Daftar Kata-Kata Tabu dalam Bahasa Inggris

Secara garis besar, kata-kata tabu dapat dikategorikan sebagai kata-kata yang tidak diucapkan pada kebanyakan situasi berbahasa, memiliki makna sangat kasar dan mungkin membuat orang yang mendengarnya shock. Seseorang yang sering berbicara dengan menggunakan kata-kata tersebut bisa dianggap kurang pendidikan, kasar, tidak sopan dan cabul. Akan tetapi,dalam situasi berbahasa khususnya informal dan colloquial, taboo words umumnya digunakan ketika memaki, marah, atau menunjukkan keakraban dengan lawan bicara, umumnya antara sahabat dekat.
Reinold Aman mengelompokkan lima jenis kata yang termasuk ke dalam kata-kata tabu dalam berbagai bahasa yaitu
1. Obscenities (cabul) kata-kata ini meliputi istilah vulgar yang merujuk kepada bagian tubuh tertentu, aktivitas seksual, dan aktivitas di toilet.
2. Blasphemy (penistaan agama) kata-kata ini merupakan penggunaan simbol-simbol dan ucapan-ucapan religius di luar konteks religius seperti penggunaan kata Jesus ketika memaki.
3. Slurs merupakan kata-kata hinaan terhadap kebangsaan ras atau agama seseorang.
Untuk menghindari penggunaan kata-kata tabu ini, beragam kata diciptakan untuk menunjukkan makna serupa tetapi dengan sense yang lebih pantas.
Sosiolinguist membagi enam kelas kata sesuai dengan penggunaanya dan juga kepantasannya.
1. Kata formal.
Kata-kata ini merupakan kata-kata yang dijumpai dalam buku dan kedokteran berterima kepantasannya secara umum. Gunakan kata-kata formal ketika anda ingin menyampaikan sesuatu secara jelas dan langsung. Kata-kata serupa juga digunakan pada pembicaraan antara pria dan wanita.
2. Kata Umum.
Kata-kata ini adalah yang paling sering digunakan oleh seluruh penutur bahasa. Maknanya jelas dan penggunaanya pantas. Kata formal bisa juga dikategorikan ke dalam kelompok ini.
3. Eufemisme
Kata-kata sopan yang diciptakan untuk menggantikan kata lain yang dianggap kurang pantas.
4. Children words.
Kata-kata khusus yang digunakan oleh orang tua ketika berbicara dengan anak-anak.
5. Slang.
Kata-kata yang digunakan oleh kelompok tertentu. Penggunaan slang dalam berbahasa sangat signifikan sekali, beberapa kata yang sebelumnya termasuk slang sekarang menjadi kata umum. Beberapa kelompok slang bisa memiliki makna menyinggung 'derogatory' terhadap lawan bicara.
6. Kata Vulgar.
Kata-kata yang merupakan kelas sosial terbawah dalam bahasa sering digunakan oleh orang-orang yang kurang pendidikan. Penutur bahasa tidak pernah menggunakan kata-kata yang termasuk tabu ini pada situasi formal, di dalam kelas, di kantor. Kata-kata vulgar biasanya digunakan ketika memaki 'cursing' dan oleh kelompok pria seperti  tim olahraga, asrama pria, fraternity, tentara, bar dan gang jalanan.
Kata-Kata Dalam Bahasa Inggris Merujuk Pada Anggota Tubuh and Aktivitas seksual (Sexual Body Part and Sexual Activity)

Area kelamin
Formal
pubic area, genitalia, urogenitals
Kata umum
sex organs
Eufemisme
crotch, down there, the groin area, loins, private parts, privates, natural parts, secret parts

Pantat
Formal
buttocks, gluteus maximus
kata umum
buttocks
Eufemisme
behind, bottom, derriere, duff, posterior, rear end seat, stern, tush, tushie, tokus
Children words
heinie, coolie
Slang
bum, buns, butt, caboose, can, duster, fundament, hams, hind end,lower cheeks, cheeks, moon, tail
Vulgar
ass,arse,

Rambut kelamin
Formal
pubic hair
Slang
beard, brush, bush, crab ladder, fur, garden, grass, lawn, mustache, rug, short hairs, wool fuzz
 

Anus
Formal
rectum, anus, rectal opening
Kata Umum
rectum, bowel, lower bowel,
Slang
rim, back door, brown eye, blind eye, poop chute
Vulgar
arsehole, ass hole, culo,shit hole

Penis
Formal
penis, male organ
Kata umum
penis
Eufemisme
apparatus, male member, member, "it", you-know-what
Children word
thing, pee pee, peter
Slang
banana, bald-headed hermit, baloney, bird, carrot, cucumber, cue stick, John Henry, Johnson, lap lizard, one-eyed worm, pickle, pipe, short arm, sugar stick, thing, trouser trot
Vulgar
beef, bone, bicho, cock, dick, dipstick, doodle, dork, dingus, hammer, horn, knob, joint,meat, pecker, joystick, pork, prick, putz, ramrod, root, schlong, shaft, snake, tool, whang, wanger, wick, zipper monster

Testis
Formal
testicle, testes, male gonads
Kata umum
testicles
Eufemisme
delicate parts of the anatomy
Children word
ballies
Slang
apples, cohones, family jewels, equipment, rocky mountain oyster
Vulgar
balls, knockers, nads, nuts, rocks, stones

Cairan sperma
Formal
semen, semina fluid, spermatozoa
Kata umum
semen, sperm,
Eufemisme
seed
Slang
love juice, man sauce, baby butter, baby paste
Vulgar
come, cum, cream, jism, jizz

Payudara
Formal
breasts, mammary glands
Kata umum
breasts
Eufemisme
bosom, bust, chest
Children words
bubbies, pillows, titties
Slang
apples, ballons, bazonkers, beauts. coconuts, headlights, hemisphere, jugs, lungs, melons, Milky Way, pair, peaches
Vulgar
boobs, boobies, boulders, hooters, knockers, milkers, teats, tits

Vagina
Formal
vagina, birth canal, vulva, labia majora, labia minora
Kata umum
vagina, birth canal
Eufemisme
down there, private parts
Vulgar
ass, beatded clam, beaver, box, clit, chocha, crack, cunt, hair pie, hole, manhole, meat, muff, mound, piece, pussy, slit, snatch twat

Ereksi
Formal
have an erection, be erect
Kata umum
be aroused, be excited
Eufemisme
be in the mood, be interested, be ready
Slang
be hot, be hot and bothered, be hot to trot, have the hots, have lead in one's pencil, be turned on
Vulgar
be horny, have a hard on, be hard, be stiff, have a boner, have a bone on

Terangsang
Formal
be lubricaring
Kata umum
be aroused, be excited
Eufemisme
be in the mood, be interested, be ready
Slang
be juicy, be wet, be hot to trot, be turned on
Vulgar
be horny, be ready for Freddy

