Author: Ahmad Dahlan

  • Part of Speech

    Part of Speech

    Secara harfiah, Part of Speech diartikan bagian dari percakapan yang artinya bagian dari setiap kalimat yang diucapkan. Secara Teknis, Part of Speech adalah aturan yang membahas tentang aturan dasar dalam menyusun kata yang baik dan benar menurut aturan bahasa Inggris. Aturan bahasa inggris biasa disebut sabagai Grammar Rule.

    Part of Speech sendiri adalah aturan dasar dalam menyusun kalimat yang membagi kata berdasarkan delapan kelompok yakni Noun, Pronoun, Verb, Adjective, Adverb, Preposition, Conjunction, dan Interjection. Part of Speech ini membahas posisi masing-masing kelompok kata ini dalam kalimat.

    1. Noun

    Noun adalah kelompok yang berisi kata-kata benda seperti Buku, Manusia, Lokasi dan lain sebagainya. Posisi kata benda dalam kalimat hanya bisa sebagai Subjek dan/atu Objek. Kata benda ini dibedakan lagi ke dalam beberapa kelompok.

    1. Proper noun – Kata benda khusus seperti Nama orang, Nama Negara, Merek, Organisasi dan nama-nama yang lainnya. Penulsan Proper pronoun harus diawali dengan huruf Kapital misalnya Indonesia, Yamaha, Ahmad Dahlan dan lain-lain.
    2. Abstract noun – Kata benda yang sifatnya abstrak atau benda yang tidak nyata seperti happiness, anger, loneliness, dan sejenisnya.
    3. Concrete noun – Kata benda yang sifatnya jelas baik yang terlihat seperti stone, book, Ronaldo atau yang tidak terlihat tapi masuk kategori benda seperti electron, wind, dan gost.
    4. Countable noun* – Kata benda yang dapat dihitung kuantitasnya biasanya ditandai dengan satuan unitnya seperti book, apple, house dan sejenisnya.
    5. Uncountable noun* – Kata benda yang tidak dapat dihitung satuan unitnya sehingga biasanya diikuti satuan sains atau fisika misalnya water, sugar, sand dan sejenisnya.

    *Countable dan uncountable noun tidak melekat pada bendanya tapi pada satuan dari pengucapan benda misalnya 2 butir pasir itu masuk dalam countable namun 2 liter pasir masuk kategori uncountable.

    Selain dari 5 jenis kategori di atas ada dua kategori kata benda khusus yang dibedakan berdasarkan jenisnya (Masculins/Feminist Noun) dan jumlahnya (Plural Noun). Feminist noun adalah kata benda yang berbeda antara jenis kelamin laki dan perempuan. Misalya ditunjukkan pada kalimat berikut :

    MasculinsFeministNetral
    MaleFemalePerson
    RoosterHenChicken
    ActorsActress–
    UncleAunty–
    waiterwaitressserver
    FatherMatherParent
    SonDaughterChild

    Singular dan Pular Noun adalah penggolongan kata benda berdasarkan tunggal adalah jamaknya benda. Kategori terbagi ke dua bagian yakni Reguler, Irregular dan Tetap.

    Reguler

    Tambahan HurufSingularPlural
    sBook, Fruit, CarBooks, Fruits, Car
    es*Box, Boss, BushBoxes, Bosses, Bushes
    ves**Life, Knife, ShelfLives, Knives, Shelves

    * semua kata benda yang huruf terkahirnya busanya x, dan s.
    ** semua kata benda yang akhir hurufnya f, dan fe.

    Irregular

    SingularPlural
    OxOxen
    ChildChildren
    GooseGeese
    MouseMice
    PersonPeople
    ManMen
    FootFeet
    ToothTeeth

    Tetap

    Kata benda yang tidak mengalami perubahan ketika dalam bentuk jamak misalnya: Fish, Deer, Sheep, Species dan lain sebagainya.

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    2. Pronoun

    Pronoun adalah kata benda yang menggantikan noun, dalam bahasa juga terkadang disebut sebagai sebutan atau kata ganti. Posisinya sama dengan noun yakni hanya bisa sebagai Subjek dan/atau Objek namun lebih spesifik untuk menghindari penggunaan kata berulang dalam paragraf.

    Kata ganti ini terdiri dari 7 jenis yakni I (saya) you (kamu atau kalian), they (mereka), we (kami), she (dia untuk perempuan), he (dia untuk laku-laki), dan it (kata ganti benda). Bentuk kata benda ini berubah berdasarkan posisinya yakni

    1. Subjective untuk posisi sebagai Subjek.
    2. Objective untuk posisi sebagai objek
    3. Possessive adjective menyatakan kepunyaan misalnya my book, their farm dan sejenisnya.
    4. Possessive adjective
    subjectiveobjectivepossessive adjectivepossessiveReflexive
    Imemyminemyself
    Youyouyouryoursyourself / yourselves
    Theythemtheirthierstheirselves
    Weusouroursourselves
    Sheherherhersherself
    Hehimhishishimslef
    Itititsitsitself

    Selain dari 5 pronoun di atas dua jenis pronoun tambahan yang Demonstrative Pronoun dan Indefinite pronoun.

    1. Demonstrative pronoun

    Secara harfiah demonstartive diartikan sebagai kata ganti ini dan itu. Kata ganti ini terbagi ke dalam dua jenis yakni tunggal dan jamak

    • This is my pen (hanya satu pulpen)
    • These are my pens (lebih dari satu pulpen)

    Untuk kata ganti itu juga terdiri dari dua jenis yakni:

    • That is my car (hanya satu mobil)
    • Those are my cars (lebih dari satu mobil)

    2. Indefinite pronoun

    Indefinite adalah kata ganti benda secara umum misalnya:

    • someone
    • somebody
    • something
    • everyone
    • everybody
    • everything
    • anyone
    • anybody
    • anything
    • nobody
    • no one
    • nothing

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    C. Verb

    Verb adalah kata kerja yang menjadi standar sebuah kalimat dianggap benar. Setiap kalimat tidak harus memiliki objek, subjek dan keterangan tapi harus memiliki kata kerja. Tanpa kata kerja maka sebuah kalimat dinyatakan salah.

