Day 1: Better Late Than Never

Me and the water flows.

I stumbled to one of my friends' post on the Facebook group challenging the member to write for 30 days in a blog. I wandered around and found out that this blog still exists after being abundant for ages. I used this blog to culminate the ideas related to my daily routines as the university student a few years ago. As I was growing busy with works and activities as a tutor in one institution, I hardly wrote anything in this blog. Since I confessed myself as the moody writer that could only post my writing if I feel good at that writing, I could not have enough time to post my activities here.

The hardest thing to keep going in writing activity is the consistency and persistence. If there is no trigger or manipulator of my feeling to embrace the words into sentences, I could not start to write any stories or piece of essay. There are many things to share from my long vacant writing in this blog. I cannot reassure to make a good writing, somehow I intend to explore the story behind my life and the experience that I have learned so far from bumping around new environment never imagined in my life.

Since graduating from the undergraduate degree at Makassar, continuing my master degree, working at English Institution, travelling to Bali, teaching in Kampung Inggris, Having fun in Sumatera, and now enjoying Geraldton in the north part of Western Australia, I feel many different nuance and situation leading to various perspectives.

Maybe this is going to be a more personal journal, but I will try to take everything as a learning process that can be put as the lesson and memory for the future son or grandchild of mine. Maybe this is will be too late to tell the continue, but it is better late than never.

Teaching English as an International Language: Rethinking Goals and Perspectives

Sandra Lee McKay (2002)

New York: Oxford University Press Pp. vi + 150 ISBN 0-19-437364-9 (paper)
These broad but basic questions over the justification for studying English, and the attending problems involving the language planning implications of learning it, the tension over social needs versus resources, and the real reason why the language is being studied, are all issues that the field of teaching English as an international language must take a hard look at, ponder, discuss, and critically analyze. These are not abstract concerns, for the way these matters will be resolved by the Outer And Expanding Circle countries will directly affect areas like the type of English that will be taught, whom it will be taught to, and the role EIL teachers from all the circle countries will have.

While the last two decades has seen a plethora of books dealing with the teaching of English as a foreign or second language, there have been very few books written on teaching English as an international language. This topic is both the title and subject of a new book by Sandra McKay of San Francisco State University. The main thesis of this work is simple: “the teaching and learning of an international language must be based on an entirely different set of assumptions than the teaching and learning of any other second or foreign language. The purpose of this book is to clarify these assumptions and advocate that they be considered in the design of English as an international language (EIL) teaching methods and materials.” (p. 1) It is intended for “those who teach or will be teaching English to individuals who are learning the language alongside one or more languages they speak to communicate with those from another culture and to participate in a growing global community¹it will also be useful to individuals in English language curriculum and materials development and those involved in English language acquisition research.” (p. 3)

“Give a speech as a son in Golden Wedding Anniversary”

Good Morning Everybody

https://encrypted-tbn0.gstatic.com

First of all I would like to say many thanks to the Almighty God who has given us a nice day and healthy life, so we can present here in this beautiful place. Today is the Golden Wedding Anniversary of my parents. This day will be the historical day for them and for us that will be a proof that the power of love always stay with the couple who can understand and respect their couple.

Ladies and gentlemen and My Beloved Parents

I know that fifty years is not a short time. There are many experiences that you had passed. Sadness,

Brief Explanation of Pragmatics

The history of pragmatics

in 1930, Bloomfield stated that the important focus of language learning are phonology and morphology, and then in 1950, Chomsky expanded the material and improved the level in syntax. Katz in 1960 started to integrated the language study with the meaning of the language (semantics concept). Moreover in 1970, Lakoff, Ross, et all believed that the context of language is important in study a language.

The Definitions of Pragmatics

Charless Morris : The study of relation of sign and its interpreters

Levinson : The study of language use

Moreover, we can conclude that pragmatics is the study of language that use in one community that is depended of the context or the situation of the language use

Meaning Levels by Gilbert Hontmant

1. Meaning as the evidential and observational use.

2. Meaning as circularity from at least two direction

3. Meaning as speech act potential.

The differences of Semantic and Pragmatics

Semantics	PRAGMATICS
Contextual Independent meaning	Contextual dependent meaning
Relation between sign  to the object it represent	The relation between the sign to interpreters
Form meaning	form-function

The differences between the pertinent concepts in semiotics :

Sentence

Some definitions of sentence :

Ø  Sentence is a grammatical unit.

Ø  Sentence is a group of word that consist of Subject +Predicate ±Objeck ±Complement and has a complete thought identify by final intonation. E.g. Go! Or Get out!

Ø  Independent linguistics item

Ø  Sentence is only a predicate. E.g. go!

Types of sentences divided into 5 types based on the characteristics