Bersetubuh
Formal
copulate, have coitus, have intercourse, have sexual intercourse, make love, mate, engage in sexual intercourse
Eufemisme
go to bed with, sleep with, have contact with, go all the way, have carnal knowledge of, know, be intimate with, couple, enjoy each other, possess
Slang
diddle, do it, do the dirty deed, get down with, get it on, get with, have some, jump one's bones, make a person, make it with, mess around, play fine and games, play hide the sausage, roll in the hay, score
Vulgar
ball, bang, dip one's wick, firg, fuck, get into one's pants, get laid, get one's end wet, get a piece of ass, get some ass, get some nookie, get some spoon tang, get some pussy, hump, lay, schtup, screw, shaft, tear off a piece

Ejakulasi
Formal
achieve orgasm, reach a sexual climate
Kara umum
have a climax, have an orgasm
Eufemisme
be satisfied, finish
Slang
cream, drop one's cookies, get one's rock off, get's one ashes hauled
Vulgar
come, cum, drop one's load, get one's nuts off, give a shot, shoot off, shoot one's wad

Masturbasi
Formal
masturbate
Kata umum
masturbate
Eufemisme
satisfy oneself, abuse oneself
Slang
diddle, play with oneself, see Madam Hand and her five daughters
Vulgar
beat the meat, beat off, choke the chicken, flog one's dong, fuck one's fist, jack off, jerk off, whack off, yank off, wank

Oral seks
Formal
oral-genital sex, fellatio (kelamin pria), cunnilingus (kelamin wanita)
Kata umum
oral sex
Eufemisme
go down on
Slang
sixty-nine, soixante-neuf, head to toe
Vulgar
blow, eat, give a blow job, gave face, give head, go muff-diving, have hair pie, suck, suck cock, suck dick

Anal seks
Formal
anal sex, sodomy
Kata umum
anal sex
Eufemisme
the Greek way
Slang
use the back door, go up the old dirt road
Vulgar
ass-fuck, bugger, use the shit chute

Kondom

Formal
condom, prophylatic
Kata umum
condom
Eufemisme safety, pro
Slang
baggie, diving suit, envelope, French letter, glove, helmet, overcoat, raincoat rubber
Vulgar
scum bag

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Bahasa Inggris dari Masa ke Masa

Old English (Bahasa Inggris Kuno 500 M-1100M)

Ða wæs on þā tīd Æþelbeohrt cyning hāten on Centrīce and mihtig : hē hæfde rīce oð gemæru Humbre strēame, sē tōseādeþ sūðpoc Angelþēode and norðfolc Ƿɔnne is on ēastwardre Cent micel ēaland Tenet, þæt is siex hund hīda micel æfter Angelcynnes eahte.... On þtyssum ēalande cōm ūp sē Godes þēow Augustinus and his gefēran; wæs hē fēowertiga sum. Nāmon hīe ēac swelce him welahstodas of Franclande mid, swā him Sanctus Gregorius bebēad. And þā sende to Æþbeloeorht ærendwrecan and onbēad þæt hē of Rōme cōme and þæt betste ærende lædde and sē þe him hīersum  bēon wolde, būton twēon  hē gehēt ēcne gefēan on heofonum and tōweard rīce būton ende mid þone sōþan God and þone lifigendan. Ðā hē þā sē cyning þās word gehīerde, þā hēt hē hīe bidan on þæm ēalande þe hīe ūp cōmon; and him dōn wolde. Swelce ēac ǣr þǣm becōm hlīsa tō him þære crīstenan ǣfæstnesse, forþon hē crīsten wīf hæfde, him gegiefen on Francena cyning cynne, Beorthe wæs hāten. Ƿæt wīf hē onfēng fram hiere ieldrum þǣre ǣrǣdnesse þǣt hēo his lēafness hǣfde þǣt hēo þone þēaw þǣs crīstenan gelēafan.

Bede’s Ecclesiastical History 597M

Middle English (Bahasa Inggris Pertengahan 1100 M-1500 M)
Southern England

Al so þu dost on þire side
Vor wanne snou liþ
An alle wiȝte habbeþ sorȝe
Þu singest from eve fort amorȝe
Ac ich alle blisse mid me bringe
Ech wiȝt i glad for mine þinge
Blisseþ hit wanne ich cume
hiȝteþ aȝen mine kume
Ƿe blostme ginneþ springe and sprede
Boþe ine tro and ek on mede
Þe lilie mid haire fairie wlite
Wolcumeþ me, þat þu hit wite
Bit me mid hire faire blo
Þat ich shulle to hire flo
Ƿe rose also mid hire rude

The Owl and The Nightingale 1216 M

Kentish

Ƿis boc is dan Michellis of Northgate, y-write an englis of his oȝene hand. Þet hatte: Ayenbyte of inwyt. And is of þe boc house of saynt Austine of Canterbury...

    Nou ich wille þet ye ywyte hou hit is y-went

    Þet þis boc is y-write mid engliss of kent

    Þis boc is y-mad vor lewede men

    Vor vader, and vor moder, and vor oþer ken,

    Ham vor to berȝe vram alle manyere zen

    Þet ine hare inwytte ne bleve no voul wen

    Huo ase god is his name yzed

    Þet þis boc made god him yeve þet bread

    Of angles of hevene and þerto his red

Ayenbite of Inwyt 1340 M
London
WHAN that Aprille with his shoures soote
The droghte  of Marche hath perced to the roote,
And bathed every veyne in swich licour,
Of which vertu engendred is the flour;
Whan Zephirus eek with his swete breeth
Inspired hath in every holt and heeth
The tendre croppes,  and the yonge sonne
Hath in the Ram his halfe cours y-ronne, 
And smale fowles maken melodye,
That slepen al the night with open ye,
(So priketh hem nature in hir corages: 
Than longen folk to goon on pilgrimages,
And palmers for to seken straunge strondes, 
To ferne halwes,  couthe  in sondry londes;
And specially, from every shires ende
Of Engelond, to Caunterbury they wende,
The holy blisful martir for to seke,
That hem hath holpen, whan that they were seke

The Canterbury Tales 1387

Early Modern English (Bahasa Inggris Modern Awal 1500 M-1800 M)

From fairest creatures we desire increase,

That thereby beauties Rose might neuer die,

But as the riper should by time decease,

His tender heire might beare his memory:

But thou contracted to thine owne bright eyes,

Feed’st thy lights flame with selfe substantiall fewell,

Making a famine where aboundance lies,

Thy selfe thy foe, to thy sweet selfe too cruell:

Thou that art now the worlds fresh ornament,

And only herauld to the gaudy spring,

Within thine owne bud buriest thy content,

And tender chorle makst wast in niggarding:

Pitty the world, or else this glutton be,

To eate the worlds due, by the graue and thee.

Sonnet 1 1594

Modern English (Bahasa Inggris Modern 1800 M-Sekarang)

1 In the beginning God created heaven, and earth.

2 And the earth was void and empty, and darkness was upon the face of the deep; and the spirit of God moved over the waters.

