Wednesday, April 24, 2013

Mengukur Kekuatan Gempa


Setiap mendengar berita tentang gempa bumi, apakah kamu memerhatikan unit satuan/skala yang dijadikan ukuran kekuatan sebuah gempa? Bagaimana unit itu menyatakan besarnya gempa?
Selain dengan menggunakan unit satuan/skala Richter, kekuatan gempa juga dapat dinyatakan dengan skala Mercalli. Skala ini ditemukan tahun 1902 oleh orang Italia yang bernama G. Mercalli. Skala Mercalli dibagi menjadi 12 skala yang diperoleh berdasarkan informasi dari orang-orang yang selamat dari gempa bumi. Oleh karena itu, skala Mercalli sangat subjektif.
Skala Mercalli kemudian dimodifikasi pada tahun 1931 oleh ahli gempa H. Wood dan F. Neumann dan disebut skala MMI (Mercalli Modify Intensity). Hingga saat ini skala Mercalli masih digunakan, terutama jika tidak ada seismograf.
Pembagian kekuatan gempa berdasarkan Skala MMI adalah sebagai berikut:
1.      Tidak terasa.
2.      Terasa oleh orang yang berada di bangunan tinggi.
3.      Getaran dirasakan seperti ada kereta yang berat melintas.
4.      Getaran dirasakan seperti ada benda berat yang menabrak dinding rumah, benda yang tergantung bergoyang.
5.      Dapat dirasakan di luar rumah, hiasan dinding bergerak, benda kecil di atas rak dapat jatuh.
6.      Terasa oleh hamper semua orang, dinding rumah rusak.
7.      Dinding pagar yanag tidak kuat pecah, orang tidak dapat berjalan/berdiri.
8.      Bangunan yang tidak kuat akan mengalami kerusakan.
9.      Bangunan yang tidak kuat akan bergeser dari fondasinya.
10.  Jembatan dan tangga rusak, terjadi tanah longsor.
11.  Rel kereta apa rusak.
12.  Seluruh bangunan hancur.

Saturday, April 20, 2013

SHINee Dream Girl


Auxiliary Verbs “Can/Could” and “May/Might/-Must”/Should


Can
Used to express ability (to be able to do something):
I can make jewelry.
He can’t speak French.
Can you open this jar?
Used to ask for permission:

Can I use your bathroom?
Can I leave now?
Can I raise the volume?
Used to make requests or suggestions:

Can I have more napkins?
Can I have the bill?
You can take this spot if you like.
You can do whatever you want.
Could (past form of can)

Describes an ability that someone had in the past:

I could swim when I was young.
You could see the boat sinking.
They could tell he was nervous.
Often used in auxiliary functions to express permission politely:

Could I take this jacket with me?
You could borrow my umbrella.
Could you please let me pass you?
Could I get you more water?
Used to express possibility:

All of them could ride in the van.
You could always stay at our house.
Could it be true?
This plan could really work out.
May

Used to ask for formal permission:

May I come in?
May I say something now?
May I ask one question?
Used to suggest something that is possible:

She may agree with this plan.
They may not be happy about what happened.
It may shower tonight.
Might (past form of may)

Used to suggest a smaller possibility than may does (actually, might is more common than may in American English):

He might have finished it.
I might go see a doctor.
I might not come this time.
It might be right.
You might have lost it.
The store might have been closed today.
Must

Used to express something formally required or necessary:

I must complete the project by this week.
The government must provide health care for everybody.
Everyone must save the natural resources of the earth.
The building must have a fire alarm.
You must answer my question right now.
Used to show that something is very likely:

He must be a genius.
You must be joking!
There must be an accident.
She must be very tired.
Should
Should is an auxiliary verb, a modal auxiliary verb. We use should mainly to:

Give advice or make recommendations talk about obligation talk about probability and expectation
Express the conditional mood
Replace a subjunctive structure
Structure of Should

Subject + should + main verb

The main verb is always the bare infinitive (infinitive without “to”).

STORY ABOUT THE CAT AND THE MICE


English Version
          That afternoon the sun was shining with heat, seemed a hungry rat is sheltering under a shady tree. Then came a cat over to him, “Hey Rat, what are you doing there, it seems you’re tired, isn’t you?”. “Oh, it turns out you’re a cat, yes from morning I was looking for food but have not got it, was tired of my stomach too hungry” replied the Rat. “Wow, what a coincidence I also haven’t eaten. But I know where Mr. Farmer put the food you know, would you take it?” said Cat. “It’s so high, but I’m sure with a tiny body, you can certainly pick it up for us to eat together” added the Cat. Mice are very interested i offering the Cat. So they finally agreed to devide the food equally. Soon, they arrived at a place that meant the Cat. It appears food basket hanging on the hut Mr. Farmer. Mice began to rise, with some difficulty he finally managed to reach the basket of food. Without much thought, mice ate the food directly. While a hungry Cats are still waiting parts. “Hi Rat, where my part? Hurry up you’re throwing for me, “cried the cat. “Well, I think this is only enough for me alone Cing” Rat answered lightly. Hearing that, cats are very angry. Suddenly, when they wanted to spend his last meal, “Brakk!” Rats slipped and fell right in front of the Cat. The Cat is upset immediately tried to catch the rat who’s greedy. And they romp around. Since then, cats have been hostile to the mice because they feel cheated.  

