Hari ini saya buka youtube dan mencari headline yang mungkin menarik.

Mata saya tertuju pada judul sebuah tayangan perbincangan alias wawancara di sebuah siaran TV swasta, yang menyiarkan interview bertajuk politik, bertemakan “perebutan kursi caleg”.

Yang menarik sebenarnya bukan judulnya, karena hal yang lumrah sekarang ini banyak yang maju mencalonkan diri sebagai caleg. Entah itu dari keluarga politikus, seniman, orang-orang pintar yang berpendidikan, artis, bahkan mungkin ada juga dari personal yang ga punya background politik sama sekali.

Di video ini secara jelas dipaparkan pertanyaan-pertanyaan dari Najwa, sang interviewer kepada salah satu artis yang mencalonkan diri dan mengaku mampu menampung aspirasi rakyat kelak jika dia terpilih. Mungkin ga sih, seorang yang ga punya pengalaman sama sekali bisa dan mampu menjalankan beban berat sebagai caleg? bawa suara rakyat loh!

Tayangan lengkapnya bisa di klik disini : Mata Najwa, jawaban ga nyambung Angel Lelga calon wakil rakyat.

Buat saya pelajaran bgt nih nonton tayangan ini.Yah semoga mujizat yang terbaik terjadi yaa.. ūüôā

How can I not love You ?

Joy Enriquez ‚Äď How Can I Not Love You

Cannot Touch, Cannot Hold
Cannot Be Together
Cannot Love, Cannot Kiss
Cannot Have Eachother
Must Be Strong
And We Must Let Go
Cannot Say What Are Hearts Must Know

{Chorus}
How Can I Not Love You
What Do I Tell My Heart
When Do I Not Want You Here In My Arms
How Does One Waltz Away From All Of The Memories
How Do I Not Miss You When You Are Gone

Cannot Dream
Cannot Share Sweet And Tender Moments
Cannot Feel How We Feel
Must Pretend Its over
Must Be Brave
And We Must Go On
Must Not Say What We’ve Known All Along

{Chorus}
How Can I Not Love You
What Do I Tell My Heart
When Do I Not Want You Here In My Arms
How Does One Waltz Away From All Of The Memories
How Do I Not Miss You When You Are Gone
How Can I Not Love You

Must Be Brave
And We Must Be Strong
Cannot Say What We’ve Known All Along
{Chorus}
How Can I Not Love You
What Do I Tell My Heart
When Do I Not Want You Here In My Arms
How Does One Waltz Away From All Of The Memories
How Do I Not Miss You When You Are Gone
How Can I Not Love You When Are Gone . . .

#infomenarik : Apa arti ketiga warna di Hari Natal ?

Seperti yang kita ketahui, bahwa hari Natal selalu identik dengan 3 warna yang mewarnainya. Yah, warna hijau, merah, dan juga emas. Namun tahukah Anda apakah 3 warna tersebut hanya kebetulan belaka ataukah terdapat kisahnya?

3 warna itu ternyata memiliki arti khusus.

Hijau yang diwakili oleh pohon Natal, melambangkan kehidupan dan kelahiran kembali. Juga, di beberapa negara Kristen seperti Yunani dan Rumania, hijau melambangkan kebangkitan Yesus.

Sementara itu, merah mewakili darah Yesus, serta apel yang dimakan Hawa sebelum Ia dan Adam di keluarkan dari Ede.

Dan emas melambangkan terang, cahaya spiritual bahwa Yesus membawa berkat kelahiran dan kebangkitan-Nya.

Kamu sendiri, apa warna favoritmu ? ūüôā

Conversation between me and Eva in the mid term test for Speaking Lecture

‚ÄúWhich city would you live in?‚ÄĚ

Between Eva and Anastassya

(Speaking Lecture)

Tasya  : hi Va!

Eva      : hi Sya!

Tasya  : what are you doing? What is that?

Eva      : ohh..this is a brochure. I was reading some information from it. Its about Japan.

Tasya  : japan? That’s an awesome city! The place is really wonderful with a very dicscipline

  And respectfull of the people.

