National University English Debating Championship (NUEDC) 2012

  NUEDC is an English debating competition at University level which is under controlled by Ministry of Education. It is a yearly event which is hold in order to  have 4 teams to represent Indonesia to World University Debating Championship (WUDC). NUEDC is taken part by region I – XII, and each region will send 8 teams to National. Last year, NUEDC was taken place at Diponegoro University in Semarang, West Java. There were 95 universities joined. This year, NUEDC will take place at STIKES Bali from June 22nd – 27th, and there will be 96 teams will compete to each other. before going to National, each team in each region will compete to each other to get the ticket to National. The teams that can break into the top 8, will represent their region for National Event. Here are the teams which are eligible to vie for National University English Debating Championship at STIKES Bali:

Region I (North Sumatra, Aceh)
Universitas Muhammadiyah Sumatera Utara,  Universitas Sumatera Utara, STIE IT&B, STMIK Mikroskil, Politeknik LP3I Medan, Politeknik Negeri Medan,  Universitas Negeri Medan, Universitas Syiah Kuala

Region II (South Sumatra, Lampung, Bengkulu, Bangka Belitung)
STBA Teknokrat,  Universitas Sriwijaya, Politeknik Sriwijaya, STKIP Muhammadiyah Pringsewu, STMIK Teknokrat, Universitas Bengkulu, Universitas Bina Darma, Universitas Lampung

Region III (Greater Jakarta, Banten)
Binus University, Universitas Indonesia,  Universitas Bakrie,  Institut Pertanian Bogor, Universitas Atma Jaya, Universitas Negeri Jakarta, Universitas Paramadina, Universitas Sultan Ageng Tirtayasa

Region IV (West Java)
Universitas Parahyangan, Institut Teknologi Bandung, Universitas Padjadjaran,  Universitas Pendidikan Indonesia, Institut Manajemen Telkom, Politeknik Manufaktur Bandung, Universitas Djuanda,   Universitas Wiralodra

Region V (Yogyakarta)
Universitas Gadjah Mada, Universitas Ahmad Dahlan, Universitas Negeri Yogyakarta, STMIK Amikom,  Universitas Atma Jaya Yogyakarta, Universitas Islam Indonesia, Universitas Muhammadiyah Yogyakarta,  Universitas Pembangunan Nasional,

Region VI (Central Java)
Universitas Diponegoro,  Universitas Negeri Semarang , IKIP PGRI Semarang, Universitas Dian Nuswantoro, Universitas Kristen Satya Wacana, Universitas Jenderal Soedirman, Universitas Muhammadiyah Purwokerto, Universitas Negeri Sebelas Maret,

Region VII (East Java)
Universitas Negeri Malang, Universitas Brawijaya, Universitas Muhammadiyah Malang, Institut Teknologi Sepuluh Nopember, Politeknik Negeri Malang,  Universitas Jember, Universitas Muhammadiyah Gresik,  Universitas Trunojoyo

Region VIII (Bali, West Nusa Tenggara, East Nusa Tenggara)
Universitas Udayana, Universitas Pendidikan Ganesha, STIKES Bali, Politeknik Negeri Bali, STIBA Saraswati, Universitas Mataram, Universitas Mahasaraswati, Universitas Nusa Cendana
Region IX (Sulawesi)
Universitas Hasanuddin, Universitas Negeri Makassar, Universitas Negeri Manado, Universitas Muhammadiyah Makassar, Politeknik Negeri Ujung Pandang, Universitas Islam Makassar,  Universitas Negeri Gorontalo,  Universitas Sam Ratulangi

Region X (West Sumatra, Jambi, Riau, Riau Islands)
Politeknik Batam, Universitas Jambi, Universitas Lancang Kuning, STBA Prayoga, Politeknik Negeri Padang,  Universitas Andalas, Universitas Internasional Batam,   Universitas Mahaputra Muhammad Yamin

Region XI (Kalimantan)
Universitas Palangkaraya,  Universitas Lambung Mangkurat, Universitas Mulawarman,  Politeknik Tonggak Equator, STIKES Muhammadiyah Banjarmasin, Universitas Balikpapan, Universitas Islam Kalimantan,  Universitas Tanjung Pura

Region XII (Maluku, North Maluku, Papua, West Papua)
Universitas Pattimura,  Universitas Muhammadiyah Maluku Utara,  Universitas Kristen Indonesia Maluku,  Universitas Sains dan Teknologi Jayapura, Universitas Musamus Merauke, Universitas Negeri Papua,   Universitas Yapis Papua,  Politeknik Saint Paul

*The names in bolt are the regional champions.

STIKES Bali Convention Hall









It is probably a true story that happens to all parents outside. I got this when I watched a heart touching video on you tube. and I wrote this just to share with my beloved friends who really love their parents.  Hopefully after reading this, you will never leave your parents anymore and always take care of them, whenever and wherever they are….


