the cup symbolizes the yoni (the barn). Alu and the barn is a household appliance found in almost every house the indigenous population of Indonesia.

National Monument experiencing five times the renaming Gambier Field, Field Ikada, Merdeka Square, National Monument, and Monument Park. Around the monument there are gardens, two ponds and some open field where the exercise on holidays.

Form of memorial this one is very unique. A obeliks stone marble yoni phallus-shaped fertility symbol is 132 meters high.

At the top of the National Monument there are cup-shaped, supporting a bronze torch flame which weighs 14.5 tonnes and gold plated 35 Kilogram. Flame or torch as a symbol of the struggle of the Indonesian people who want to achieve independence.

Peak with an area of 11x11 Courtyard can accommodate as many as 50 visitors. At around the body there is an elevator emergency staircase made of iron. Monas monument from the court of the peak, visitors can enjoy spectacular views across the city of Jakarta. Southerly direction with a strong standing in the distance Mount Salak in Bogor regency, West Java, stretching north sea with small islands scattered. When turned to the West extends the Soekarno-Hatta Airport at any time seen a plane take off.

From the peak of the court, 17 m back to the top, there is a tongue of fire, made of bronze weighing 14.5 tons and a diameter of 6 m, consists of 77 sections together.

Courtyard top of the monument in the form of "unremitting Nan Fire", which means that symbolizes the nation of Indonesia to the fight of all time has never subsided. High court of the cup from the bottom of 17 m and 8 m. space history museum Size of square-shaped courtyard, measuring 45x45 m, is the preservation of sacred figures Proclamation of Independence (17-8-1945).

Visitors Monument area, who will climb the peak of the court obelisk monument or museum, can be through the entrance plaza of the park around the Merdeka Square, in the north of Monument Park. Nearby there is the fountain and statue of Prince Diponegoro, who was riding his horse, made of bronze weighing 8 tons.

The statue was created by Italian sculptor, Prof.. Coberlato as a contribution by the Consulate General Honores, Dr Mario Bross in Indonesia. Through the tunnel which is 3 m below the National Monument park and cross the road here, visitors to the monument entrance to the fenced monument peak "Yellow Bamboo".

Bedrock of 3 m-high monument, below that there is space history museum national struggle with the size of the area 80x80 m, can accommodate around 500 people visitors.

On the fourth side of the room there are 12 windows dedicated demonstration events since the time of the Indonesian people living ancestors. Entire walls, pillars and marble floors. In addition, the amphitheater-shaped independence space which is located within the cup Monas monument, depicting the attribute map of the Unitary State of Republic of Indonesia archipelago, Independence, red and white flags and symbols of the state and arch doors are inscribed the
manuscript Proclamation of Indonesian Independence.

National Monuments in the building there is also a museum and hall for meditation. The visitors could climb up to the top by using the elevator. Or National Monuments of the city can be seen from the top of the monument.

Monuments and museums are open every day, starting at 09:00 to 16:00 Western Indonesia Time.

The entire contents of 132 m. high Monas Flame height of 14 m above it, at the Monas third floor of 115 m height above ground level. Inside there are 51 dioramas Monas. Sangsekerta diorama is a language which means dio: in, dormitory: the image. Thus, dioramas in the mean image. Monas development cost is 7 dollars and blia Billion in sales, the flames could reach 14 million rupiah. Monas, has not been the launch but was opened to the public on June.12, 1975 by the Governor of DKI Jakarta: Adi Sadikin.
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