Materi Bahasa Inggris Kelas 10

Materi Peminatan Kelas X Bahasa Inggris Nidahaiti Sentence

MATERI LENGKAP BAHASA INGGRIS PEMINATAN KELAS X SEMESTER 1

1. TUGAS AKHIR SEMESTER 1 BAHASA INGGRIS PEMINATAN Nesha Mutiara X MIA 4 Guru : Ibu Purnama Sihombing S.Pd
2. ---LIST--- • 1.)Invitation • 2.)Expressing Simpathy • 3.)Filling Form • 4.)The Use of Must
3. • 5.)The Use of Have /Has to • 6.)The Use of Should Have + Verb 3 • 7.)Tsunami ( text, translation, questions, vocabs ) • 8.)Student Brawls ( test, translation, questions, vocabs ) • 9.)20 Vocabs that Might We Found
4. Invitation • Invitation is the way to invite someone to take part in an activity or event by oral or even by written. • 1.)Making an invitation • Example : • Can you come over on Saturday night? • Would you like to come to my party? • Would you like to come along?
5. • Do you want to go to a football game on Saturday night? • Would you like to go to a football game on Saturday night? • Would you mind coming over on Saturday night? • How about coming tomy party? • Would you care of coming along? • Do you feel like going to a football game on Saturday night? • What about going to a football game on Saturday night?
6. • 2.)Accepting an invitation • Example : • With pleasure. • Sure. • I’d love to very much. • Okay. • Why not. • I’m pleased to do that. • I’m honoured to do that. • Yes, that would be useful.
7. • Yes, that would be interesting. • Yes, that would be nice. • Yes, that would be very kind of you. • That’s a terrific idea. • That’s a great idea.
8. • 3.) Refusing an invitation • Example : • I’m afraid I can’t. I have to go to the airport. • I’m sorry I can’t. I have to go to the airport. • Thanks but I’m afraid I can’t. I have an exam to study for. • Oh, I’d love to,but Ihave to work. • That would be nice, but I don’t have time.
9. Expressing Simpathy • The purpose of giving simpathy is to show to the object that we care of him / her. • Example ( cheerful simpathy ): • Congratulations on his joy. • I’m glad to hear about that. • I’m happy to hear such news. • What a good news. • Wonderful! • Marvelous!
10. • Congartulations on good work. • Well done. • Good for you. • I’m happy for your good deed. • Great! • What a good news.
11. • Example ( sad simpathy ): • I’m sorry to hear that. • Oh, that’s too bad. I’m sorry to hear that. • What a shame. • Oh, no. • That’s a shame. •  How awful! • How terrible! • How horrible!
12. Filling Form ( Giving Instructions ) • In filling form, there are some instructions that mustbe obeyed – in order to fill the correct data into the correct column. Also, the person who wants to fill in the form, it will be better if they ask first until they know exactly and breafly. • Example ( giving instructions ): • Write your name! • See the word ‘cash’ ! • Put a check in box, ( please) ! • Skip down to the last row of blanks! • Take the deposit slip and cash to the bank teller! • Sign it!
13. • Example ( responding the instructions ): • All right. • Okay. • Sure. • Yes. • I will.
14. • Example ( asking less directly ) : • I want to sign here. • Why don’t you go to the bank and withdraw some money? • Would you write the amount you want in words, please? • Could you write the amount you want in words, please? • Will you write the amount you want in words, please? • Could you write the amount you want in words, please?
15. • Example ( conversation ) : • 1.) • A : How do I deposit some money? • B : *Well, you need to obtain an official bank with drawal slip at your bank branch. • *Well, first you must obtain an official bank with drawal slip at your bank branch. • A : *What do I do now? • *What do I do next? • *What do I do to fill out the form?
16. • B : *Print your name in the space provided. • *Next, fill in the date. • *Then, write the amount ofmoney you want in words. • *Then, sign the slip. • A : *What do I need to do with this form? • *Where shall I put this form? • *What shall I do with this form? • *Do you want me to do something?
17. • B : *Please fill it out! • *Put it on the shelves! • *Mail it immediately! • *Yes, type this letter right away.
