Logo Baru UHO (Universitas Halu Oleo)

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Logo Universitas Halu Oleo UHO

Logo UHO Normal  Logo UHO 3 (hitam putih)

Proposal Usaha Warnet

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A.      PENDAHULUAN

Usaha warnet sebenarnya cukup mudah untuk didirikan dan dijalankan. Betapa tidak, dengan membeli komputer, misalnya 10 buah, kemudian menginstalnya dengan software, lalu membuat jaringan agar komputer satu dengan yang lainnya terhubung, dan akhirnya mengalirkan koneksi internet ke jaringan tersebut, maka jadilah usaha warnet.

Untuk mengelolanya juga tidak diperlukan orang-orang yang mempunyai skill tinggi dengan gaji yang mahal. Cukup lulusan sma yang mengerti tentang komputer. Mungkin karena mudahnya, banyak orang yang berlomba-lomba mendirikan usaha warnet ini.

Jika kita melewati jalan-jalan besar dan disekitar jalan tersebut terdapat universitas, kos-kosan mahasiswa, atau perumahan padat, maka hampir dipastikan ada usaha warnet yang berdiri disitu. Jumlah dari usaha warnet itu tidak hanya satu, bahkan bisa lebih dari 3 untuk lokasi yang berdekatan.

Walaupun sudah ada tiga usaha atau lebih, tetap saja ada warnet baru yang bermunculan. Mereka bertarung untuk mendapatkan pelanggan yang sama. Selain dari pembuatannya mudah, trend teknologi sebenarnya juga mempunyai andil besar dalam pembentukan pasar dari usaha warnet. Komunikasi dan informasi tiada batas itulah yang ditawarkan internet.

Menjamurnya usaha warnet membuat persaingan semakin keras. Mereka bertarung tidak hanya dari sisi kenyamanan, spesifikasi komputer, dan kecepatan koneksi internet, bahkan dari sisi harga. Harga diturunkan sampai merusak pasaran untuk memancing pelanggan. Jika kita ingin bertahan, sudah selayaknyalah kita membangun usaha warnet yang kompetitif.

B.       NAMA USAHA

Usaha warnet yang kami dirikan  ini kami beri nama “READ-1.Net” dengan modal usaha yang kami kumpulkan bersama baik dari keuangan masing-masing maupun dari sponsor-sponsor yang ikut membantu khususnya dalam dukungan dana.

C.      LOKASI USAHA

Rencana lokasi operasional usaha akan ditempatkan didaerah yang memenuhi syarat sebagai berikut :

  1. Lokasi dekat dengan kawasan perguruan tinggi.
  2. Lokasi berada di pusat keramaian, misalnya di pasar dan perkantoran.
  3. Lokasi berdekatan dengan perpustakaan atau toko buku.
  4. Lokasi berada ditengah kawasan kosan mahasiswa, penduduk.

Lokasi yang kami prioritaskan adalah di Jl. H.E.A Mokodompit Kel. Lailolara Kec. Kambu Kota Kendari, dengan pertimbangan :

  1. Lokasi startegis dekat dengan beberapa perguruan tinggi, sekolah menengah dan sekolah tinggkat atas.
  2. Lokasi berada di sekitar wilayah kawasan kosan mahasiswa dan pemukiman penduduk.

D.      TARGET PELANGGAN

Target pelanggan warnet ini adalah : mahasiswa dan pelajar disekitarnya. Mereka umumnya menggunakan internet hanya untuk hiburan saja yaitu dengan mengakses (LENGKAPNYA SILAHKAN DOWNLOAD DISINI)

DEMONTRATIVE AND INTEROGATIVE PRONOUN

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DEMONTRATIVE PRONOUN

Definition: Demonstrative pronouns are pronouns that point to specific things. “This, that, these, those, none and neither” are Demonstrative Pronouns that substitute nouns when the nouns they replace can be understood from the context. At the same time, to indicate whether they are close or far, in space or time, from the speaker in the moment of speaking. They also indicate whether they are replacing singular or plural words. Some grammars describe them as members of the class of function words called “determiners”, since they identify nouns and other nominal.

  • This” (singular) and “These” (plural) refer to an object or person near the speaker.
  • That” (singular) and “Those” (plural) refer to an object or person further away.

Example: – That is a good idea

– I will never forget this

– Those are my friend

– These are my books

In sentence, ’’This and That’’ as singular demonstrative pronoun can subject person, direct object or object of preposition.