3 And God said: Be light made. And light was made.

4 And God saw the light that it was good; and he divided the light from the darkness.

5 And he called the light Day, and the darkness Night; and there was evening and morning one day.

6 And God said: Let there be a firmament made amidst the waters: and let it divide the waters from the waters.

7 And God made a firmament, and divided the waters that were under the firmament, from those that were above the firmament, and it was so.

8 And God called the firmament, Heaven; and the evening and morning were the second day.

9 God also said: Let the waters that are under the heaven, be gathered together into one place: and let the dry land appear. And it was so done.

10 And God called the dry land, Earth; and the gathering together of the waters, he called Seas. And God saw that it was good.

Douay-Rheims Bible 1899

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TEORI FILSAFAT BAHASA

Suatu sistem filsafat sebenarnya dalam terma tertentu dapat dipandang sebagai suatu bahasa, dan perenungan kefilsafatan dapat dipandang sebagai upaya penyusunan bahasa tersebut. Oleh karena itu filsafat dan bahasa tidak dapat dipisahkan satu sama lain. Hal ini karena   bahasa pada dasarnya adalah simbol-simbol, sedangkan tugas utama filsafat adalah mencari makna dari seluruh simbol yang menampakkan diri di alam semesta ini. Bahasa juga adalah alat untuk membongkar seluruh rahasia simbol-simbol tersebut. Dalam perkembangan filsafat, banyak para filosof yang juga menerjunkan diri pada kajian bahasa dalam pemikiran mereka. Berikut merupakan beberapa bentuk kajian bahasa dalam beberapa teori filsafat bahasa.
A.    Atomisme Logis Russel
Landasan teori filsafat ini adalah bahasa logika dan corak logika, teori isomorfi (kesepadanan) dan proposisi atomik. Bahasa logika akan membantu aktivitas analisis bahasa karena teknik analisis bahasa yang didasarkan pada bahasa logika akan mampu melukiskan hubungan antara struktur bahasa dan struktur realitas.
Tugas dari filsafat sebenarnya adalah analisis logis yang diikuti oleh sintesis logis tentang fakta-fakta. Analisis logis tentang fakta adalah pemikiran yang didasarkan pada metode deduksi untuk mendapatkan argumentasi apriori yaitu kebenaran uang sudah diketahui kebenarannya sebelum dilakukan percobaan atau penilitian
B.    Wittgenstein I: Meaning Is Picture (Makna adalah Gambar)
Meaning is picture adalah teori filsafat bahasa yang dikembangkan oleh Wittgenstein. Menurutnya salah satu sumber kekacauan dalam bahasa filsafat adalah karena tidak adanya tolak ukur yang dapat menentukan apakan suatu ungkapan bermakna ata tidak bermakna.
Bahasa logika yang sempurna bermakna haruslah mengandung aturan sintaksis yang sempurna sehingga mampu mencegah ungkapan-ungkapan bahasa yang tidak bermakna, dan mempunyai simbol tunggal yang selalu bermakna unik dan terbatas keberadaannya.
Inti dari teori ini adalah bahwa terdapat relasi erat antara bahasa (dunia simbol) dengan dunia fakta di luar bahasa. Bahasa menggambarkan realitas dan makna yang terkandung di dalamnya tiada lain merupakan penggambaran suatu keadaan faktual dalam dunia realitas. Semua ucapan kita mengandung satu atau lebih proposisi elementer, proposisi yang tidak dapat dianalisis lagi. Suatu proposisi elementer mencerminkan fakta atomis atau merujuk kepada suatu duduk perkara dalam realitas. Menurut teori ini ada empat hal yang melampaui batas-batas bahasa bermakna yaitu:
a.    Subjek
Karena bahasa merupakan gambaran dunia. Subjek yang menggunakan dunia tidak termasuk bahasa.
b.    Kematian
Tidak mungkin berbicara tentang kematian. Karena kematian bukan merupakan suatu kejadian yang dapat digolongkan antara kejadian-kejadian lain. Kematian kita seakan-akan memagari dunia kita tetapi kita tdak termasuk di dalamnya. Kematian merupakan batas dunia dan karena tidak dapat dibicarakan sebagai unsur suatu bahasa yang bermakna.
c.    Tuhan
Tuhan tidak dapat dipandang sebagai suatu dalam dunia. Tidak dapat dikatakan pula bahwa Tuhan menyatakan diri dalam dunia. Tidak pernah suatu kejadian dalam dunia dapat dipandang sebagai campur tangan Tuhan. Sebab kalau demikian Tuhan bekerja sebagai sesuatu dalam dunia. Akibatnya, kita tidak dapat berbicara tentang Tuhan dengan cara yang bermakna.
d.    Bahasa
Bahasa tidak berbicara tentang dirinya sendiri tetapi mencerminkan dunia dan suatu cermin tidak memantulkan dirinya sendiri.
C.    Wittgenstein II: Meaning is Use
Meaning is use, suatu bahasa bergantung pada pemakaian jenis bahasa tertentu. Hal ini karena bahasa memiliki banyak fungsi sedangkan kata-kata bagaikan alat-alat yang dipakai dengan banyak cara. Oleh karena itu, perhatian harus dialihkan dari bahasa logikan kepada pemakaian bahasa biasa. Suatu jenis bahasa tertentu terdiri dari kata-kata dan memiliki aturan pemakaiannya tersendiri. Kesalahan makna terjadi karena tidak memperhatikan aturan dalam berbahasa. Dalam penggunaan sehari-hari, bahasa memiliki keanekaragaman sehingga aturannya bermacam-macam.
Menurut Wittgenstein II, Filsafat tidak boleh campur tangan dalm penggunaan bahasa faktual. Ia hanya dapat melukiskan pemakaian itu. filsafat juga tidak dapat memberikan pendasaran kepada pemakaian bahasa. Filsafat harus menghilangkan simpul-simpul bahasa yang rumit. Bahasa dapat menipu manusia. Oleh karena itu, analisis bahasa sangat diperlukan untuk mengetahui apakah memang benar suatu kata dipergunakan sebagaimana mestinya.
Ada tiga hal yang dikemukakan oleh Wittgenstein II mengenai kelemahan bahasa dalam filsafat:
1.    Tidak memperhatikan aturan bahasa dalam kehidupan yang lebih luas dan ilmu pengetahuan.
2.    Adanya kecendrungan untuk mencari sesuatu yang umum pada semua satuan-satuan kongkret yang diletakkan di atas istilah umum.
3.    Sering melakukan penyamaran pengertian melalui istilah-istilah yang tidak dapat dipahami oleh kebanyakan orang.

