Senin, 09 Januari 2017
summary novel
CAN
YOU KEEP A SECRET ?
BY SOPHIE KINSELA
Emma Corrigan is a 25-year old English girl. She lives in London and
shares a flat with Lissy, who is a lawyer and also her best friend, and Jemima,
a rich girl who’s only interested in marrying a rich man for ‘a rock on her
finger’. Emma is a typical girl-next-door. She’s a nice girl but she also has
her flaws. She works in the Marketing department of Panther Corporation and is
going out with one of her co-workers Connor Martin. Emma’s particularity is
that she has secrets. Not earth-shattering secrets, but little secrets. The
kind that aren’t that important but that you still wouldn’t reveal to anyone,
such as: she finds thongs uncomfortable, she lies about her clothes size, she
thinks her boyfriend is a bit like Ken (as in Ken & Barbie), she feeds
orange juice to one of co-workers’ plant, about the time she was very drunk and
copied her bottom at the copier and so on. She is also very afraid to fly. Everything
has changed When she got on a plain back to home from her business trip to
Scotland, and the plane moved through the turbulence, it all went wrong. She
thought that she was going to dye, and told the stranger who was sitting next
to her, all her little secrets.
'Hi again,' I say smiling. 'This is a
coincidence!'
The
air hostess stares at me.
'Hi.
Erm …'
'What?'
Why
does she look embarrassed?
'Sorry.
It's just … did you know that …' She gestures awkwardly to my front.
'What
is it?' I say, pleasantly. I look down, and freeze, aghast.
The man next to her is Jack Harper, the founder of the company Emma
works at. He is in town visiting the company and to top it off, he remembered
every little detail of every little secret. When he visits the company Emma
works at, he recognizes her, and asked her to have a chat in his office. But,
he look that emma with Connor. So, he can not make a chat with Emma.
'Hi!' Emma say, and shake
his hand. .
'Hi, darling!' Connor says, looking up from the stove.
Shit. I totally forgot to
say Darling. ( Emma said in her Heart ) OK, how am I going to remember this? . they
continue talking each other until Connor went back to his office.
Then, Jack come close to Emma and please
to Emma that never told to someone that Jack Ever gone to Scotland.
“I wonder what we'll talk about”. Jack said
“ up to you what you want
“ emma answered
“ how about told your
experience in Scotland ? “ but are you please not to tell someone that I ever
in Scotland ? jack said
“sure “ Emma answered.
They continue talking.
Something happened when Jack went to London, he explain Emma’s secret
when he come to Television. He try to say sorry to Emma. Emma has forgiven
jack. But, Emma’s friend rash invite television program and ask Emma to explain
Jack’s secret to them. Emma felt guilty and try to say sorry to Jack. Luckily,
everything come good in the end. Emma explain to jack about the problem .and jack believed her.
Jack told Emma his little secret. So, they can start over in an equal
relationship.
'I met a girl on a plane.
And … my whole life changed as a result.'
Something hot is welling
up inside me. My throat is tight, my whole head aching. I'm trying so hard not
to cry, but my face is contorting all by itself.
'Jack,' I swallow
desperately. 'I didn't … I really didn't …'
'I know,' he cuts me off with
a nod. 'I know you didn't.'
'I would never—'
'I know you wouldn't,' he
says gently. 'I know you wouldn't.' And
now I can't help it, tears start flooding out of my eyes in sheer relief. He
knows. It's OK.
'So …' I wipe my face,
trying to gain control of myself. 'So does this … does this mean … that we I
can't bring myself to say the words. There's a long, unbearable silence. If he
says no, I don't know what I'll do.
'Well, you might want to
hold back on your decision,' says Jack at last, and gives me a deadpan look.
'Because I have a lot
more to tell you. And it isn't all pretty.'
I give a shaky laugh.
'You don't have to tell
me anything.'
'Oh, I do,' says Jack
firmly. 'I think I do. Shall we walk?' He gestures to the courtyard. 'Because
this could take some time.'
'OK,' I say, my voice
still wobbling a bit. Jack holds out an arm, and after a pause, I take it.
They continued talked and
Slowly we start to walk around the edge of the dark, empty courtyard together.
The only sound is the crunching of our feet on the gravel, and the breeze in
the trees and Jack's dry voice, talking. Telling me everything.
Minggu, 08 Januari 2017
summary thesis
Rahman,
Gatricya. 2014. The Archetypes of Hero
and Hero’s Journey in Five Grimm’s Fairy Tales. June.