    Secara umum, Verb terbagi ke dalam dua jenis yakni ordinary Verb dan auxiliary verb.

    1. Ordinary verb

    Ordinary verb merupakan kata kerja murni yang biasanya berupa tindakan atau kegiatan. Ordinary verb terbagi ke dalam 3 kategori sebagai berikut:

    a. Transitive verb

    Transitive verb merupakan kata kerja yang membutuhkan objek. Tanpa object kalimat yang dibentuk tidak akan sempurna maknanya. Yang termasuk transitive verb adalah eat, read, play, see, dan banyak lagi. Contoh:

    – I eat a lot of bread.

    – She reads a mystery novel.

    – You can see so many people from the top.

    b. Intransitive verb

    Intransitive verb adalah kebalikan dari transitive verb. Intransitive verb tidak memerlukan object seperti walk, run, cry, think, etc. Contoh:

    – The turtle walks so slowly.

    – The cheetah can run so fast.

    – I am thinking about you.

    catatan: Beberapa kata kerja bisa melakukan keduanya (membutuhkan object dan tidak)

    c. Linking verb

    Linking verb adalah kata kerja murni yang memiliki peran yang hampir sama dengan To Be. Contohnya taste, sound, become, smell, look, etc. Linking verb selalu diikuti oleh adjective atau adverb of manner.

    – The soup taste too salty.

    – Your idea sounds amazing.

    – You look smart.

    2. Auxiliary verb

    Auxiliary verb dikenal jufa sebagai kata kerja bantu. Ada 4 macam auxiliary verb yaitu To Be, To Do, To Have, dan Modal. Berikut penjelasannya.

    a. To Be

    To Be merupakan kata kerja yang terdiri dari is, am, are (present),  was, were (past), be (V1) dan Been (V3). Ada tiga fungsi to be, yaitu:

    i. Penghubung subject dengan complementnya

    – She is beautiful.

    – My father is a policeman.

    ii. Membentuk kalimat pasif (to be + V3)

    – The wallet was stolen in the library yesterday.

    – The flight has been canceled by the airline company.

    Bagian ini akan dibahas lebih detail pada post-post yang akan datang.

    iii. Menyatakan kegiatan yang sedang berlangsung (continous tense)

    – I was sleeping when he came.

    – He is reading a novel.

    b. To Do

    To Do merupakan kata kerja bantu yang terdiri atas do, does (present) dan did (past). To Do digunakan untuk membantu kalimat yang mengandung ordinary verb dalam hal:

    i. Menegaskan arti kata kerja

    – I love you. (saya mencintaimu)

    – I do love you. (saya benar-benar mencintaimu)

    ii. Membentuk kalimat negative

    – She likes a cat. (+)

    She doesn’t like a cat. (-)

    – They do their homework. (+)

    They don’t do their homework. (-)

    iii. Membentuk kalimat tanya

    – Does she like a cat?

    – Do they do their homework?

    Ket* Kata kerja ordinary yang sudah dibantu menggunakan To Do harus kembali ke bentuk dasar (V1). Contoh:

    – I went to the office yesterday. (went = V2)

    I didn’t go to the office yesterday. (go = V1)

    c. To Have

    To Have digunakan untuk membentuk perfect tense, menyatakan kegiatan yang telah dilakukan. To Have terdiri atas has, have (present) dan had (past). To Have memiliki arti telah atau sudah, bukannya memiliki atau makan (ordinary verb). To Have wajib bertemu / berpasangan dengan kata kerja V3 (past participle). Contoh:

    – I have had my breakfast. (saya sudah sarapan pagi)

    – They haven’t done their assignment. (mereka belum mengerjakan tugas mereka).

    Bagian ini akan dibahas lebih lanjut pada materi Tenses.

    d. Modal

    Modal merupakan kata kerja bantu yang terdiri dari will (akan), can (bisa), may (bisa), shall (akan), should (seharusnya) dan must (harus, pasti). Modal wajib bertemu dengan kata kerja murni (V1). Contohnya:

    – The teacher will come to our class tomorrow.

    – I cannot understand what the speaker has said.

    – You must leave now.

    – She should be here now.

    – You may go now.

    Berikut ini merupakan bentuk lampau (V2) dari modal-modal di atas:

    i. will = would

    – The teacher would come to our class if we made a noise in the class.

    ii. can = could

    – I couldn’t understand what he said.

    iii. may = might

    – You might go if you wanted to.

    iv. should = should have

    – She should have been here yesterday.

    v. must = had to (harus) atau must have (pasti)

    – You had to leave now.

    – You must have been sick yesterday.

    Selain bentuk modal di atas, kita juga mengenal phrasal modal. Namun, tidak semua modal memiliki phrasal modal. Berikut adalah phrasal modal:

    i. Will = be going to

    – The teacher is going to come to our class tomorrow.

    ii. Can = be able to

    – I am not able to understand what the speaker has said.

    iii. Must = have to

    – You have to leave now.

    D. Adverb (Kata Keterangan)

    Adverb adalah kata keterangan yang bisa menerangkan kata kerja, kata sifat, adverb yang lain, dan seluruh kalimat. Adverb hanya berperan sebagai pelengkap pada sebuah kalimat. Penggunaan adverb akan semakin melengkapi makna kalimat. Contohnya:

    – She walks.