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Some Current Issues In Cross Cultural Studies

1.    The influence of history is difficult to explain as it contains all of the deep structure elements of culture. What is your understanding related to this?
As culture is defined as several traits or items that bind a group of people, all members of cultural group share the common traits amongst them. To establish a cultural group, those people have to live together in a great deal period of time. In this long period, they underwent many historical events that influence the way the view the world. For example, the group of people who in their histories were victim of wars will view wars as a forbidden in the culture they later established, they would teach their cultural members to hold peace amongst all. It is the history that will determine how a cultural group will be.
2.    How does language diversity cause problems in the United States? What solutions can you propose to deal with this problem?
    The diverse language spoken amongst American residents has drawn many political concerns in the United States. The parliament has frequently tried to propose English as an official language, yet this proposal is still refused. The major problem is risen in the communication because several people do not have mutual linguistic understanding amongst them. This will trigger misunderstanding prejudice which will end up in conflict.
    To solve this problem, the government must ensure that all members of society have access to learn a language that is commonly spoken, English. The government must guarantee that they will have a sufficient proficiency to speak in societal circumstances. Yet, they are still allowed to speak the language of their ancestor in order that their cultural identity will still be preserved.
3.    The discrimination between men and women in west countries has happened since a long time ago and still happen nowadays. At present, the discrimination perhaps is not obvious as before, although it is in different. How would you describe this difference?
    Although the feminist has promoted the gender equality in all over the globe, the gender discrimination ten is still seen nowadays. Unlike the discrimination in the previous time, woman discrimination today can be seen in the following description. Firstly, it commonly occurs in the work place. At the present time, there is a slight gender difference in the work place. Some works are mainly occupied by men, such as the presidents of company, managers, driver, pilot, ship’s captain, mechanic operator, soldier etc. Secondly, gender disparity can be seen in sport. In the world sport, men are occupied in certain sports, such as football, weight lifting, basket ball etc. The discrimination can also appear in the sport activities. Most sport events apply the different gender in the events. Women only play with women and vice versa because it is presumed that the women are not the equal competitor for men.     
4.    In discussing something or talking about anything you probably agree or disagree. It is easy to agree with someone on any level or formality. In contrary, it is sometimes quite difficult when you argue someone on any level with a different culture. How would you solve this problem?
    The different people grown in different culture will have the different views, ideas, beliefs, ideologies, etc that they inherit from the cultural elder members. When those people are engaging in the communication, some conflicts will sometimes be arisen due to these differences. To solve this problem, they need to establish mutual understanding between them. They must realize that the different cultures that have grown them contribute different ideas, views, and beliefs in their mind. All in all, they have to try to value the diversity.
5.    What is meant by the phrase “communication is rule governed”? What are some rules that govern your communication in the classroom? How might these rules differ in another country?
    “Communication is rule governed” can be defined as that there are several rules that govern people in communicative circumstances. In communication, people are bound to the rules that are commonly shared amongst them. For example, the young people are not allowed to interrupt the elder in communication, people are forbidden to swear or curse in the presence of children etc.
    The rules governing communication in my classroom is the typical rules on how education runs in the eastern cultural context. To begin with, students are not allowed to call their teachers by their name whether first or surname in communication. It is considered to be rude and impolite to call them by their name although it is followed by a formal addressee. Students simply call them Pak, Buk, Mr., Sir, and Miss. Related to the communication amongst students, the rules are varied. How people communicate to their fellow students depend on their closeness to them. If they are close enough, they may refer their friends as to “Lu” , “Ang”, or “Kau”, to themselves “Gue”, “Gua” or “Den. But it is considered to be rude to use those addressees to the fellows whom they are not close enough. They simply address them by their first name, and to themselves they refer as to their name or “Awak”.
    I presume these rules are different to another country especially to western ones. In western cultural context, students call their teacher by their names, if it is the surname, it is followed by the formal addressee like Mr. Mrs. and Miss; but they omit the formal addressee if it is the first name. As for communication between students, it is not so varied as those are in my educational context. Most students simply call their name and refer them as you and to themselves I. I also notice some students also call their fellows by their family name as a sign of mockery or bully. Intimate addressees are also found amongst students whose relationship is close.

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The example of english essay

An Endless Misery

Chronological-Order Article                                                   Composed by: Rendi Afriadi

In seeking knowledge, some students should live far away from their family because their schools, colleges or universities are distant from where their parents reside. Some prefer staying in the dormitory, provided by their schools, colleges, and universities; others would like to stay in the boarding house rather than the dormitory. I belong to the latter. As a student who lives far away from their parents, I also feel like others do, the longing of coming back home. Therefore, weekend and holiday is an enjoyable moment for me since it is the time to back to my parents. However, this enjoyable moment can turn out to be a silly unforgettable moment for some students and me as well. Some embarrassing things which made me cancel to come back home took place when I was going back home from Bukittinggi to Malalak.

Everything started to be messy in my school and my rent house. I was at the second grade of Islamic senior high school at that time.  At five o’clock, my class was over due to an unexpected extracurricular activity that I had to join in. If had not followed it, I would have gotten bad mark . Accordingly, I had to follow it although I wanted to come home on that day. As soon as I finish joining the activity, I came back to my boarding house hurrily, almost running. Alas! I fell down on the way to my boarding house where my friends were waiting for the public car ; consequently, everybody laughed at me. Upon arriving in my boarding house, I packed my belongings hurrily because I was afraid of missing the bus. When I was going to take my money in my wardrobe, I did not find my key. I searched it in every corner in my bedroom but it wasn’t there so I borrowed some money from my friend and he was willing to lend me some. After getting the money, I directly waited for the public car to Pasar Bawah in front of my rent house. I thought it was the ending but it wasn’t.

The suffering still continued till the end of my journey even more terrible ones. Finally, I got the public car after standing a few minutes in front of my boarding house. Everything ran smoothly in the public car until I saw some passengers were giggling or even bursting into laughter. Firstly, I kept staying cool as I did not know what they were laughing at, but when I saw my feet I realized that they were laughing at me because of the different slippers in my feet, Carvil on the left and Swallow on the right. It was so embarrassing me that I directly get off the bus because of being ashamed. Unfortunately, I could not change my slippers as my money was not enough to buy the new one, so I tried to be confident with different slippers in my feet. The rain fell heavily when I arrived at Jam Gadang. I had to wait for the rain to stop, standing confidently with my different slippers. I noticed some people laughed at me but I pretended that there was nothing happening. The heavy rain stopped at an half to six and something more embarassing was waiting for me. Firstly, I was in doubt to continue my journey, for it was too late and I would not be able to catch the bus; however, I insisted on continuing my journey to come home. Janjang Gudang, where I should walk down from Jam Gadang to take the public car to Padang Luar, was really slippery because of the heavy rain. Because of being hurry, I was falling down while walking on that place. Again, I was laughed by everyone but some of them showed symphaty rather than laughter. I changed my clothes in the public rest-room and then continued my journey. On the way to Padang Luar, I was afraid that I would not catch the bus since it was a quarter to six. As Saturday is trading day in Bukittinggi, I was trapped by traffic jam in Jambu Air. I arrived at the place where the bus to my village was when athan magrib was sounded from the mosque and there was no bus left. Such a bitter day was that day.