This thesis was talked
about the archetype hero and hero’s journey in five Grimm’s fairy tales. This
thesis have three purpose, those were to reveal the archetypes of hero in The
Complete Grimm’s Fairy Tales, to reveal the archetypes of hero’s journey in The
Complete Grimm’s Fairy Tales and to reveal the literary methods used to reveal
those archetypes. This research used qualitative
approach as the main data of this
research are words, phrases, sentences, clauses, discourses and expressions
taken from five Grimm’s fairy tales. As the objects of this research are fairy
tales. This research also employs content analysis as the technique of
analysis. Content analysis
is used as the
technique of analysis of the short stories. The subject of this research is
five fairytales entitled “The Story of the Youth Who Went Forth to Learn What
Fear Was” ,“The Devil with Three Golden Hairs”, “The Golden Goose”, “The Water
of Life” and “The King’s Son
Who Feared Nothing”;
all of which
are compiled in The Complete Grimm’s Fairy Tales written
by The Grimm’s Brothers. The data were some sentences and utterances showing
the archetypes of hero and hero’s journey. The researcher collected
the data using
read-write technique. There were
three results of this research. First, there are four archetypes of hero in
five fairy tales
employed, namely innocent,
single-parented, special environment of
birth, and noble
hearted hero. Second, there are mainly
eleven stages among twelve stages of the
archetypes of hero’s journey found, namely Ordinary World, Call of Adventure,
Meeting with the Mentor, Crossing the First Threshold, Test,
Allies and Enemies,
Approach to the
Inmost Cave, The
Ordeal, The Reward, The
Road Back, The Resurrection,
and Return with
the Elixir with the absence
of one stage
namely Refusal of
The Call. Third, the archetypes
of hero are mainly
revealed by character
revelation, mostly through
actions and speeches, the archetypes
of hero’s journey are presented through plot and setting of time and place.
summary literature
Motta,
S, Flesher Fiminaya, C, Eschle, C & Cox, L. 2011. Feminism, women’s movements and women in movement. A journal for
and about social movement, November, vol 3/2, (p: 1-32)
This
research was about engages with the
increasingly important, separate yet interrelated themes of feminism, women’s
movements and women in movement in the context of global neoliberalism. The purpose of the research was to seek to
explore the relationship between theory and practice as a means of opening up
possibilities for the reconnection of feminist academic analysis to women’s
everyday struggles, thereby contributing to a more emancipatory feminism and to
a post-patriarchal, anti-neoliberal politics. We do so both by re-considering
feminist theories in the academy in the light of the strategic demands of
political action and by exploring the theoretical implications of women’s
movements and women in movement. The subject of the research was two articles
that each uses the experience of feminists at the World Social Forum to discuss
the relationship between feminism and social movements. Janet Conway’s
“Activist knowledge on the anti-globalization terrain: transnational feminists
at the World Social Forum” discusses how feminist networks, particularly the
World March of Women and Articulación Feminista Marcosur, have developed their
different political strategies within the WSF and developed feminist critiques
of the Forum’s politics and culture. Lyndi Hewitt’s article “Framing across
differences, building solidarities: lessons from women’s rights activism in
transnational spaces” discusses how feminists bridged their own internal
differences at WSF and Feminist Dialogues events using frames that both acknowledged
diversity and enabled effective alliance-building. Between them these two
articles offer a very rich picture of the relationship between feminism and
social movements.
Dr.
Duman, Fatih. 2012. The roots of modern
feminism: Marry Wollstonecraft and the French revolution. International
journal of humanities and social science, May, vol 2/9, (p: 75-89)
This
research was about Mary Wollstonecraft (1759-1797), attributing a particular
importance to “woman” -in the narrow sense- and to all oppressed groups -in
the broad sense-, has
a peculiar position
in the history of
political thoughts. Taking a position
different from the
modern male thinkers
in her era,
she expanded such
ideas as “reason”, “natural rights”, “social contract”
towards relations between genders and patriarchal authority of the family. The
present study that has focused on Wollstonecraft’s perception about “woman” and
her thoughts about the French Revolution will investigate the topic in three
basic phases. The first phase will try to present her methodological point of
view and her basic thoughts by moving from her book “A Vindication of the
Rights of Men (1790)”. The second
phase will investigate
the concepts and
analysis that cover
basic arguments of
the modern feminist thought by focusing on her book “A
Vindication of the Rights of Woman (1792)”. The third and the final phase will
discuss the results of Wollstonecraft’s basic concepts on political theory,
especially in relation with the French Revolution where these concepts have
been expressed. This research was using qualitative method. Mary Wollstonecraft is the first modern thinker
who has made us think of Nature-Society relations -a general problem- through
women.