Example : – That is whom you should meet at the dinner at the Batik’s Gallery.(Subject)

– Would you deliver this? (Direct object)

– Now, listen to this (Preposition object)

So, also ‘’These and Those’’ as plural demonstrative pronoun can get subject role, direct object, or preposition object.

Example: – These the preferred pen in this department. (Subject)

– She donated those to team. (Direct object)

– Mark can work with those. (Preposition Object)

 

INTEROGATIVE PRONOUN

Definition: An interrogative pronoun is a pronoun used in order to ask a question. Some of them refer only to people, like “who” and others refer to people and objects, etc like what”. They do (More Click on Here)

What is a word

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Definition 1

A word is a unit which is a constituent at the phrase level and above. It is sometimes identifiable according to such criteria as

  • being the minimal possible unit in a reply
  • having features such as

o a regular stress pattern, and

o phonological changes conditioned by or blocked at word boundaries

  • being the largest unit resistant to insertion of new constituents within its boundaries, or
  • being the smallest constituent that can be moved within a sentence without making the sentence ungrammatical.

A word is sometimes placed, in a hierarchy of grammatical constituents, above the morpheme level and below the phrase level. Sumber…


Definition 2

A word is the smallest free form (an item that may be uttered in isolation with semantic or pragmatic content) in a language, in contrast to a morpheme, which is the smallest unit of meaning. A word may consist of only one morpheme (e.g. wolf), but a single morpheme may not be able to exist as a free form (e.g. the English plural morpheme -s).

Typically, a word will consist of a root or stem, and zero or more affixes. Words can be combined to create other units of language, such as phrases, clauses, and/or sentences. A word consisting of two or more stems joined together form a compound.Word may refer to a spoken word or a written word, or sometimes, the abstract concept behind either. Spoken words are made up of phonemes, and written words of graphemes. Sumber…

What is Language

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Many animal and even plant species communicate with each other. Humans are not unique in this capability. However, human language is unique in being a symbolic communication system that is learned instead of biologically inherited. Symbols are sounds or things which have meaning given to them by the users. Originally, the meaning is arbitrarily assigned. For instance, the English word “dog” does not in any way physically resemble the animal it stands for. All symbols have a material form but the meaning can not be discovered by mere sensory examination of their forms. They are abstractions.

A word is one or more sounds that in combination have a specific meaning assigned by a language. The symbolic meaning of words can be so powerful that people are willing to risk their lives for them or take the lives of others. For instance, words such as “queer” and “nigger” have symbolic meaning that is highly charged emotionally in America today for many people. They are much more than just a sequence of sounds to us.

A major advantage of human language being a learned symbolic communication system is that it is infinitely flexible. Meanings can be changed and new symbols created. This is evidenced by the fact that new words are invented daily and the meaning of old ones change. For example, the English word “nice” now generally means pleasing, agreeable, polite, and kind. In the15th century it meant foolish, wanton, lascivious, and even wicked. Languages evolve in response to changing historical and social conditions. Some language transformations typically occur in a generation or less. For instance, the slang words used by your parents were very likely different from those that you use today. You also probably are familiar with many technical terms, such as “text messaging” and “high definition TV”, that were not in general use even a decade ago.

Language and speech are not the same thing. Speech is a broad term simply referring to patterned verbal behavior. In contrast, a language is a set of rules for generating speech. A dialect is a variant of a language. If it is associated with a geographically isolated speech community, it is referred to as a regional dialect. However, if it is spoken by a speech community that is merely socially isolated, it is called a social dialect. These latter dialects are mostly based on class, ethnicity, gender, age, and particular social situations. Black English (or Ebonics) in the United States is an example of a social dialect. Dialects may be both regional and social. An example is the Chinese spoken dialect and written form called nushu. It apparently was known and used only by women in the village of Jiang-yong in Hunan Province of South China. Women taught nushu only to their daughters and used it to write memoirs, create songs, and share their thoughts with each other. While women also knew and used the conventional Chinese dialect of their region, they used nushu to maintain female support networks in their male dominated society. Nushu is essentially gone now due to its suppression during the 1950’s and 1960’s by the communist government of China. The last speaker and writer of nushu was a woman named Yang Huanyi. She died in 2004. Not all societies have distinct dialects. They are far more common in large-scale diverse societies than in small-scale homogenous ones.

Over the last few centuries, deaf people have developed sign languages that are complex visual-gestural forms of communicating with each other. Since they are effective communication systems with standardized rules, they also must be considered languages in their own right even though they are not spoken.