To conclude, sometimes, the enjoyable moment of coming home can be a horrible experience that cannot be forgotten. To prevent from this bad experience, students living far away from their parents should prepare for their journey to come home very well. If they do not prepare well, they may experience the same thing as I did.

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Examples of English Essay or Articles

Islamic School vs Modern School

Composed by: Rendi Afriadi                                                              cause-effect essay

Seeking knowledge is a compulsory deed for Moslems both males and females. Such commandment can be found in many hadith of Prophet Muhammad pbuh and Al-Quran. To fulfill this commandment, many Islamic schools, ranging from traditional Islamic schools to modern ones, are built in all over the globe. In Indonesia, such schools have been introduced since the first time Islam was emerged. Although many modern schools are established in this country today, Islamic schools still exist to deliver the true meaning of Islam to the youth and give them guidance to face the modern world which shows contradictory circumstances with Islamic values. Despite their existence to preserve the religious spirit of the society, some parents are reluctant to have their children study in those schools. Why this phenomenon occurs in Indonesian society is due to the misconception of Islamic schools and the paid tuition of them.

            One common reason why parents not want their children to study in Islamic schools is because of their misconception about the schools. Much wrong information is spread in the society about the Islamic schools. Some say that they are worse than the modern schools in terms of the taught material. They claim that Islamic schools pay more attention to teach the students everything about Islam; there is only little attention to the modern knowledge. Since they are only taught Islamic knowledge, they will have lack insight about modern ones that are needed to face and to live in this modern society. As a result, some parents will doubt the credibility and the compatibility of Islamic school toward this society. Moreover, they will think that their children cannot be success living in this modern society due to the lack of modern knowledge they acquired in Islamic schools. In addition to the material, some perceive the teachers teaching modern knowledge in Islamic schools are not as good as those are teaching in the modern schools. Since Islamic schools focus on teaching Islam, they only select the Islamic teachers carefully not the modern ones. Even, they hire the teacher who has no teaching experience and no sufficient ability to teach, both academic and pedagogic. This misinformation leads the parents of students to be afraid to have their children study in those schools as the teachers teaching their children are not as qualified as those are in the modern schools.

            Another reason why parents are reluctant to send their children to the Islamic schools is due to the tuition should be paid in such schools. People also know that not all the Islamic schools have the bad qualities as mentioned in the preceding paragraph. They know some Islamic schools have the same qualities as the modern ones or even better, whether in material or teacher profile. Though they know it clearly, they prefer the modern schools to Islamic ones since it is unaffordable to send their children to the good Islamic schools. They tuition they should pay in those schools is much more expensive than those in modern ones. Accordingly, they low economic family cannot get their children to study in the good Islamic schools; they prefer the good modern schools which are affordable for them. Furthermore, some claim that the good Islamic schools only provide and suit for the rich families not for the poor ones.    

            To conclude, in spite of the important roles of Islamic schools to maintain and increase the religious spirit of the youth, some parents prefer modern school because they misconceive about Islamic schools and have no enough money to send their children to the schools. Thus, it is important to provide good fordable Islamic schools that all people can study there without spending a big amount of money. It is also recommended that Islamic school erase the misconception spread in the modern society. 

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Examples of English Essay or Articles

Revealing Westeners’ Misconception about Islam

Logical division of ideas article                                               Composed by: Rendi Afriadi

Negative image of Islam which makes much misconception about Islam among westerners is being spread in western world through mass media. It is not only mass media spreading the negative image of Islam through their published material but also anti-Islam orientalists through their works. The misconception lies in many aspects of Islamic tradition, lives, histories, and believes. Subjugation of women, terror of spreading Islam, and radicalism of moslem are common Islamic misconception spread among westerners in the western countries.

            Western people perceive that Islam is a religion subjugating women through gender disparity and the rule of wearing veil. Westerners consider that Islam treat women differently from men in all aspect of lives. So, there is segregation between men and women in Islam. This is not true, however. What Islam do is giving different roles between men and women since it is impossible for them to hold the same roles, there are several things which suitable to be done by men and vice versa. To begin with, let’s compare the status of women before islam and in islam. In period of antiquity, women were considered as a inferior creature. They worth nothing more than animal. They were created for men and to satisfy men. Men treated women as goods, they could sell , buy, and abandon women if they want to. Furthermore, women have no right over anyting. All the things they had belong to men, their husband, siblings, or father. Women were also considered as a root of evil things. It was women who brought all negative things to the world. In ancient Greek, it was Pandora through her box bringing pain, war, despair, oldness, death, and other negative things to the world. In biblical tradition, it was woman, eve, who cause the fall of humankind since she made Adam eat the forbidden fruit after being tempted by Satan.

Basically, there is no different status between men and women in Islamic belief. Men is not better than women before Allah and vice versa. The thing that differs them is the degree of their faith. In Islam there is no disparity between Men and women, they were created from the same thing,

“O people! Be careful of (your duty to) your Lord, who created you from a single being and created its mate of the same (kind) and spread from these too many men and women” (An-nisa: 1).

Accordingly, women were not created from the rib of men for this perspective implies that women are inferior than men since men is the origin of women. Men and women are equal in the rights over materials they own,

“Unto the men belongeth a share of that which parents and near kindred leave, and unto the women a share of that which they have earned and near kindred leave” (An-nisa : 7)

“Unto men a fortune that which they have earned, and unto women a fortune form that which they have earned” (an-nisa :

Furthermore, the reward for men and women of good acts is also similar,

“and their lord hath heard them (and He sayeth): low I suffer not the work of any worker, male or female, to be lost. Ye proceed one another”( Ali Imran : 285)

According to hadith, moslem should give more respect to women rather than men,

“When a man enquired of the holy prophet: “ who has the first claim to my good treatment”? he said “ your mother”, the man said “ and then who” the prophet replied: “then your mother. The man asked: “ and then”? the prophet replied: “then your mother”! The man once again asked: “and then?” the prophet said: “Then your father ( Muslim and Bukhari)

            Apart from gender disparity, Islam, according to westerners, also subjugates women through the rule of wearing veil which had been practiced by women long before the coming of Islam. In ancient Assyrian tradition, women coming from the higher status wore veil as sign of her noble status. In ancient Persian tradition, it was only prostitute and female slave who were not allowed to wear veil. Therefore, wearing veil would show that you were not a prostitute and a slave. Wearing veil cultural tradition is also found in ancient and medieval European women such as ancient Greek, Anglo-Saxon, Anglo-Norman etc. Such tradition is also found in Christianity and Jews. In Jewish, rules of wearing veil is revealed in Pentateuch,

“Make for yourselves tassels on the four corner of the cloak that covers you” (Deutoronomy 22:11). Moreover, in Talmudic law (Gemmara, ketuboth, 27 a), it is stated that women should be divorced if going out without covering their head. In Christianity, the rule of wearing veil is stated in new testament, epistle of Paul,

“But every woman praying or prophesying with her head uncovered disgraces her head, for it is the same as if she were shaven. For if a woman is not covered, let her be shaven. But if it is a disgrace for a woman to have her head shaved, let her cover her head” (ICorinthians 11:5-7).   In Islam, wearing veil is intended to uplift women degree and protect them from being molested not to subjugate them, as stated in the following surah:

“O prophet! Tell thy wives and daughters, and the believing women that they should cats their own garments over their person (when abroad); that is most convenient, that they should be known (as such) and not molested. And Allah is Oft-Forgiving, Most Merciful” (Adz-Dzuukruf : 59).