The
research was about Contrary to the popular notion of learning literature as an
aesthetic, an individual experience leading to its understanding Northrop Frye,
a Canadian critic, says that the exercise, in effect, is an act of criticism.
Frye, then goes on to explain his theory of Archetypal Criticism, the propose
of this research was to point out some the implications of this theory. This
research was using qualitative method. The subject of the research was Northrop
Frye’s argument. It concludes that while the model widens the scope of literary
criticism the singularity of meaning implied in it indicates its limitation.
Northrop Frye’s model of archetypal criticism has given a new dimension to a
critic’s role. It involves a close study of a text in the context of pre
historical myth. While this is an innovative approach to criticism which
encourages a scientific analysis of a text, its insistence on a specific
meaning in the context of particular myth anticipates an extensive knowledge of
Anthropology on the part of the critic.
summary lingusitic
Rahimi,
Forough. 2011. Critical Discourse
Analysis: Scrutinizing Ideologically-Driven Discourses. International
journal of humanities and social science. November, vol 1/16, (p: 107-112)
This research was about
Critical discourse analysis. This research
aims to provide a concise overview about CDA, its definition, and some
CDA frameworks. In this regard, four basic CDA frameworks proposed by Van
Leeuwen, Van Dijk, Hodge and Kress, and Faircalough have been presented. This research was using qualitative method
that has been described by the researcher. The subject of this research is
about the critical discourse analysis framework from those fourth writers that
have been written above. The conclusion was CDA is an appropriate method for
the detection of biased and manipulative language, and can be
used as a
powerful device for
deconstructing the texts
to come up
with their intended
ideologies. It is a
methodological approach for
those involved in
socio-cultural studies. Also,
it can be
a theory for
finding the manners in
which the attitudes,
political powers and
identities cause sociolinguistic variations
in different communities. The
present paper attempted
to provide a
concise explanation on CDA, and
introduce four major frameworks of
CDA proposed by
leading figures in
the field (frameworks
of Fairclough, Van
Dijk, Van Leeuwen, Hodge and Kress) as a mean to examine the function of
language as a social practice
implementing a vast number
of functions in different types of texts. This article can provide
a brief yet helpful review on CDA and its major models.
Iqbal,
Asma. 2014. Exploitation of women in
beauty products of “fair and lovely”: a critical discourse analysis study. International journal on studies in English
language and literature, September, vol 2/9, (p: 122-131)
This
research was about the exploitation of women in advertisement of fair and
lovely. This research examines the characteristic of language used in beauty
product “fair and lovely”. Fair & lovely
is a well
known and very
famous beauty product
among women and
even men. Study will explore how advertisers present
specific identities, visuals, texts and ideologies for the promotion
of their products
and manipulation of
women's beliefs. How
they dominant figures,
weakness and demands are
represented through particular
language uses and
how this language
influence the behavior
of consumer's attitude
and maintain its
power. The purpose of
this study was
to analyze some
advertisement of beauty
product Fair&lovely to see what types of representations are
there and how the producers constructs reality and maintains their power by
manipulating women's ideology . The
present study falls
into the realm
of mixed method
research. Fairclough's three
dimensional model of
analysis is used
to critically analyze
the advertisements of
fair &lovely and advertisements can be analyzed on three
perspectives i-e textual, discursive and social. The subject of this research
was the advertisement of “fair and lovely” product that shown in
television. By analyzing
these advertisements it
may be concluded
that advertisers use
various linguistic devices such
as direct address,
positive vocabulary, headlines,
and catchy slogans to
attract women. In addition,
the vocabulary used
in the beauty
product advertisements in
this study is ideologically contested.
Based on the
data analysis, it can
be summarized that
the most obvious theme in the advertisements is the
ideal appearance or look for women.
Wang,
Junling. 2010. A critical discourse
analysis of Barack Obama’s speeches. Journal of language teaching and
research, May, vol 1/3, (p: 254-261)
This
research was about Barack Obama’s speeches. The purpose of this research based
on Critical Discourse Analysis theory and Systematic Functional Linguistics,
analyzes Barack Obama’s presidential speeches mainly from the point of
transitivity and modality, in which we can learn the language how to serve the
ideology and power. The subject of this research is Barack obama’s speeches.