TEXT


Recount
Purpose A recount provides information about what happened, when it happened, where it happened and who was involved.
Structure The three parts of a recount are:
·          An orientation which provides details of who/what/when/where.
·          A series of paragraphs retell what has happened
A reorientation concludes the retelling of the events

Recount Scaffold 
Orientation – who, what, when, where………………………………
……………………………………………………
Event 1………………………………………...…
……………………………………………………
Event 2……………………………………………
………………………………………………….....
Event 3……………………………………………………
……………………………………………………
Reorientation –concludes retelling………………………………….............
Language features of a recount
Names of those involved – Tom, my sister, the next-door neighbour
Descriptive words – who, what, where, when, why – the puppets, in the sleeping city, after a few minutes, to find their way
Past tense – occurred, overturned, struggled
Time and sequence words to show order f events – then, next, finally
Examples of a recount
Newspaper reports, diary entries, interviews, conversation, letters
·         Narrative
Purpose A narrative serves to entertain or inform readers by telling them a story.
Structure A narrative has a number of parts:
·       Orientation – who, when, where
·       Complication – event that causes a complication; there may be more than one in a story. Descriptive words are used to give information about characters and events.
·        Evaluation – reaction by characters to the complication
·        Resolution – solution to the problem
       Coda (optional) – lesson from the story
·         Narrative Scaffold
Orientation (who, when, where)……………………………………..
………………………………………………
Complication…………………………………………
Evaluation/reaction……………………………………
Complication…………………………………………
Evaluation/reaction………………………………
Complication/climax……………………………………
Evaluation/reaction……………………………………
Resolution……………………………………………
 
Language features of a narrative
Description of characters and places using:
-         Adjectives to describe nouns – heavy, frosty, transparent, grumpy
-         Adverbs – to describe verbs – quickly, secretly, quietly, energetically, suddenly
-         Similes – to compare one thing with another, using like or as … as – as bright as the moon, the kiss felt like a butterfly’s wings against her cheek
Time words – Once upon a time, long ago, then, last week
Verbs indicating actions in the story – hid, ate, ran, whispered, looked
Examples of an narrative
Fiction novels like adventure and fantasy, spoken and written stories
The Definition and Purpose of Descriptive Text
Descriptive text is a text which say what a person or a thing is like. Its purpose is to describe and reveal a particular person, place, or thing.

The Generic Structure of Descriptive Text
Descriptive text has structure as below:
Identification; identifying the phenomenon to be described.
Description; describing the phenomenon in parts, qualities, or/and characteristics.