If wearing veil subjugated women, there would be no any wearing veil cultural tradition practiced by women before the coming of Islam.

Westeners also misconcept about the syatem of marriage in Islam. Polygamy, a marriage system in which men are allowed to marry more than one woman, is marriage system mentioned in Quran, the scripture of Islam. Unlike other scriptures, Quran limits the number of wives which are able to be married by men, namely four women. Moreover, there is strict rule given by Quran for those who want to engage in polygamy. The practice of polygamy also occurs in non-Islamic societies. For example, several characters in bible, Abraham, Jacob, David, Solomon etc, were enganged in polygamy. Another example, Hinduism scripture tells that the characters of Mahabrata were also enganged in such marriage system. The rulers of medieval Europe are also said to be enganged in polygamy such as Henry VIII, the king of great Britain, whose wives were Catherine of Aragon, Anne Boleyn, Jane Seymour, Anne of Cleves, Catherine Howard and Katherine Part.

            The most common Islamic misconception spreaded among westerners is related to the radicalism in which Islam teaches its followers to terrorize non-moslem. To begin with, Islam means peace not terror, so it is impossible to say Islam is terrorist since the term “terrorist” is contradictory with the term of “Islam” itself. Therefore, terrorism is not what islam teaches but what moslem radicalists do due to their misunderstanding about the meaning of Islam. Besides, radicalism exists in all aspect of human life not only in Islam. For instances, many Jews were killed by nazy; many Filistin inhabitants were murdered by radicalist jews, zionis; ten million people were killed in the war between catholic and protestant in Europe. To say islam radicalist means to say all religions are also radicalist due to the historical facts mentioned above.

            In conclusion, anti-islam media and orientalists have spreaded negative image of islam in the western countries. The spreading of Islamic negative image in the western countries make misconception in the western mind in which they think that Islam is a bad religion because of subjugating women, being spreaded by war, and terrorizing non-moslem. However, these are just false understanding among them. If they want to learn deeply, they will find that Islam is not like what they perceive.

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Bahan Ajar dan RPP Asking and Giving Opinion

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Satuan Pendidikan    : ....................................

Kelas/ Semester         : XI (Sebelas) / 1 (Satu)

Skill                             : Listening & Speaking

Materi                         : Expression of asking and giving opinion

Alokasi Waktu           : 2 X 45 Menit

Standar Kompetensi	Kompetensi Dasar
1.      Memahami makna dalam percakapan transaksional dan interpersonal resmi dan berlanjut (sustained) dalam konteks kehidupan sehari-hari. (Mendengar)	1.1  Merespon makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) secara akurat, lancar, dan berterima yang menggunakan ragam bahasa lisan dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur menyampaikan pendapat, meminta pendapat, menyatakan puas dan menyatakan tidak puas.
2.  Mengungkapkan makna dalam percakapan transaksional dan interpersonal resmi dan berlanjut (sustained) dalam konteks kehidupan sehari-hari. (Berbicara)	1.1  Merespon makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) secara akurat, lancar, dan berterima yang menggunakan ragam bahasa lisan dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: menyampaikan pendapat, meminta pendapat, menyataka perasaan puas, an menyatakan perasaan tidak puas.
Indikator Pencapaian Kompetensi	Tujuan Pembelajaran
Mendengar ·         Mengidentifikasi makna tindak tutur menyampaikan pendapat. ·         Merespon tindak tutur menyampaikan pendapat. ·         Mengidentifkasi makna tindak tutur meminta pendapat. ·         Merespon tindak tutur meminta pendapat. Berbicara ·         Menggunakan tindak tutur menyampaikan pendapat. ·         Menggunakan tindak tutur meminta pendapat.	Setelah mendengar expression of gv=iving advice and warning, siswa mampu: ·         Mengidentifikasi makna tindak tutur menyampaikan pendapat dengan tepat. ·         Merespon tindak tutur menyampaikan pendapat dengan tepat. ·         Mengidentifkasi makna tindak tutur meminta pendapat dengan tepat. ·         Merespon tindak tutur meminta pendapat dengan tepat. ·         Menggunakan tindak tutur menyampaikan pendapat dengan tepat. ·         Menggunakan tindak tutur meminta pendapat dengan tepat.

Materi Ajar                :

            Fakta               :  Expression of asking and giving opinion.

Konsep            :

Expression of Asking and Giving for opinion
Asking for opinion	Giving Opinion
- What’s your opinion? - What do you think/feel about……..? - How do you feel about………? - What is your reaction to…….? - Don’t you think…..? -How do you see ……?	- Well, to my mind….. - I’m convinced that… - Well for me …. - I personally think… - I reckon that …. - If you ask me … -It seems to me ….. -In my opinion …… - I suppose….. -I believe -From my point of view……. -I guess……

Alokasi Waktu                       :

BEBAN BELAJAR	WAKTU	BENTUK KEGIATAN/TUGAS
TM	35 MENIT	Explanation of asking and giving opinion
PT	55 MENIT	Listening and speaking activities of  asking and giving opinion.
KMTT	-

Metode Pembelajaran                       :

1.      Penanaman Konsep

2.      Diskusi

3.      Penugasan

Model Pembelajaran

§  Cooperative Language Learning.

§  Communicative Language Teaching

Kegiatan Pembelajaran

KEGIATAN	WAKTU	PERALATAN PENDUKUNG	KET
A.    Pendahuluan 1.      Greeting Ø  Berdoa Ø  Cek kehadiran siswa 2.      Warming up Ø  Guru mereview pelajaran yang telah dipelajari minggu lalu. Ø  Guru mengaitkan materi yang telah dipelajari dengan materi yang akan dipelajari. 3.      Motivasi Ø  Guru menyampaikan topik dari materi yang akan dipelajari dan tujuan yang hendak dicapai. Ø  Guru menyampaikan pentingnya belajar materi yang akan dipelajari	5 Menit 5 Menit 5 Menit	Buku Absen Papan Tulis Papan Tulis
B.     Kegiatan Inti 1.      Eksplorasi Ø  Guru membagikan listening worksheet kepada masing-masing peserta didik. Ø  Guru memutar lagu “A gift of a friend untuk mengaktifkan prior knowledge peserta didik terkait materi listening yang akan didengar. Ø  Guru memutar audio rekaman listening terkait materi asking and giving opinion dengan tema “What’s your opinion of good friends” Ø  Masing-masing peserta didik ditugaskan mengisi dialog rumpang pada listening worksheet sementara rekaman audio diputar. 2.      Elaborasi Ø  Guru bersama-sama peserta didik  mendiskusikan isi dari dialog listening yang rumpang dengan memberi penekanan kepada expression of asking and giving opinion dalam listening material. Ø  Guru menggali pemahaman peserta didik terkait expression of asking  and giving opinion melalui latihan-latihan lembaran pada listening worksheet. Ø  Peserta didik secara berpasangan menyusun dialog tentang asking and giving opinion berdasarkan model dialog yang telah diberikan. Ø  Masing-masing pasangan menampilkan dialog yang telah mereka susun ke depan kelas. 3.      Konfirmasi Ø  Guru menyuruh peserta didik menanyakan materi yang belum mereka mengerti. Ø  Guru menjelaskan kembali materi yang belum dimengerti peserta didik.	25 Menit 30 Menit 10 Menit	Listening worksheet A song ‘A gift of A friend from Demi Lovato’ Dialog ‘What’s your opinion of good friends’ Laptop Speaker
C.    Penutup Ø  Guru menyimpulkan hasil pembelajaran dengan diksusi dan tanya jawab bersama peserta didik. Ø  Guru dan peserta didik menutup pelajaran dengan berdo’a bersama-sama.	10 Menit