Eva      : yeah. It has a gorgeous season especially when the winters comes.You

  know I really really hope that someday I could have a good time living in Japan.

Tasya  : wow…you should have a bit much money then.

Eva      : yeah. Seems like it’s a long row to hoe. But its okey..Never cut off my wish about

  Japan =)

Tasya  : yup. Must work harder to bring it up Va.

Eva      : how about you? Don’t you have your dream city?

Tasya  : not really.

              I exactly loves Indonesia. Cozy and also I think this is my comfort land of birth.

Eva      : but if you can choose, which city would you live in?

Tasya  : uhm..Vienna is the best answer!

Eva      : Vienna? Why Vienna?

Tasya  : Vienna is the capital largest city of Austria.

              It is the city of music because of its musical legacy.Vienna also rich in

  architectural ensembles including castles, monument, parks and gardens.

              It’s the city of dreams.

Eva      : sounds so cool. Great choice..

#Short Story#

A Very Interesting Conversation

An Atheist Professor of Philosophy was speaking to his Class on the Problem Science has with GOD, the ALMIGHTY.  He asked one of his New Christian Students to stand and . . .

 Professor :   You are Christian, aren’t you, son ?

Student    :   Yes, sir.

Professor :    So, you Believe in GOD ?

Student    :   Absolutely, sir.

Professor :    Is GOD Good ?

Student    :    Sure.

Professor :¬†¬†¬† Is GOD ALL ‚Äď POWERFUL ?

Student    :    Yes.

Professor :    My Brother died of Cancer even though he Prayed to  GOD to Heal him.   Most of us would                    attempt to help others who are ill.   But GOD didn’t. How is this GOD good then? Hmm?

(Student was silent )

Professor :   You can’t answer, can you ?  Let’s start again, Young Fella.  Is GOD Good?

Student    :   Yes.

Professor :   Is Satan good ?

Student    :   No.

Professor :   Where does Satan come from ?

Student    :   From . . . GOD . . .

Professor :   That’s right.  Tell me son, is there evil in this World?

Student    :   Yes.

Professor :    Evil is everywhere, isn’t it ? And GOD did make everything. Correct?

Student    :   Yes.

Professor :   So who created evil ?

(Student did not answer)

Professor :   Is there Sickness? Immorality? Hatred? Ugliness?    All these terrible things exist in the World, don’t they?

Student    :  Yes, sir.

Professor :   So, who Created them ?

(Student had no answer)

Professor :  Science says you have 5 Senses you use to Identify and Observe the World around you.            Tell me, son . . . Have you ever Seen GOD?

Student    :  No, sir.

Professor   :  Tell us if you have ever heard your GOD?

Student    :  No , sir.

Professor :   Have you ever Felt your GOD, Tasted your GOD, Smelt your GOD?    Have you ever had any Sensory Perception of GOD for that matter?

Student    :   No, sir. I’m afraid I haven’t.

Professor :   Yet you still Believe in HIM?

Student    :  Yes.

Professor :   According to Empirical, Testable, Demonstrable Protocol,  Science says your GOD doesn’t exist.  What do you say to that, son?

Student    :  Nothing.  I only have my Faith.

Professor :  Yes, Faith.  And that is the Problem Science has.

Student    :   Professor, is there such a thing as Heat?

Professor :   Yes.

Student    :   And is there such a thing as Cold?

Professor :   Yes.

Student   :   No, sir. There isn’t.

(The Lecture Theatre became very quiet with this turn of events )

Student    :   Sir, you can have Lots of Heat, even More Heat, Superheat, Mega Heat, White Heat,               a Little Heat or No Heat.   But we don’t have anything called Cold.  We can hit 458 Degrees below Zero which is No Heat, but we can’t go any further after that.   There is no such thing as Cold.   Cold is only a Word we use to describe the Absence of Heat.   We cannot Measure Cold.    Heat is Energy.   Cold is Not the Opposite of Heat, sir, just the Absence of it.

(There was Pin-Drop Silence in the Lecture Theatre )

Student    :  What about Darkness, Professor? Is there such a thing as Darkness?