The Language Feature of Descriptive Text
Using attributive and identifying process.
Using adjective and classifiers in nominal group.
Using simple present tense
Bottom of FoSentence Patterns
What this handout is about
This handout gives an overview of English sentence patterns. It will help you identify subjects, verbs, and clause connectors so you can analyze your writing style and improve it by using a variety of sentence patterns.
Subjects, Verbs, and Clauses
In its simplest form, an English sentence has two parts: a subject and a verb that express a complete thought when they are together.
  • The subject shows who or what is doing the action. It is always some form of noun or pronoun.
  • The verb shows the action or the state of being. It can be an action verb, like “run,” or a state verb, like “seem.”
Examples of simple two word sentences include:
  • Marvin slept.
  • Dogs bark.
  • Isotopes react.
Real sentences are rarely so short. We usually want to convey much more information, so we modify the main subject and verb with other words and phrases, as in the sentences below:
  • Unfortunately, Marvin slept fitfully.
  • Dogs bark louder after midnight.
  • Heavy isotopes react more slowly than light isotopes of the same element.
Despite the extra information, each of these sentences has one subject and one verb, so it’s still just one clause. What’s a clause?
A clause is the combination of a subject and a verb. When you have a subject and verb, you have a clause. Pretty easy, isn’t it? We’re going to concentrate on clauses in this handout, with emphasis on these two in particular:
  1. Independent clause: a subject and verb that make a complete thought. Independent clauses are called independent because they can stand on their own and make sense.
  2. Dependent clause: a subject and verb that don’t make a complete thought. Dependent clauses always need to be attached to an independent clause (they’re too weak to stand alone).
We’ll talk more about dependent clauses later on, but also see our handout on fragments for a more detailed description of these types of clauses.
Something tricky
Before we move on to the sentence types, you should know a little trick of subjects and verbs: they can double up in the same clause. These are called “compound” subjects or verbs because there are two or more of them in the same clause.
Compound subject (two subjects related to the same verb):
  • Javier and his colleagues collaborated on the research article.
Compound verb (two verbs related to the same subject):
  • Javier conducted the experiment and documented the results.
Compound subject with compound verb:
  • Javier, his colleagues, and their advisor drafted and revised the article several times.
Notice that they don’t overlap. You can tell that it’s only one clause because all of the subjects in one clause come before all of the verbs in the same clause.
Four Basic Patterns
Every sentence pattern below describes a different way to combine clauses. When you are drafting your own papers or when you’re revising them for sentence variety, try to determine how many of these patterns you use. If you favor one particular pattern, your writing might be kind of boring if every sentence has exactly the same pattern. If you find this is true, try to revise a few sentences using a different pattern.
NOTE: Because nouns can fill so many positions in a sentence, it’s easier to analyze sentence patterns if you find the verbs and find the connectors. The most common connectors are listed below with the sentence patterns that use them.
In the descriptions below, S=Subject and V=Verb, and options for arranging the clauses in each sentence pattern given in parentheses. Connecting words and the associated punctuation are highlighted in brown. Notice how the punctuation changes with each arrangement.
Pattern 1: Simple Sentence
One independent clause (SV.)
  • Mr. Potato Head eats monkeys.
  • I refuse.
Try this: Look for sentences in your own text that have only one clause. Mark them with a certain color so they stand out.
Pattern 2: Compound Sentence
Two or more independent clauses. They can be arranged in these ways: (SV, and SV.) or (SV; however, SV.)
Connectors with a comma, the FANBOYS: for, and, nor, but, or, yet, so (See our handout on commas for more info.)
Connectors with a semicolon and comma: however, moreover, nevertheless, nonetheless, therefore
Example compound sentences:
  • Mr. Potato Head eats them for breakfast every day, but I don’t see the attraction.
  • Eating them makes him happy; however, he can’t persuade me.
Try this:
  • Scan your own text to find the compound connectors listed above. Circle them.
  • Find the verb and the subject of the clauses on both sides of the connectors.
  • Highlight your compound sentences with a color that’s different from the one you used to mark your simple sentences.
Pattern 3: Complex Sentence
One independent clause PLUS one or more dependent clauses. They can be arranged in these ways: (SV because SV.) or (Because SV, SV.) or (S, because SV, V.)
Connectors are always at the beginning of the dependent clause. They show how the dependent clause is related to the independent clause. This list shows different types of relationships along with the connectors that indicate those relationships:
  • Cause/Effect: because, since, so that
  • Comparison/Contrast: although, even though, though, whereas, while
  • Place/Manner: where, wherever, how, however
  • Possibility/Conditions: if, whether, unless
  • Relation: that, which, who, whom
  • Time: after, as, before, since, when, whenever, while, until
Examples of complex sentences:
  • He recommends them highly because they taste like chicken when they are hot.
  • Although chicken always appeals to me, I still feel skeptical about monkey.
  • Mrs. Potato Head, because she loves us so much, has offered to make her special monkey souffle for us.
  • She can cook it however she wants.
  • Although I am curious, I am still skeptical.

Try this:
  • Scan your own text to find the complex connectors listed above. Circle them.
  • Find the verb and the subject of the clauses that goes with each connector, remembering that the dependent clause might be in between the subject and verb of the independent clause, as shown in the arrangement options above.
  • Highlight your complex sentences with a color that’s different from the one you used to mark your simple sentences.
Pattern 4: Compound-Complex Sentence
Two or more independent clauses PLUS one or more dependent clauses. They can be arranged in these ways: (SV, and SV because SV.) or (Because SV, SV, but SV.)
Connectors: Connectors listed under Patterns 2 & 3 are used here. Find the connectors, then find the verbs and subjects that are part of each clause.
  • Mr. Potato Head said that he would share the secret recipe; however, if he does, Mrs. Potato Head will feed him to the piranhas, so we are both safer and happier if I don’t eat monkeys or steal recipes.
Try this: Use a fourth color to highlight the compound-complex sentences in your text (the ones with at least two independent and at least one dependent clauses).
Look at the balance of the four different colors. Do you see one color standing out? Do you notice one missing entirely? If so, examine your text carefully while you ask these questions:
  • Could you separate some of the more complex sentences?
  • Could you combine some of the shorter sentences?
  • Can you use different arrangement options for each of the sentence patterns?
  • Can you use different connectors if you change the order of the clauses?

Mengukur Kekuatan Gempa

Setiap mendengar berita tentang gempa bumi, apakah kamu memerhatikan unit satuan/skala yang dijadikan ukuran kekuatan sebuah gempa? Baga...