Penilaian Hasil Belajar                     :

Ø  Tekhnik Penilaian                 :           Tes lisan (Perfomance assesment)

Ø  Bentuk instrumen                 :           Rubrik penilaian speaking

  

  

Ø  Contoh instrument                            :

Ø  Prosedur Penilaian                            :          

            Rubrik penilaian speaking (performance assesment)

Pronounciation (P) (20-30)	Coherence (C) (20-30)	Mimicry (M) (10-20)	Voice (V) (10-20)

            Skor Maksimal            = 100

            Skor Perolehan            = P + C + M + V

            Nilai siswa                   =

Sumber Belajar                     :

1.      Sudarwati, Th. M dan Eudia Grace, 2006, Look Ahead Book 2 Science and Social Program. Jakarta : Erlangga

2.      Priyana, Joko et.al, 2008, InterInterlanguage : English For Senior High School Student XI Science And Social Study Programme, Jakarta: Pusat Perbukuan, Departemen Pendidikan Nasional

3.      Script audio of dialog asking and giving opinion taken from Jack. C. Richard, Developing Listening Tactics

Student’s Worksheet

Expression of Asking for and Giving Opinion

Name                           :

Class                            :

1. Standar Kompetensi

§  Memahami makna dalam percakapan transaksional dan interpersonal resmi dan berlanjut (sustained) dalam kehidupan sehari-hari

§  Mengungkapkan makna dalam percakapan transaksional dan interpersonal resmi dan berlanjut (sustained) dalam kehidupan sehari-hari.

2. Kompetensi Dasar

§  Merespon makna dalam percakapan transaksional (to get things done) dan interpersonal resmi dan berlanjut (sustained) secara akurat, lancar, dan berterima yang menggunakan ragam bahasa lisan dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: menyampaikan pendapat, meminta pendapat, menyatakan puas dan menyatakan tidak puas.

§  Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal resmi dan berlanjut (sustained) secara akurat, lancar, dan berterima yang menggunakan ragam bahasa lisan dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: menyampaikan pendapat, meminta pendapat, menyatakan puas dan menyatakan tidak puas.

3. Indikator

1.      Mengidentifikasi gambits yang digunakan dalam tindak tutur  menyampaikan pendapat dan meminta pendapat.

2.      Merespon tindak tutur menyampaikan pendapat dan meminta pendapat.

3.      Menggunakan tindak tutur menyampaikan pendapat dan meminta pendapat.

4. Langkah Pembelajaran

I.   Listening Section

Part I: Understanding the dialogue of asking and giving for opinion

A.     Activating Your Prior Knowledge

Listen to the following song and answer the question that follow!

B.     Expanding Your Vocabulary

Find the meaning of the words in the left side to the right side!

1.      Fun                                                            a. Pantai

2.      Beach                                                        b. Pribadi

3.      Movie                                                        c. Merusak/Menghancurkan

4.      Personality                                                 d. Dusta

5.      Important                                                  e. Hilang                                 

6.      Personal                                                     f. Kepribadian

7.      Honest                                                       g. Jujur

8.      Lie                                                             h. Dikhianiati

9.      Disappear                                                  i. Filem

10.  Betrayed                                                   j. Menyenangkan

11.  Destroy                                                     k. Penting

C.     Listening Activity

Complete the following dialog with the suitable words you listen from the recording and answer the questions that follow!

Conversation 1 (DAVE&MARGARETH)

Margareth        :  So Dave, what do you think makes a good friend?

Dave                :  Well for me, a friend is someone who is ………... to be with.

Margareth        :  Hm…fun to be with? Can you give me an ………………..?

Dave                :  I like friends who like to go out and have fun together – go

                          downtown, go to  the ………...,  see a movie, something like that.

                        Margareth        : So….does that mean a friend has to like the same things you do?

                        Dave                : No…not really, just that they have a fun personality. 

                                                  You know, fun to be with whatever we do.

                        Comprehension Check

1.      Who talked in the dialogue?

______________________________________________________________________________________________________________________________

2.      What were they talking about?

_______________________________________________________________

3.      What kind of friend did Dave probably like?

_____________________________________________________________

4.      According to Dave, Should friend have the same interest as we do?

_______________________________________________________________

Conversation 2 (LAURA&JOANNE)
Joanne             :  So, do you have lots of friends?

Laura               :  I guess so.

Joanne             :  What do you think makes a good friend?

Laura               :  Hah…good friend….well, a good friend …………. you when    

                           you  have a problem.

Joanne             : Hmm…do you think that’s the most ………………… thing?

Laura               :  Yeah, friends help each other. I really think so.

Joanne             :  Well, what kinds of problems does your best friend help you  

                           with?

Laura               :  Well, that’s kind of …………….

                        Comprehension Check

1.      How many friends did Laura have according the dialogue?

_______________________________________________________________

2.      What kind of friend would likely Laura have?

_______________________________________________________________

3.      What kinds of problem did Laura often share with her friend?

_______________________________________________________________

Conversation 3 (STANLEY&MARRY )

                        Marry              : Some people say friends are always honest with each other. 

                                                  Do you agree?

                        Stanley                        : I completely agree. Friends need to be completely honest. 

                                                  One little lie and the ……………… just disappears.

                        Marry              : Ah, that’s pretty …………… language. Do you really think that?

                        Stanley                        : Yeah. Once, one of my good friends lied to me. He was a really         

                                                  good friend, and I just felt completely betrayed. It ………… the   

                                                  friendship.

                        Comprehension Check

1.      What kind of friend did Stanley probably like?

_______________________________________________________________

2.      Why is lie dangerous in friendship?

_______________________________________________________________

3.      What happened to Stanley and one of his good friends?

______________________________________________________________

            Part II: Understanding The Expression Used In Asking And Giving  

        For Opinion

A.     Activating Your Prior Knowledge

The following is the chart of some famous social networks. Complete each chart with the information that suits you!