A pidgin is a simplified, makeshift language that develops to fulfill the communication needs of people who have no language in common but who need to occasionally interact for commercial and other reasons. Pidgins combine a limited amount of the vocabulary and grammar of the different languages. People who use pidgin languages also speak their own native language. Over the last several centuries, dozens of pidgin languages developed as Europeans expanded out into the rest of the world for colonization and trade. The most well known one is Pidgin English in New Guinea. However, several forms of Pidgin English and Pidgin French also developed in West Africa and the Caribbean. There have been pidgins developed by non-European cultures as well, including the Zulus in South Africa, the Malays in Southeast Asia, the Arabs in North Africa, and several American Indian societies. The most well known pidgin developed by American Indians is Chinook, which was used on the Northwest Coast of North America.

At times, a pidgin language becomes the mother tongue of a population. When that happens, it is called a creole language. As pidgins change into creoles over several generations, their vocabularies enlarge. In the small island nation of Haiti, a French-African pidgin became the creole language. It is still spoken there by the majority of the population as their principle or only language. The same thing happened among some of the peoples of Papua New Guinea, the Pacific Islands of Vanuatu, and Sierra Leone in West Africa, where different versions of Pidgin English became creoles. Similarly, on the outer banks of Georgia and South Carolina in the United States, isolated former African slaves made another version of Pidgin English into a creole known as Gullah or Geechee. Creoles also developed in Louisiana, Jamaica, and the Netherlands Antilles.

It is common for creole speakers to also speak another “standard” language as well. In Haiti, for instance, the more educated and affluent people also speak French among themselves. Their creole language is used on the street in dealing with poor Haitians. The Gullah speakers of Georgia and South Carolina speak English when dealing with outsiders. Which language is spoken depends on the social situation. This same phenomenon is often found in societies with different dialects of the same language. People may quickly switch back and forth between dialects, depending on the person they are talking to at the time. This pattern is referred to as diglossia or “code switching.” The African American situational use of standard and Black English is a prime example. Black English is usually reserved for talking with other African Americans. North American reporters and announcers on national television programs are often diglossic. They must learn to speak with a Midwestern, European American dialect regardless of the region or social class they came from originally. We become so accustomed to this that it is usually a shocking surprise to hear them speak in their own dialects.

Typically, the dialects of a society are ranked relative to each other in terms of social status. In the London area of England, the upper class speak “public school” English, while the lower class often use a Cockney dialect. Because of the stigma against the latter, upwardly mobile Cockneys in the business world may take language lessons to acquire the “public school” speech patterns.

TUTWURI HANDAYANI

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PLANNING THE COURSE STRUCTURE

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CHAPTER I

INTRODUCTION

1.1  Background

In teaching and learning process most needed the course planning for going the course system in well. As well as in teaching of English always covers four skills, they are: listening, speaking, reading and writing. Beside those skills, there some other components that must be taught to the students such as structure, spelling, pronunciation and vocabulary. Those are necessary to arrange and only the course structure in well.

In teaching, instructors are constant learners, in which professional experience, our views teaching contents, and methodological knowledge are continuously changing. From year to year, we have different students with different needs and background. Thus, it is necessary and important to modify every course and adjust it to a particular group of students in fact, often in the classroom things take place in an unexpected or unpleasant unplanned way. Therefore flexible teachers can be making necessary changes while teaching. They can see what should be modified added or changed to make the course reflect students’ interest and needs.

Begin the process early, making a planning a new course at least six. Successful course requires careful planning and continual revision. So that, in beginning the process early, making a planning a new course at least six months. Furthermore, consult with colleagues who have taught the similar course to learn from their strategies and their general impression of the students who typically take the course. Then, discussing the course goals, teaching philosophies, course content, teaching methods and course policies, as well as specific responsibility for each instructor.

Having the course items, will help you to make decision about which content to conclude, which teaching methods to use, and what kinds of assignment, and exam are appropriate, in similar, for useful introduction to curriculum planning begun with defining goals for students learning rather than with course content (Grant Wiggins and Jay McTighes; 1998). Based on this reason, the teacher must decide and arrange the course structure in well related to the curriculum.

1.2  Research question

The writer question in this paper is “who to make and arrange the course structure in well and how to select syllabus appropriately with students’ level.

1.3  Objectives

The objectives of this paper are to explain the purpose of course planning structure and the importance of giving appropriate course to the students.

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