    She walks so slowly.

    Beberapa macam adverb yang sering kita jumpai adalah sebagai berikut:

    1. Adverb of manner

    Adverb of manner adalah adverb yang menjelaskan cara. Pada umumnya, adverb jenis ini berfungsi untuk menjelaskan kata kerja. Adverb of manner dibentuk dari adjective yang ditambahkan akhiran –ly yang biasanya diartikan ‘dengan’ atau ‘secara’. Contohnya beautiful = beautifully, slow = slowly, happy = happily, etc. Namun, ada beberapa adverb yang memiliki bentuk yang sama dengan adjectivenya seperti late, fast, early, dan hard. Beberapa adverb juga memiliki bentuk yang tidak beraturan seperti good = well.

    – She runs fast. (not fastly)

    – I am coming late. (not lately).

    – I did it very well (not goodly).

    2. Adverb of time

    Adverb of time adalah kata keterangan yang menjelaskan waktu seperti today, yesterday, the following day, the next day, tomorrow, next week, last week, 2 weeks ago, last year, next year, at 2 p.m, in the morning, in the afternoon, in the night, in Christmas, in Lebaran day, etc.

    3. Adverb of place

    Adverb of place adalah kata keterangan yang menyatakan tempat. Pada umumnya, adverb of manner terbentuk dari kata benda yang didahului oleh preposisi atau kata depan in, at, on, beside, in front of, behind, beyond, under, below, over, beneath, above, within, to, onto, into, inside, toward, against, around, between, among, from, nearby, etc.

    4. Adverb of frequency

    Adverb of frequency menyatakan keseringan atau frekuensi dilakukannya sebuah kegiatan atau tindakan. Kata-kata yang digunakan adalah seperti always, often, usually, sometimes, seldom, rarely, barely, hardly, scarcely, hardly ever, never.

    5. Interrogative adverb

    Interrogative adverb adalah penggunaan kata tanya dalam interrogative sentence. Bagian ini akan dibahas lebih detail pada post selanjutnya.

    E. Adjective (Kata Sifat)

    Adjective adalah kata sifat yang berfungsi untuk menerangkan noun atau kata benda. Oleh karena itu, adjective sering juga disebut ‘modifier’ atau penjelas. Pada umumnya, adjective bisa diletakkan dalam 3 posisi yaitu sebagai berikut:

    1. Diletakkan sebelum kata benda

    Sebuah adjective dapat diletakkan sebelum kata benda yang dijelaskannya. Ketika adjective berada pada posisi ini, maka yang terbentuk ‘noun phrase’ atau kata benda majemuk. Contohnya:

    – She is a very beautiful girl.

    – He is a patient staff.

    2. Diletakkan setelah Auxiliary verb ‘To Be’

    Adjective juga dapat diletakkan setelah ‘to be’ untuk menjelaskan atau menyifati subjek kalimat.

    – He is very emosional. 

    – We are happy with the result. 

    3. Diletakkan setelah ‘Linking Verb’

    Seperti dijelaskan sebelumnya, linking verb adalah kata kerja ordinary yang memiliki fungsi unik dari jenis kata kerja lainnya. Hal ini disebabkan karena linking verb berfungsi untuk menghubungkan subjek dengan kata sifat, layaknya ‘to be’. Perhatikan contoh-contoh berikut ini:

    – The fried noodle tastes delicious.

    – The idea sounds interesting. 

    Selain jenis kata sifat yang telah disebutkan diatas, kata sifat juga bisa berbentuk kata kerja participle yaitu Ving dan V3, seperti interested, interesting, bored, boring, satisfied, satisfying, disappointed, disappointing, confused, confusing, amazed, amazing, surprised, surprising, exicted, exciting, exhausted, exhausting, frightened, frightening, ect. V-ing merupakan sifat yang dimiliki oleh seseorang atau benda, sedangkan V3 adalah perasaan atau suasana yang menggambarkan perasaan oleh orang atau binatang terhadap suatu benda. Contohnya:

    – It is a confusing problem. Now, I am very confused to solve it.

    – The show is very interesting. The audience are interested.

    F. Preposition (Kata Depan)

    Preposition berasal dari kata ‘pre’ (sebelum) dan ‘position’ (posisi). Prepotition adalah kata yang diletakkan sebelum noun atau pronoun. Jadi, preposition haruslah berpasangan dengan kata benda atau pronoun dan tidak boleh berpasangan dengan kelas kata yang lainnya.

    Namun, Ving bisa diletakkan setelah preposition karena pada dasarnya kata kerja Ving adalah kata kerja yang telah berubah bentuk menjadi kata benda. Kata benda yang diletakkan setelah preposisi disebut ‘Object of Preposition’. Contoh dan pembahasan preposition telah dibahas sebelumnya pada pembahasan Adverb of place. Berikut disajikan beberapa contoh preposition yang berpasangan dengan noun, adjective, dan verb.

    G. Conjunction

    Conjunction berfungsi untuk menghubungkan kata dengan kata, kata majemuk dengan kata majemuk atau frasa, serta kalimat dengan kalimat. Conjunction terbagi atas dua jenis, yaitu:

    1. Coordinate conjunction

    Coordinate conjunction adalah kata penghubung yang berfungsi untuk menguhubungkan kata, frasa, atau kalimat yang setara. Coordinate conjunction yang menghubungkan beberapa kalimat akan membentuk kalimat majemuk setara (compound sentence) seperti yang telah dibahas pada Chapter I. Adapun coordinate conjunction yang perlu kita ketahui adalah FANBOYS (for, and, nor, but, or, yet, so).

    – I have a pen, a pencil, and an eraser in my bag.

    – I didn’t come yesterday, for it rained. 