Professor :  Yes. What is Night if there isn’t Darkness?

Student    :  You’re wrong again, sir.  Darkness is the Absence of Something  You can have Low Light,  Normal Light, Bright Light, Flashing Light . . .But if you have No Light constantly, you have nothing and it’s called Darkness, isn’t it?  In reality, Darkness isn’t.  If it is, were you would be able to make Darkness Darker, wouldn’t you?

Professor :   So what is the point you are making, Young Man ?

Student   :   Sir, my point is your Philosophical Premise is flawed.

Professor :   Flawed ? Can you explain how?

Student    :   Sir, you are working on the Premise of Duality.  You argue there is Life and then there is Death, a Good GOD and a Bad GOD.  You are viewing the Concept of GOD as something finite, something we can measure.  Sir, Science can’t even explain a Thought.  It uses Electricity and Magnetism, but has never seen, much less fully understood either one. To view Death as the Opposite of Life is to be ignorant of the fact that Death cannot exist as a Substantive Thing. Death is Not the Opposite of Life: just the Absence of it.  Now tell me, Professor, do you teach your Students that they evolved from a Monkey?

Professor :   If you are referring to the Natural Evolutionary Process, yes, of course, I do.

Student    :   Have you ever observed Evolution with your own eyes, sir?

(The Professor shook his head with a Smile, beginning to realize where the Argument was going )

Student    :   Since no one has ever observed the Process of Evolution at work and Cannot even prove that this Process is an On-Going Endeavour,   Are you not teaching your Opinion, sir?  Are you not a Scientist but a Preacher?

(The Class was in Uproar )

Student    :  Is there anyone in the Class who has ever seen the Professor’s Brain?

(The Class broke out into Laughter )

Student    :  Is there anyone here who has ever heard the Professor’s Brain, Felt it, touched or Smelt it? .                 No one appears to have done so. So, according to the Established Rules of Empirical, Stable, monstrable Protocol,  Science says that You have No Brain, sir.   With all due respect, sir, how do we then Trust your Lectures, sir?

(The Room was Silent. The Professor stared at the Student, his face unfathomable)

Professor :   I guess you’ll have to take them on Faith, son.

Student    :  That is it sir . . .  Exactly ! The Link between Man & GOD is FAITH. That is all that Keeps Things Alive and Moving.

NB:I believe you have enjoyed the Conversation . . . and if so . . . You’ll probably want your Friends / Colleagues to enjoy the same . . . won’t you?

That student was Albert Einstein!

God Bless You

Fr Eugene Lobo SJ

What should we learn about Pronounciation ?

Connected speech 2

Submitted by TE Editor on 28 February, 2005 – 12:00

An advanced student of mine speaks both clearly and usually correctly, but can often sound over formal and at times stilted.

He has learnt his English “through the eye” and has trouble interpreting the utterances of native speakers who do not monitor their output. His delivery is an attempt at a precise version of every sound. With native speakers, articulatory precision is a stylistic device, a conscious choice if we want to emphasize a point, be insistent or threatening. In normal social interaction though, this is not usually the case and articulatory
imprecision is the more natural and functional option.

  • Aspects of connected speech
  • Intrusion and linking
  • Elision
  • Working on connected speech
  • Integrating work on connected speech
  • Conclusion

Aspects of connected speech
Speech is a continuous stream of sounds, without clear-cut borderlines between them, and the different aspects of connected speech help to explain why written English is so different from spoken English.

So, what is it that native speakers do when stringing words together that causes so many problems for students?

Intrusion and linking
When two vowel sounds meet, we tend to insert an extra sound which resembles either a / j /, / w / or / r / , to mark the transition sound between the two vowels, a device referred to as intrusion. For example:

  • Intruding / r/
    The media / r /are to blame.
    Law(r)and order.
  • Intruding / j /
    I / j / agree.
    They / j /are here!
  • Intruding / w/
    I want to/ w/eat.
    Please do/ w/it.