A Letter From Mom and Dad

My child,
When I get old,
I hope you understand and have patience with me
In case I break a plate,
Or spill soup on the table because I’m loosing my eyesight,
I hope you don’t yell at me

Older people are sensitive.
Always having self pity when you yell
When my hearing gets worse and I can’t hear what you’re saying,
I hope you don’t call me “Deaf!”
Please repeat what you said or write it down

I’m sorry my child.
I’m getting older
When my knees get weaker,
I hope you have the patience to help me get up
Like how I used to help you while you were little,
Learning to walk
Please bear with me
When I keep repeating my self like a broken record,
I hope you just keep listening to me

Please don’t make fun of me, or get sick listening to me.
Do you remember when you were little and you wanted a balloon!?
You repeated yourself over and over until you got what you wanted

Please also pardon my smell
I smell like an old person
Please don’t force to shower
My body is weak
Old people get sick easily when they’re cold.
I hope I don’t gross you out.

Do you remember when you were little?
I used to chase you around because you didn’t want to shower
I hope you can be patient with me

When I’m always cranky
It’s all part of getting old
You’ll understand when you’re older
And if you have spare time,
I hope we can talk
Even for a few minutes
I’m always all by my self all the time
And have no one to talk to

I know you’re busy with work
Even if you’re not interested in my stories,
Please have time for me,
Do you remember when you were little?
I used to listen to your stories about your teddy bear.

When the time comes
And I get ill and bedridden,
I hope you have the patience to take care of me
I’m sorry
If I accidentally wet the bed or make a mess
I hope you have the patience to take care of me during the last few moment of my life

I’m not going to last longer, anyway
When the time of my death comes,
I hope you hold my hand
And give me the strength to face death

And don’t worry…
When I finally meet our Creator…
I will whisper in His ear
To BLESS you
Because you loved
Your Mom and Dad
Thank you so much for your care
We love you

With much love,
Mom and Dad

The Application of Contrastive Analysis in the Classroom




1.1        Background

Language is a systematic means of communicating by the used of sounds or conventional symbols. Language is important. It is the expression of human communication through which our knowledge, belief, behavior can be experienced, explained, and shared with another. In the present global world, it is a vital for us to have an interaction more than ever with other countries, other cultures. For that reason, we need action and learning other countries languages and cultures. Therefore, we can compare and analyze them with our language, or it is known as contrastive analysis.

Contrastive analysis is usually called Anakon. It is an approach used for studying, especially for bilingual students. Anakon is different from Anakes (error analysis). These two concepts are actually different. However, they have the similar goal, that is, for bilingual students. Contrastive analysis or contrastive linguistic is one of the applied linguistics that analyzes and describes the comparison (equalities and differences) between source language (L1) and target language (L2).

Contrastive analysis includes all fields of linguistics such as phonology, semantics, syntax, morphology and pragmatics. It even seems that contrastive studies should rather be regarded as an approach, not as a branch of general linguistics. Most authors tend to distinguish between the so-called micro-linguistic and macro-linguistic features, the former comprising mainly the grammatical level and thus treating the sentence as the largest analysable unit, and the latter studying language in situation and context with emphasis on the communicative function. Throughout the history of contrastive studies great attention was paid to grammar and lexicon, whereas, the cultural aspects were largely neglected.

The aim of contrastive phonology is to contrast the phonetic sets of both languages and establish the differences. Another aspect, which is also to a certain extent linked with pragmatics, is intonation. Intonation, coupled with paraverbal means of communication like mime and gesture, can convey very different meanings and is often the source of misunderstanding between native and non-native speakers of a language. We often forget that in our mother tongue we are used to distinguish between tiny variations in intonation and we readily ascribe meanings to them, whereas in the foreign language the role of intonation and pronunciation in general is largely neglected.

Like most methodological approaches, the communicative approach to language teaching emphasises learning vocabulary items, but the focus is now on the function of vocabulary in the socio-cultural context. In investigating the lexicon of two languages with the object of contrasting them, we are sure to find certain aspects that require special attention.   There is another area where contrastive studies are of particular use, namely lexicography and the theory of lexicography. An interesting issue in this field is the study of universals, i.e. of concepts that do not differ across cultures and are shared by many different language systems. Unfortunately, the limits of this paper do not allow me to deal with these issues in more detail.

In contrasting the syntactic structures of two languages as different as Slovene and English, the former being case-based and the latter word-order-based, we inevitably encounter so many differences that an analysis without our having a particular purpose in mind hardly seems reasonable. The position of complements in an English sentence is fixed, but not so in Slovene, since grammatical relations can be expressed through the use of inflections, which accounts for many structural differences between the two languages. But there is another aspect of sentence structure that occurs in great variations across languages and should be compared, namely the order of elements according to their importance. Nearly all languages of the world can in some way or other make an item of information stand out in a sentence. The rules for the position of information items; for example new information at the end of the sentence, are quite firm and are intuitively obeyed by most speakers, even by non-natives. Still, this is an interesting area in which syntax and pragmatics overlap.