    2. Subordinate conjunction

    Subordinate conjunction adalah kata penghubung yang menghubungkan beberapa kalimat yang tidak setara. Kalimat yang diikuti oleh subordinate conjunction akan membentuk anak kalimat (sub-clause). Anak kalimat ini hanya memiliki makna yang jelas setelah digabungkan dengan induk kalimat (main clause). Pembahasan tentang subordinate conjunction juga telah dibahas sebelumnya pada post Types of sentence.

    – I am proud of him on what he has done.

    – We don’t know who takes the key.

    H. Interjection (Kata Seru)

    Interjection adalah kata seru yang mengekspresikan emosi seperti kaget, kagum, takjub, dan sebagainya. Biasanya interjection digunakan dalam berbicara dan dalam bentuk tertulis biasanya diakhiri dengan tanda seru (!).

    • Ouch!  
    • Hey!
    • Wow!
    • Oh!
    • Hi!
    • Well!
    • Ugh!
    • Great!
    • Uh oh!
    • OMG!
  • Materi Fisika SMA – Konsep Pemanasan Global

    Materi Fisika SMA – Konsep Pemanasan Global

    AhmadDahlan.Net – Pernahkah kalian merasa ketika lagi panas panas nya, tiba – tiba hujan turun disekitar rumah kalian? Jika iya maka hal tersebut merupakan salah satu dampak dari pemanasan global yaitu ketidakstabilan iklim. Selain itu, masih banyak lagi dampak dari pemanasan global yang memberikan kerugian bagi kehidupan. Untuk mengetahui hal tersebut, perhatikan penjelasan berikut mengenai pemanasan global

    A. Pengertian Pemanasan Global

    Pemanasan global merupakan fenomena global yang disebabkan oleh kegiatan manusia dalam penggunaan bahan bakar fosil dan kegiatan alih guna lahan. Pemanasan global adalah ketidakseimbangan ekosistem akibat meningkatnya suhu pada permukaan bumi, laut, dan atmosfer.

    Suhu bumi yang meningkat memberikan berbagai dampak negatif bagi seluruh makhluk hidup. Gambar di bawah ini menunjukkan anomali suhu global bumi pada tahun 2021. Tahun ini merupakan salah satu tahun terpanas bumi yang tercatat dalam beberapa dekade terakhir.

    B. Penyebab Pemanasan Global

    pemanasan global terjadi karena beberapa hal berikut :

    1. Efek rumah kaca, yaitu menumpuknya gas – gas rumah kaca di atmosfer, seperti uap air, karbon dioksida, sulfur dioksida, dan metana. Gas – gas ini akan ikut menyerap dan memantulkan kembali radiasi gelombang yang dipancarkan bumi. Sehingga panas yang berasal dari radiasi akan tetap tersimpan di bumi.
    2. Pencemaran laut oleh limbah industri dan sampah akan menyebabkan kerusakan ekosistem di laut. Akibatnya, laut tidak dapat membantu dalam menyerap gas karborn dioksida di atmosfer.
    3. Penebangan dan pembakaran hutan menyebabkan kegundulan hutan di bumi. Akibatnya, pohon – pohon yang harusnya menyerap gas karbon dioksida menjadi lebih sedikit jumlahnya.
    4. Mencairnya es di daerah kutub. Permukaan es yang berwarna putih membantu dalam proses pemantulan cahaya matahari. Apabila es di kutub mencair, maka cahaya matahari tidak akan dipantulkan seluruhnya. Hal ini karena, air laut hanya memantulkan sepersepuluh dari cahaya matahari.

    C. Dampak Pemanasan Global

    Secara umum, pemanasan global dapat meningkatkan suhu rata – rata permukaan bumi. Selain itu, masih banyak dampak dari pemanasan global. Berikut beberapa dampak dari pemanasan global tersebut :

    1. Ketidakstabilan iklim dan cuaca yang terjadi karena kondisi atmosfer yang berubah disetiap lokasi akibat pemanasan global. Ketidakstabilan iklim dan cuaca memberikan dampak buruk bagi makhluk hidup, terkhusus pada industri pertanian dan peternakan.
    2. Hujan asam dapat mengakibatkan kerusakan pada logam, tanaman, dapat membahayakan kesehatan manusia, dan lain sebagainya.
    3. Mencairnya es kutub utara dan selatan menyebabkan rusaknya habitat berbagai binatang di daerah tersebut. Selain itu, mencairnya es di kutub akan menyebabkan pemanasan global semakin meningkat.
    4. Meningkatnya permukaan air laut dikarenakan es kutub utara maupun selatan yang mencair. Meningkatnya permukaan air laut ini dapat menyebabkan semakin berkurangnya area dataran dipermukaan bumi.
    5. Ekologis terganggu menyebabkan beberapa makhluk hidup dapat hilang karena kondisi iklim yang tidak lagi sesuai dengan habitat aslinya.
    6. Menipisnya lapisan ozon menyebabkan sinar ultraviolet yang berasal dari radiasi matahari dapat langsung mengenai kulit manusia. Hal ini dapat mengakibatkan penyakit kulit hingga kanker kulit.