Social Network	User Name	Number of Friends or Followers
Facebook
Twitter
Skype
Blogger
Kaskus
Multiply

            Answer the following question!

1.      Do you know all of your cyber friends in the real life?

                  _____________________________________________________________________

2.      Have you ever met someone you know from the internet? How do you feel?

_________________________________________________________________________________________________________________________________________

B.     Expanding Your Vocabulary

Complete the following sentences with the words in the box

	Risky, Cool, Awesome

 

1.      The concert I watched last night was …………………. because the band show the best performance.

2.      Many girls think Robert is a ……………… boy as he tends to be on his own.

3.      Some people do not want to invest their money since investment is a ……………. Business.

C.     Listening Activity

Complete the following dialogue with the words you listen from the recording and underline the phrases that signify asking and giving for opinion!

A.    What’s your ………………. of meeting people online?

B.     In my ………………, It’s awesome.

A.    How do you ……………...  about meeting people online?

B.     I …………… meeting people online here is very …………...

A.    What do you think about meeting people online?

B.     I think it’s …………….

           

A.    What do you think about meeting people online?

B.     From my point of …………… . It’s risky

Part III: Identifying One’s Opinion

A.     Activating Your Prior Knowledge

The following is some opinion given by some persons. Identify the given opinion into good or bad opinion

1.      I hate using Taxi here. The service is really awful (Good Opinion/ Bad Opinion)

2.      The plane I fly with to this city is pretty awesome. I enjoy the flight (Good Opinion/ Bad Opinion)

3.      Well, I guess the waiter of the restaurant we ate at last night did us his good job. So, he deserved a good tip (Good Opinion/ Bad Opinion)

4.      If you ask me, I would say that the new president is worse than his predecessor. He didn’t show us any better (Good Opinion/ Bad Opinion)

5.       I think your dress is very nice. The color suits you best (Good Opinion/ Bad Opinion)

B.     Listening Activity

Complete the following dialogue with the words you listen from the recording and identify the opinion of each given item within the chart below!

1.      A: What do you think of this ……………………?

B: The style's okay, I guess. How  much is it?

A: It's $40

B: Wow! That's really ……………... What colors does it come in?

A: Look like they have it in black, gray, red, and brown.

B: I like those colors-especially the ………………. one. Try it on.

A: Okay. Well, how do I look?

B: I don't know. It's not exactly your size.

A: Really? Do you think I should buy it, anyway?

B: No, don't get it. It's too ……………………

2.      A: How about this …………….?

B: It's unusual.

A: You mean, you don't like the style.

B: Not really. And look at that ……………………. $ 160!

A: Is that bad?

B: Well, it sounds pretty expensive to me.

A: What about the ……………….?

B: Actually, the color is perfect. It goes perfectly with everything in the  

     ……………….. And the size is just right, too. But it's very expensive.

A: We could put it on the credit card.

B: That's true, I guess. Let's just buy it and go …………………...

3.      A: I have to get my …………………. a birthday present. What do you think about this watch?

B: It's really ……………... I love the style.

A: It only comes with a black or brown band, though.

B: Yeah. I'd prefer some brighter colors. Brown is so-so. How much is it?

A: $ 69,95

B: It's okay, I guess

A: What about the size?

B: It's ……………….! She'll love it. Just get it

A: Okay.

Item	Jacket	Lamp	Watch
Style	Good         Not Good	Good         Not Good	Good         Not Good
Price	Good         Not Good	Good         Not Good	Good         Not Good
Color	Good         Not Good	Good         Not Good	Good         Not Good
Size	Good         Not Good	Good         Not Good	Good         Not Good

II. Speaking Section

A.     Put the following expression into the suitable column!

¹What do you think about………   ²I feel ……………….. ³Well for me …………

⁴How do you feel about…………⁵I think……⁶Do you have any idea about………..

⁷What’s your opinion of……… ⁸Well, to my mind………. ⁹What say you to ……

¹⁰I reckon that ………. …..¹¹What is your reaction to ………… ¹²I suppose ……

¹³How do you see ………… ¹⁴It seems to me ………….      ¹⁵I guess……………..

Giving Opinion	Asking for Opinion

B.     Complete the following dialogues by supplying either expression of asking for opinion or giving opinion and match them to their best responses!

 

                                                                                  

                                      

                                                                                                                                

 

                                                                                                            

 

                                                                                                                          

C.     Dialogues

a.      Expanding Your Vocabulary

Find the synonyms of the following words to the right side

1.      Customer                                 a. Debate

2.      Colleagues                               b. Punctually

3.      Argue                                      c. Hurry

4.      Final                                        d. End

5.      Matter                                     e. Buyer

6.      Improvement                           f. Purchase

7.      Buy                                         g. Fellow Worker                               

8.      Rush                                        h. Problem

9.      On time                                   i. Agreement

10.  Approval                                 j. Advancement

b.      Arrange the following dialogues into the correct order and answer the questions that follow!

Situation 1

In a newly opened mall, Sofia meets her best friend, she brings some new books that she has bought.

Aldi:  The way I see it, it's amazing. It is the biggest mall in town, isn't it?

Rani:  Hi, Aldi! I've just come out from the bookstore on the third floor.

Aldi:  Did you buy any books?

Rani:  That's right. I reckon the facilities make the customers satisfied.

Aldi:  Hi, Rani! Where have you been?

Rani:  Yes, one story book and two textbooks for my little brother. By the way,

           what do you think of this new mall?

1.      Where did the dialogue take place?

_______________________________________________________________

2.      Where did Rani come out from when she met Aldi?

_______________________________________________________________

3.      What did she do there?

_______________________________________________________________

4.      How many books did she buy

_______________________________________________________________

5.      What did Aldi think about the mall?

_______________________________________________________________Situation 2

In a meeting,Mr Rizal Bakri and his colleagues are arguing about their opinions  on the right time to publish their books.

Mr Fuad: Well, if that's the final decision, I think I accept it.

Mr Bakri: Have you any comment on this matter, Mr Adam?

Mr Adam: I consider that we still have to make several improvements about

                  some  aspects. So we need at least two more months to publish.  

                  We needn't to be in a rush.

Mr Fuad: How about the customers?

Mr Bakri: I agree with Mr Adam's view.

Mr Adam: I'm convinced that the customers will have the books on time. It

                  will not be late.

Mr Fuad: The best time to publish our books is at the end of next month.

                 Students need them soon.

Mr Adam: Thank you for your approval, Sir.

Mr Bakri:  OK, we will be ready to publish our books within two months.

1.      How many persons did talk in the dialogue?

____________________________________________________________________

2.      Where did they probably work?

____________________________________________________________________

3.      How many months was needed to sell the book into public?

____________________________________________________________________

4.      Why was the end of next month the best time to publish the book?

____________________________________________________________________

D.     Create the dialogue about asking for and giving opinion with your chairmate . You may choose any topic you like in your dialogue!