Word boundaries involving a consonant and a vowel are also linked, as we tend to drag final consonants to initial vowels or vice versa. For example:

  • Get on. ( geton )
  • Not at all. ( notatall )
  • It¬īs no joke. ( snow joke)

Elision
As I have mentioned, a native speaker’s aim in connecting words is maximum ease and efficiency of tongue movement when getting our message across. In minimizing our efforts, we weaken our articulation. If articulation is weakened too much, the sound may disappear altogether, a process known as elision. It is the vowels from unstressed syllables which are the first to be elided in non-precise pronunciation.

  • Common sound deletions
    A syllable containing the unstressed “schwa” is often lost. For example,

    • int(e)rest,
    • sim(i)lar,
    • lib(a)ry,
    • diff(e)rent,
    • t(o)night.
  • / t / and / d /
    With consonants, it is / t / and / d / which are most commonly elided, especially when they appear in a consonant cluster. For example,

    • chris(t)mas
    • san(d)wich
      The same process can occur across word boundaries, for example,
    • mus(t) be
    • the firs(t) three
    • you an(d) me
    • we stopp(ed) for lunch
  • / h /
    The / h / sound is also often deleted. For example,

    • you shouldn¬īt (h)ave
    • tell (h)im.

Working on connected speech
If your learners have not worked on these forms before, you might wish to set some lesson time aside to work specifically on these features of connected speech. One way of introducing them to sound deletions could be to write a few short phrases on the board. For example:

  • That¬īs an interesting idea.
  • Are you coming out tonight?
  • It¬īs the tallest building.
  • You must tell him.

Try if possible to use language you have recently been working on in the classroom. Then ask the class to count the number of sounds in each word, and write the numbers which they give you on the board above the
words, like this:

3

You

4

must

4

tell

3

him


Now play a recording of the phrases, or read them yourself, and ask the learners to listen again and write down how many sounds they hear. Prompt them if necessary, asking if, for example, the “t” is really pronounced twice between “must” and “tell”, or only once.

  • Drill the phrases then ask the students to practise these phrases themselves.You could also read out the phrases, once using the elided forms, then again in a more clipped, emphatic manner.
  • Ask the learners which sounds more natural. Highlight that the features of connected speech not only make the phrase more natural sounding but that it is also easier to pronounce the words in this way.

 

Exercises like this help to show learners the differences between written and spoken English, and they highlight the importance of listening to words rather than relying on their written forms.

Integrating work on connected speech
It is a good idea to try and integrate work on connected speech into everyday lessons. When studying grammar for example, don¬īt focus solely on the form of the words, draw attention to the way they are pronounced in
natural conversation.

  • Superlatives, for example, provide practice of sound deletions. You could write a few phrases on the board:
    • The Nile is the longest river in the world.
    • The Vatican is the smallest country in the world.
  • Ask the students to listen to the sounds while you repeat the phrases a few times and see if they can spot the disappearance of the “t” on the superlative adjective.
  • Drill the phrases, chorally and individually. Students might like to write their own general knowledge quiz, using questions such as, “Which is the tallest building in the world?”.
  • As they read their questions, make sure they elide the final “t” (unless of course, the next word begins with a vowel).Such exercises provide practice of both grammatical form and pronunciation, and the repetition helps students to begin using these features of connected speech in a natural manner.

Anything which you have recently been working on in class can be used as a basis for pronunciation work. For example, a useful way of practising the intruding sounds / r /, / w / and / j / is when studying phrasal verbs.

Do/ w /up
lay / j / up
Go/ w /away
Go / w / out

  • Drill the verbs chorally and individually before providing a more personalized practice activity in which students ask each other questions using the verbs you are focusing on.

Phrasal verbs can also be used to show how we tend to link final consonants and initial vowels across word boundaries.

Get out ( getout )
Put on ( puton )
Come out ( cumout )

Conclusion

Students often find pronunciation work fun and stimulating, as well as valuable. However, they will need time and confidence in order to assimilate the features of connected speech and to make them their own. Research does suggest though, that by simply drawing students’ attention to these forms, you are giving them considerable help towards making sense of the language they hear.

That’s all ūüôā