    D. Penanganan Pemanasan Global

    Pemanasan global merupakan fenomena yang mengakibatkan kerugian besar bagi makhluk hidup. Oleh karena itu, kita sebagai manusia harus bertindak demi mengatasi pemanasan global. Berikut beberapa upaya sederhana yang dapat mengurangi pemanasan global :

    1. Mengurangi penggunaan kendaraan bermotor sehingga gas karbon dioksida berkurang di atmosfer.
    2. menjaga kelestarian alam, salah satunya dengan menanam pohon dan berbagai tumbuhan. Tumbuhan dapat membantu dalam menyerap gas karbon dioksida.
    3. mengontrol pemakaian listik. Penggunaan listrik yang berlebihan dapat menimbulkan pemanasan global.
    4. Mengendalikan limbah, baik limbah rumah tangga maupun limbah industri.
  • Latihan Soal TOEFL – Reading Comprehension Paket I

    Latihan Soal TOEFL – Reading Comprehension Paket I

    Section : Reading Comprehension Paket I
    Waktu : 55 Menit
    Jumlah Soal : 50

    Petunjuk Latihan :

    1. Setiap Bahan Bacaan akan diikuti sejumlah soal.
    2. Silahkan mulai star quiz untuk setiap bahan bacaan jika anda rasa sudah siap. Setelah itu soal akan muncul dengan 4 pilihan jawaban.
    3. Pilih jawaban yang menurut anda paling benar, setelah memilih jawaban maka soal otomatis berpindah ke soal berikutnya.

    Catatan : (1) Aplikasi ini masih dalam tahap pengembangan sehingga belum memiliki timer waktu pengerjaan jadi silahkan taati aturan tersebut karena kesadaran diri anda dan (2) aplikasi ini tidak memiliki fitur menjawab ulang soal yang sudah diselesaikan jadi silahkan tentukan dengan seksama jawaban yang anda akan pilih.

    Questions 1 – 10

    As Philadelphia grew from a small town into a city in the first half of the eighteenth century, it became an increasingly important marketing center for a vast and growing agricultural hinterland. Market days saw the crowded city even more crowded, as fanners from within a radius of 24 or more kilometers brought their sheep, cows, pigs, vegetables, cider, and other products for direct sale to the townspeople. The High Street Market was continuously enlarged throughout the period until 1736, when it reached from Front Street to Third. By 1745 New Market was opened on Second Street between Pine and Cedar. The next year the Callowhill Market began operation. Along with market days, the institution of twice yearly fairs persisted in Philadelphia even after similar trading days had been discontinued in other colonial cities. The fairs provided a means of bringing handmade goods from outlying places to would-be buyers in the city. Linens and stockings from Germantown, for example, were popular items.

    Auctions were another popular form of occasional trade. Because of the competition, retail merchants opposed these as well as the fairs. Although governmental attempts to eradicate fairs and auctions were less than successful, the ordinary course of economic development was on the merchants’ side, as increasing business specialization became the order of the day. Export merchants became differentiated from their importing counterparts, and specialty shops began to appear in addition to general stores selling a variety of goods.

    One of the reasons Philadelphia’s merchants generally prospered was because the surrounding area was undergoing tremendous economic and demographic growth. They did their business, after all, in the capital city of the province. Not only did they cater to the governor and his circle, but citizens from all over the colony came to the capital for legislative sessions of the assembly and council and the meetings of the courts of justice.

    [quiz-cat id=”4609″]

    Questions 11 – 22

    Aviculturists, people who raise birds for commercial sale, have not yet learned how to simulate the natural incubation of parrot eggs in the wild. They continue to look for better ways to increase egg production and to improve chick survival rates. When parrots incubate their eggs in the wild, the temperature and humidity of the nest are controlled naturally. Heat is transferred from the bird’s skin to the top portion of the eggshell, leaving the sides and bottom of the egg at a cooler temperature. This temperature gradient may be vital to successful hatching. Nest construction can contribute to this temperature gradient. Nests of loosely arranged sticks, rocks, or dirt are cooler in temperature at the bottom where the egg contacts the nesting material. Such nests also act as humidity regulators by allowing rain to drain into the bottom sections of the nest so that the eggs are not in direct contact with the water. As the water that collects in the bottom of the nest evaporates, the water vapor rises and is heated by the incubating bird, which adds significant humidity to the incubation environment.

    In artificial incubation programs, aviculturists remove eggs from the nests of parrots and incubate them under laboratory conditions. Most commercial incubators heat the eggs fairly evenly from top to bottom, thus ignoring the bird’s method of natural incubation, and perhaps reducing the viability and survivability of the hatching chicks. When incubators are not used, aviculturists sometimes suspend wooden boxes outdoors to use as nests in which to place eggs. In areas where weather can become cold after eggs are laid, it is very important to maintain a deep foundation of nesting material to act as insulator against the cold bottom of the box. If eggs rest against the wooden bottom in extremely cold weather conditions, they can become chilled to a point where the embryo can no longer survive. Similarly, these boxes should be protected from direct sunlight to avoid high temperatures that are also fatal to the growing embryo. Nesting material should be added in sufficient amounts to avoid both extreme temperature situations mentioned above and assure that the eggs have a soft, secure place to rest.

    [quiz-cat id=”4630″]

    Questions 23-33

    The mineral particles found in soil range in size from microscopic clay particles to large boulders. The most abundant particles—sand, silt, and clay—are the focus of examination in studies of soil texture. Texture is the term used to describe the composite sizes of particles in a soil sample, typically several representative handrails. To measure soil texture, the sand, silt, and clay particles are sorted out by size and weight. The weights of each size are then expressed as a percentage of the sample weight.

    In the fi eld, soil texture can be estimated by extracting a handful of sod and squeezing the damp soil into three basic shapes; (1) cast, a lump formed by squeezing a sample in a clenched fi st; (2) thread, a pencil shape formed by rolling soil between the palms; and (3) ribbon, a flattish shape formed by squeezing a small sample between the thumb and index finger. The behavioral characteristics of the soil when molded into each of these shapes if they can be formed at all, provides the basis for a general textural classifi cation. The behavior of the soil in the hand test is determined by the amount of clay in the sample. Clay particles are highly cohesive, and when dampened, behave as a plastic. Therefore the higher the clay content in a sample, the more refi ned and durable the shapes into which it can be molded.