According to Halliday‟s Systemic Functional Grammar, we can summarize the
features of Barack Obama‟s speeches as
follow. First, he
used more simple
words and short
sentences instead of
difficult ones. His
language is easy
and colloquial. Thus, it can easily shorten the distance between him and
the audience. Second, from transitivity analysis, we can see material process,
a process of doing, has been used most in his speeches. From this process,
Obama showed us what the government has achieved, what they are doing and what
they will do. And also we can see that with applying transitivity, his speeches
are trying to arouse the American people‟s confidence toward the president and
his government in the following
four years. Third,
modality refers to a speaker‟s attitudes
towards or opinion
about the truth
of a proposition expressed by a
sentence. Through the analysis of modality, we can find that Obama made his
audience more easily to understand
and accept his
political speeches by
means of modal
verbs, tense and
first person pronouns.
He used simple present
tense to present
the domestic and
world wide situations
ranging from political,
economic and cultural fields at
present. And then depending on simple future tense, he laid out his following
reforms and steps taken in his term.
Summary teaching
Arafah,
Burhanudin. 2016. The use of role play to
improve teaching speaking. International journal of scientific and research
publications, March, Vol 6/3 (p: 239-241).
The
research was about the use of role play to improve teaching speaking. The aims
of this research are describing about the nursing students’ interest in
learning English through role play for developing speaking skill and to
describe the significance of students’ achievement in speaking performance
learning English through role play. This research took place at STIKES amanah
Makasar. This research applied a quasi experimental study, that involves two
groups, experimental group and control group. The total population of nursing
students in this academic year is 286 students. The number of sample was 60
students who entered STIKES Amanah in 2010 and they were in the fourth
semester. The students’ speaking performance were scored based on four aspects
which are fluency, accuracy, pronunciation and vocabulary. The result from the
pre-test and post-test demonstrated a significant improvement in the quality of
the students’ speaking performance in the experimental class while the quality
of students’ speaking performance in control condition was slightly improved.
Role play strategy is approved effective to improve students’ interest to speak
English in the nursing classroom. The students who studied through role play
show significant improvement in their speaking performance on the post test.
Role play is appropriate strategy to be implemented vocational class.
Oradee,
Thanyalak. 2012. Developing speaking
skills using three communicative activities (discussion, problem-solving, and
role-playing). International journal of social and humanity, November , vol
2/6, (p : 533-535)
The
research was about the developing speaking skills using three communicative
skills those are discussion, problem-solving, and role-play. The purposes of
the research were to study and compare speaking skills of grade 11 students
using three communicative activities and to study the students’ attitude toward
teaching English speaking skills using the three communicative activities. This
research was using the quantitative and qualitative method. The quantitative
analyses were from a test of English speaking ability and an attitude questionnaire.
The qualitative analyses were drawn from student learning log, a
semi-structured interviews, and the teacher journal using a triangulation
method. the subject of the research were 49 grade 11 students of Satri
Rachinuthit school, Udon Thani, Thailand, and the target group were 12
students, divided into 3 English proficiency levels (high, medium and low),
using purposive selection. The finding of the research were the students’
English speaking abilities after using three communicative activities were significantly
higher than prior of their use, the pretest mean score was 60.80 percent and
the posttest mean score was 85.63 percent and The students’ attitude towards
teaching English speaking using three communicative activities was rate good
also.
Ngoe
Mai, Tran. 2015. Factors affecting
students’ speaking performance at Le Thanh Hien high school. Asian journal
of educational research, vol 3/2, (p : 8-23)
The
research was about the factors affecting students’ speaking performance at Le
Thanh Hien high school. The purpose of this research was to investigate the
speaking problems of the student at Le Thanh Hien high school and the factors
affecting their speaking performance.
The research methods of the research were using questionnaires and class
observation. The questionnaires were delivered to both the ten teachers of
English and the grade 11 students. The teachers’ questionnaires of 10
closed-questions designed in English. The students’ questions consisted of 10
closed-questions designed in English.
The researcher used class observation to see how the teachers carried
out speaking lessons, how the students performed and what problems the students
really encountered in speaking lessons. The researcher observed two classes, 2
periods for each class. the subjects of this research were two hundred and
three grade 11 students and ten teachers of English at Le Thanh Hien high
school. The result of the research indicate that the students faced many
problems such as they spoke very little or not at all, they could not think of
anything to say, they used Vietnamese instead of English when
they discuss in groups or in pairs, their
participation was low
or uneven, they did
not have motivation
to express themselves, they were fearful of criticism or
losing face, they had a habit of translate the
information in the
textbook into Vietnamese
before they speak,
they looked at
their textbook when
they speak. The
results also show
that there were
many factors affecting students speaking
performance as follow:
(1) topical knowledge;
(2) listening ability;
(3) motivation to speak; (4) teachers’ feedback during speaking
activities; (5) confidence; (6) pressure to perform well and (7) time for
preparation.
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