There is more to languages than grammar and words. If we are to master a language, we must not only know how to form phrases and sentences, but also how to form texts. This branch of linguistics is often referred to as discourse or register analysis and presents a rather new area of interest, at least compared to other levels of describing language (semantics, syntax etc.). This may seem surprising, as it is quite obvious that as there are rules for putting words together to form a sentence, there must be some kinds of rules for putting sentences together to form a text. If we randomly put ten sentences together, the odds that they will make a coherent and meaningful text are rather small.   The problem is that the rules for forming texts are not as explicit as grammatical rules, and they nearly always imply certain meta-textual factors, for example the situative context, cultural setting, the intentions of the speaker/writer and the expectations of the listener/reader, and many more. The task of contrastive text analysis and contrastive pragmatics is to compare these »rules« and factors and establish the differences, which can help learners of a language to communicate more efficiently. The mechanisms that generate meaning between sentences are complex and the rules for text composition very vague, but this is the very reason why we need to study them and compare them across languages. Viewed from this angle, contrastive text analysis and pragmatics may well be the most important levels of contrastive linguistics, especially with regard to language teaching.


1.2        Objectives

With this paper, hopefully the readers are able to know that, there are similarities and differences in learning another language. So, they can compare between their first language as their mother tongue (L1) and second language as target one (L2).

In addition, for the language teacher, can apply this technique and approach in teaching language, especially teaching bilingual students.


Contrastive analysis can help teachers to :

  1. Design teaching and learning materials (methodology)
  2. Engage learner in activities to be a good user of target language.(classroom activities)
  3. Evaluate text books.
  4. Pay attention to the structure of the texts beyond sentence level
  5. Pay attention to conversation in its regular pattern in different situations
  6. Pay attention to complex areas like intonation
  7. Pay attention to different underlying rules which differ from culture to culture





2.1    The Concepts of Contrastive Analysis

The concepts of contrastive analysis basically come from the concepts of contrastive linguistics, that is, a branch of applied linguistics. This branch of linguistic concepts and methodologies used limits for various purposes. Applied linguistic is the study of language and linguistics in relation to practical problem. Based on its position as a scientific approach Continue reading

RPP Bahasa Inggris SMA


Nama Sekolah : SMA Negri 1 Kota Ternate

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : XI/I

Pertemuan : 1

Alokasi : 1 x 45 Menit

I. Standar Kompetensi :

Memahami makna teks tulis fungsional pendek esai sederhana berbentuk recount, narrative, dan procedure dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan.

II. Kompetensi dasar :

Merespon makna dan retorikateks tulis esai secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk recount, narrative, dan procedure.

Continue reading

PAPER: Teaching English as a Foreign Language

The Practice of English Language Teaching

12105 88203 09 021



بسم الله الرحمن الرحيم

Praise to be Allah, the writer thank Allah praised be the lord. Due to His mercy and aid so the writer has been able to finish this paper entitle “The Practice of English Language Teaching (Describing Students & Describing Teachers)” well.
As human being, the writer realizes that this paper is still far from perfect. That’s because of the lacks of the writer’s knowledge. Therefore, the writer seriously accept critic, suggestion, and advise from other friends to make this proposal be perfect.
The last but not the least, the writer would like to thank to friends who had given ideas in making this proposal.

Ternate, January 2nd 2012

Ummi Salamah Tianotak


1.1 Background 1
1.2 Purpose 2

2.1 Describing Learners 3
2.1.1 Age 3
2.1.2 Learners Differences 6
2.1.3 Motivation 7
2.2 Describing Teachers 9
2.2.1 What is a Teacher? 9
2.2.2 The Role of a Teacher 9
2.2.3 The Teacher as Performer 11
2.2.4 The Teacher a Teaching Aid 11

3.1 Conclusion 13


1.1 Background
Language teaching practice often assumes that most of the difficulties that earners face in the study of English are consequence of the degree to which their native language differs from English. A native speaker of Chinese, for example, may face many more difficulties than a native speaker of German, because German is closely related to English, whereas Chinese is not. Another example be Spanish, because a lot of words that come from this language are written in some way though pronounced differently. This may be true for anyone of any mother tongue setting out to learn any other language.
Language learners often produce errors of syntax and pronunciation thought to result from the influence of their first language, such as mapping its grammatical patterns inappropriately onto the second language, pronouncing certain sounds incorrectly or with difficulty, and confusing items of vocabulary known as false friends.

Continue reading