    Another method of determining soil texture involves the use of devices called sediment sieves, screens built with a specified mesh size. When the soil is filtered through a group of sieves, each with a different mesh size, the particles become grouped in corresponding size categories. Each category can be weighed to make a textural determination. Although sieves work well for silt, sand, and larger particles, they are not appropriate for clay particles. Clay is far too small to sieve accurately; therefore, in soils with a high proportion of clay, the fine particles are measured on the basis of their settling velocity when suspended in water .Since clays settle so slowly, they are easily segregated from sand and silt. The water can be drawn off and evaporated, leaving a residue of clay, which can be weighed.

    [quiz-cat id=”4632″]

    Questions 34 – 43

    A number of factors related to the voice reveal the personality of the speaker. The fi rst is the broad area of communication, which includes imparting information by use of language, communicating with a group or an individual, and specialized communication through performance. A person conveys thoughts and ideas through choice of words, by a tone of voice that is pleasant or unpleasant, gentle or harsh, by the rhythm that is inherent within the language itself, and by speech rhythms that are fl owing and regular or uneven and hesitant, and finally, by the pitch and melody of the utterance. When speaking before a group, a person’s tone may indicate unsureness or fright, confidence or calm. At interpersonal levels, the tone may reflect ideas and feelings over and above the words chosen, or may belie them. Here the conversant’s tone can consciously or unconsciously reflect intuitive sympathy or antipathy, lack of concern or interest, fatigue, anxiety, enthusiasm or excitement, all of which are .usually discernible by the acute listener. Public performance is a manner of communication that is highly specialized with its own techniques for obtaining effects by voice and / or gesture. The motivation derived from the text, and in the case of singing, the music, in combination with the performer’s skills, personality, and ability to create empathy will determine the success of artistic, political, or pedagogic communication.

    Second, the voice gives psychological clues to a person’s self-image, perception of others, and emotional health. Self-image can be indicated by a tone of voice that is confident, pretentious, shy, aggressive, outgoing, or exuberant, to name only a few personality traits. Also the sound may give a clue to the facade or mask of that person, for example, a shy person hiding behind an overconfident front. How a speaker perceives the listener’s receptiveness, interest, or sympathy in any given conversation can drastically alter the tone of presentation, by encouraging or discouraging the speaker. Emotional health is evidenced in the voice by free and melodic sounds of the happy, by constricted and harsh sound of the angry, and by dull and lethargic qualities of the depressed.

    [quiz-cat id=”4636″]

    Questions 44 -50

    As the twentieth century began, the importance of formal education in the United States increased The frontier had mostly disappeared and by 1910 most Americans lived in towns and cities. Industrialization and the bureaucratization of economic life combined with a new emphasis upon credentials and expertise to make schooling increasingly important for economic and social mobility. Increasingly, too, schools were viewed as the most important means of integrating immigrants into American society.

    The arrival of a great wave of southern and eastern European immigrants at the turn of the century coincided with and contributed to an enormous expansion of formal schooling. By 1920 schooling to age fourteen or beyond was compulsory in most states, and the school year was greatly lengthened. Kindergartens, vacation schools, extracurricular activities, and vocational education and counseling extended the influence of public schools over the lives of students, many of whom in the larger industrial cities were the children of immigrants. Classes for adult immigrants were sponsored by public schools, corporations, unions, churches, settlement houses, and other agencies.

    Reformers early in the twentieth century suggested that education programs should suit the needs of specific populations. Immigrant women were one such population. Schools tried to educate young women so they could occupy productive places in the urban industrial economy, and one place many educators considered appropriate for women was the home.

    Although looking after the house and family was familiar to immigrant women, American education gave homemaking a new definition. In preindustrial economies, homemaking had meant the production as well as the consumption of goods, and it commonly included income-producing activities both inside and outside the home, in the highly industrialized early-twentieth-century United States, however, overproduction rather than scarcity was becoming a problem. Thus, the ideal American homemaker was viewed as a consumer rather than a producer. Schools trained women to be consumer homemakers cooking, shopping, decorating, and caring for children “efficiently” in their own homes, or if economic necessity demanded, as employees in the homes of others. Subsequent reforms have made these notions seem quite out-of-date.

    [quiz-cat id=”4641″]

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    2230173703249047640
    3220183803350048650
    4240193903451049660
    5250204003552050670
    62602141036520
    72702242037530
    82802343038540
    92802443039540
    102902544040550
    113002645041560
    123102746042570
    133202847043580
    143402947044590
    15350304804560
  • Paket II – Structure and Written Expression

    Paket II – Structure and Written Expression

    Section : Structure and Written Expresssion Paket 2
    Waktu : 25 Menit
    Jumlah Soal : 40

    Petunjuk Latihan :

    1. Silahkan mulai star quiz jika anda rasa sudah siap. Setelah itu soal akan muncul dengan 4 pilihan jawaban.
    2. Pilih jawaban yang menurut anda paling benar, setelah memilih jawaban maka soal otomatis berpindah ke soal berikutnya.

    Catatan : (1) Aplikasi ini masih dalam tahap pengembangan sehingga belum memiliki timer waktu pengerjaan jadi silahkan taati aturan tersebut karena kesadaran diri anda dan (2) aplikasi ini tidak memiliki fitur menjawab ulang soal yang sudah diselesaikan jadi silahkan tentukan dengan seksama jawaban yang anda akan pilih.

    [quiz-cat id=”4596″]

    Tabel Konversi Jumlah Jawaban Benar ke Skor

    1200113502145031550
    2210123602246032560
    3220133702347033570
    4230143802448034580
    5250154002549035600
    6260164002650036610
    7270174102751037630
    8290184202852038650
    9310194302953039670
    10330204403054040680
  • Paket I – Structure dan Written Expression

    Paket I – Structure dan Written Expression

    Selamat Datang di latihan Structure dan Written Expression Paket I yang berada pada Section II dalam tes TOEFL PBT. Section ini terdiri 40 butir soal untuk dikerjakan dalam kurung waktu 25 menit.

    Catatan : (1) Aplikasi ini masih dalam tahap pengembangan sehingga belum memiliki timer waktu pengerjaan jadi silahkan taati aturan tersebut karena kesadaran diri anda dan (2) aplikasi ini tidak memiliki fitur menjawab ulang soal yang sudah diselesaikan jadi silahkan tentukan dengan seksama jawaban yang anda akan pilih.

    [quiz-cat id=”4568″]

    Tabel Konversi Jumlah Jawaban Benar ke Skor

    1200113502145031550
    2210123602246032560
    3220133702347033570
    4230143802448034580
    5250154002549035600
    6260164002650036610
    7270174102751037630
    8290184202852038650
    9310194302953039670
    10330204403054040680
  • RPS Mata Kuliah e-Learning

    RPS Mata Kuliah e-Learning

    A. CMPK

    1. Menganalisis Konsep pelaksanaan Pembelajaran berbasis e-Learning
    2. Mengembangkan desain pembelajaran berbasis e-Learning
    3. Mengelola pembelajaran berbasis e-learning

    B. Deskripsi

    Mata kuliah ini membahasan tentang konsep dasar e-Learning serta membuat desain pembelajaran berbasis e-Learning dengan berbagai paltform pembelajaran pada mata pelajaran sains.

    C. Materi

    #1. Defenisi dan Konsep e-Learning
    #2. Model-Model Pembelajaran Berbasis e-Learning
    #3. Pengembangan e-Learning
    #4. Analisis Kebutuhan Pembelajaran berbasis e-Learning
    #5. Karakteristik Konten Pembelajaran berbasis e-Learning
    #6. Karakteristik Asesmen Pembelajaran Berbasis e-Learning
    #7. Implementasi Flip Learning dengan e-Learning
    #8. Learning Management System : Moodle, Google Classroom, WordPress Education
    #9. Fitur-Fitur Pengelolahan kelas e-Learning
    #10. Storyboard Desain Pengembangan Kelas berbasis e-Learning
    #11. Modul Pembelajaran berbasis e-Learning

    D. Daftar Pustaka

    1. Smaldino, Sharon E.; Lowther, Deborah L.; and Russel, James D. 2007. Instructional Technology and Media for Learning Ninth Edition. New Jersey Columbus, Ohio: PEARSON Merrill Prentice Hall
    2. _. 2012. Instructional Technology and Media for Learning Tenth Edition. Boston: Pearson Education, Inc.
    3. Abdulhak, Ishak dan Riyana, Cepi. 2017. E-Learning; Konsep Dasar & Implementasi. Bandung: UPI Press
  • ESM – Fluids for High School

    ESM – Fluids for High School

    A. Description

    The English Subject Matter with Fluids Topics for Single Subject Credential option prepares students for a career in teaching English at the middle school and/or high school level.

    B. Objectives

    This ESM aim

    1. to make student understand scientific articles on fluids for high school topics
    2. to generate a simple scientific articles on fluids for high school topics.

    C. Activities

    1. Reading

    1. Ocean Currents
    2. Why Does a Ship Floating
    3. Water Anomaly

    2. Writing

    1. Tell us about nature water storage in your home and what do people do there! Generate the the story at least 500 words.
  • Reading Articles: Water Anomaly

    Reading Articles: Water Anomaly

    Water has a number of exceptional properties, which distinguish it from other fluids. One is the anomaly of density.

    The Behaviour of Water at Different Temperatures

    Usually, substances expand when they are heated. But if you heat water starting at 0°C, you will notice something weird: At first, the volume of the liquid does not get bigger, but smaller! Up to a temperature of 4°C, the water contracts when heated.

    Once it has reached that temperature, it starts to expand with increasing temperature just like other fluids. That means water has a higher density at 4°C than at any other temperature.

    Why does ice need more space than cold water?

    When cooling down below 4°C, water expands. When it freezes at 0°C, the volume increases once again. This unusual behaviour has something to do with the structure of solid and liquid water: In the liquid, the molecules can move relatively freely, whereas in ice, they assemble into regular structures with big hollow spaces in between, which require more space.

    Since ice has a lower density than water, it floats on the water. You know this from ice cubes in a drink or from icebergs floating in the sea.

    The Anomaly Determines Life on Earth!

    Thanks to the anomaly, fish can survive in stretches of standing water in winter! Since water with a temperature of 4°C is heavier than colder water, it sinks downwards. Therefore, it is warmer on the bottom of the lake than on the surface. On top it is the coldest.

    As a result, the lake starts to freeze from the top to the bottom, and the warmer layers of water beneath the sheet of ice cool down considerably more slowly and remain liquid. There, the aquatic animals can spend the winter. If the water froze from the bottom to the top, soon the whole water would have frozen and the fish would have no chance to survive!

    The anomaly also has its drawbacks, though:

    If water is enclosed in a closed vessel, it still expands while freezing and may develop such forces that it bursts the vessel. Water enclosed in rock cracks is even able to break up the rock, and therefore plays an important role in the erosion process. In the same way, frost damage is caused on the streets when water seeps into the cracks of the road surface and freezes.

    Water must also be prevented, from freezing in water pipes during winter, since otherwise the pipes burst.

    Activities Task

    1. Make a resume about the article in Bahasa Indonesia which contain information based reading objectives!
    2. Find out a specifics physics vocabulary and explain what do those words mean!
    3. Find out the Physics quantities and write the units of its quantities!

    Complete Sentences

    1. The system of deep ocean currents that is the result of these changes in density is known as the global conveyor belt
    2. This denser water begins to sink to the bottom of the ocean, while surface water moves in to replace it, generating a current
  • Why Does a Ship Float in Water?

    Why Does a Ship Float in Water?

    When I jump into a swimming pool, I sink like a stone unless I flail about wildly, but when the USS Enterprise aircraft carrier – which is just a tad bigger and tad heavier than I am – jumps into the ocean, it floats with no effort whatsoever. What’s going on? Let’s wonder a bit about the science of floating.

    Some big, heavy things – like the USS Enterprise – float in water. Some small, light things, like a ball bearing, don’t. So size doesn’t determine whether something floats, and neither does weight. Let’s start by identifying what causes something to float or not.

    Everything on Earth, whether on the surface or under water, has the weight of everything higher up pushing down on it.

    Everything on Earth, whether on the surface or under water, has the weight of everything higher up pushing down on it. Yes, right now as you read this, the weight of all of the air above you, right up to the top of the atmosphere, is pushing down and in on you. The resulting force is about 14.7 pounds on every square inch of your body. 14.7 pounds per square inch, or psi, is the normal, average atmospheric pressure on the Earth.

    If you dive down into water, you’ll not only have the weight of the air up above pushing in on you, but the weight of all of the water above you as well. Water is relatively heavy – go down just 30 feet and the weight of the water per square inch on your body will equal the weight of the hundreds of miles of air above you. 

    Why doesn’t the weight of all that air and water push you down, down, down, after you dive into a swimming pool? The answer is simply that the water below you is pushing up. 

    There you are, underneath the surface in a swimming pool. Water wants to be where you are – your body has displaced a whole lot of it. If you suddenly disappeared, water would rush in to fill the space. It is the force of that potential “rushing in” that results in a force acting against the weight of the air and water above you.

    This is the buoyant force. The buoyant force depends on how much water an object displaces. The larger the object, the greater the buoyant force it experiences. Ah, but will that object float? 

    An object floats when the buoyant force is large enough to counter the object’s weight. So a large hollow object might float because large means more water displaced – so more buoyant force – and hollow means relatively little weight. A small solid object might not float, however. Less water displaced results in a smaller buoyant force. If that buoyant force isn’t enough to counter the weight of the object, it will sink. 

    So yes, the USS Enterprise weighs far more than I do. But the weight of the water it displaces is more than the weight of the aircraft carrier, so it floats. Me, I weigh more than the water I displace, so I sink.

    Activities Task

    1. Make a resume about the article in Bahasa Indonesia which contain information based reading objectives!
    2. Find out a specifics physics vocabulary and explain what do those words mean!
    3. Find out the Physics quantities and write the units of its quantities!

    Complete Sentences

    1. The system of deep ocean currents that is the result of these changes in density is known as the global conveyor belt
    2. This denser water begins to sink to the bottom of the ocean, while surface water moves in to replace it, generating a current
  • RPS Mata Kuliah Analisa Numerik

    RPS Mata Kuliah Analisa Numerik

    A. CPMK

    1. Mengembangkan solusi numerik untuk masalah akar-akar persamaan pada kasus fisika
    2. Mengembangkan solusi numerik untuk masalah diferensiasi pada kasus fisika
    3. Mengembangkan solusi numerik untuk masalah integrasi pada kasus fisika
    4. Mengembangkan solusi numerik untuk masalah persamaan diferensial biasa pada kasus fisika

    B. Deskripsi Mata Kuliah

    Mata Kuliah ini berisi kajian mengani teknik dan metode numerik secara teoretik untuk menyelesaikan masalah dalam bidang Fisika dengan pendekatan matematis menggunakan perangkat lunak komputer.

    Catatan :
    Mata Kuliah Analisa Numerik dapat dijalankan dengan berbagai Platfrom bahasa pemograman seperti C, C++, Pascal, Phyton, namun untuk materi yang dibagikan disini dijalankan dengan Platform Matlab

    C. Materi

    #1. Akar-Akar Persamaan Metode Bisection
    #2. Akar Persamaan Metode Newton-Raphson
    #3. Sistem Persamaan Linier: Eliminasi Gaus
    #4. Sistem Persamaan Linier: Gaus-Jordan
    #5. Sistem Persamaan Linier: Gaus-Siedel
    #6. Sistem Persamaan Linier: Gauss-Jacobi
    #7. Interpolasi Metode Newton Forward
    #8. Interpolasi Metode Newton Backward
    #9. Interpolasi Metode Lagrange
    #10. Diferensiasi Numerik dengan Newton Forward Difference
    #11. Diferensiasi Numerik dengan Newton Backward Difference
    #12. Diferensiasi Numerik dengan Metode Lagranger
    #13. Integrasi Numerik dengan Metode Trapezoid
    #14. Integrasi Numerik dengan Metode Simpson 1/3
    #15. Integrasi Numerik dengan Metode Simpson 3/8
    #16. Integrasi Numerik dengan Metode Aturan Titik Tengah
    #17. PDB Numerik dengan Metode Euler
    #18. PDB Numerik dengan Metode Taylor
    #19. PDB Numerik dengan Metode Runge-Kutte Orde 3
    #20. PDB Numerik dengan Metode Runge-Kutte Orde 4

    Daftar Pustaka

    1. Chapra, Steven C. 2005. Numerical Methods for Engineers and Scientits. Sixth Edition. Boston: McGraw-Hill Inc.
    2. Chapra, Steven C. & Canale, Raymond P. 2010. Appled Numerical Methods wirh MATLAB for Engineers and Scientits. Boston: McGraw-Hill Inc.
    3. Mathews, J.H. & Fink, K.D.1999. Numerical Methods. Toronto: Prentice-Hall Inc.