18. The Use of Must • Must is one of some modal auxiliaries. Must means something that has be done in order to accomplish something. There are three uses of must :
19. • 1.)As an obligation • Example: • You must stop here. • You must return the book on time. • You must greet her. • You must take part in this event. • You must stay here until the rain stops.
20. • 2.)As a prohibition • Example : • You must not let the animals out. • You must not open the door at this moment. • You must not get rid of it. • You must not turn off the light now. • You must not go home before it finishes.
21. • 3.)As a certainty • Example : • The sky is dark, today must be rain. • The cat is thin, it must be hasn’t eaten for days. • Her score is bad, she must be lazy. • They know me well, they must be have been friends with my best friend. • The front door is locked, it must be done by my mother.
22. The Use of Have / Has to • Have ( for subject : I, you, we , they ). • Has ( for subject : she, he, it ). • It is used to express :
23. • 1.)Something that must be done • Pattern : • Subject + have / has + to + verb 1 + adverb of … • Example : • I have to go now. • You have to call me soon as possible. • She has to jump over it. • It has to run fast to get rid of them. • We have to stay up late every day to do this.
24. • 2.)Something that should not be done • Pattern : • Subject + do / does + not + have / has + to + verb 1 + adverb of … • Example: • I don’t have to do this now. • We don’t have to wait for a long time to get this. • They don’t have to spend much nowdays. • She doesn’t have to wear that dress for the party. • He doesn’t have to look like that.
25. The Use of Should Have + Verb 3 • It is used to express something that should be done or shouldn’t be done in the past, that might be connects with something in the present. • In this section, should must be followed by have ( no matter the subject is ) and verb 3, because it tells something that happens in the past but might be relates with the present.
26. • 1.)Something that should not be done • Pattern : • Subject + should + not + have + verb 3 + adverb of … • Example: • Arda refuses me to know him further. I’m disappointed = I shouldn’t have tried to know more about Arda.
27. • Faiz said that he loves me, and I refuses him. Now he’s still chasing me = I shouldn’t have refused Faiz. • Ibriza smiled at me when I was on my way to the library, and I was speechless. Now I’m so sorry for it. = I shouldn’t have be speechless when he smiled at me.
28. • 2.)Something that should be done. • Pattern : • Subject + should + have + verb 3 + adverb of … • Example : • I didn’t study flute. As the result, I had to have my remedial tests over and over. • = I should have studied flute. • I didn’t feed my dog for hours. As the result, my dog is a bit weak now. = I should have fed my dog. • I didn’t do my chemistry homework. As the result, the teacher get angry at me. = I should have done my chemistry homework.
29. Tsunami • A tsunami is a massive wave of water whichrolls into the shore area. The word tsunami is a Japanese word, represented by two characters : tsu whichmeans “harbor” , and nami which means “wave”. A tsunami is not a normal wave but much bigger. It looks more like an endlesslyonrushing tide that forces it way around the obstacle.
30. • Tsunami can be generated when the sea floor abruptly deforms andvertically displaces the overlying water. Tectonic earthquakes are a particular kind of earthquake that are associated with the Earth’s crustal deformations ; when these earthquakes occur beneath the sea, the water above the deformed area is displaced from its equilibrium position. More specifically, a tsunami can be generated when thrust faults associated with convergent or destructive plate boundaries move abruptly, resulting in water displacement,owing to the verticsl component of movement involved. Movement on normsl faults will also cause displacement of the seabed, but the size of the largest of such events is normally too small to give rise to a significant tsunami.
31. • Tsunamis are often incorrectly interchangedwith the term “tidal waves”.Tidal waves are caused by the forces of the moon, sun, and planets upon the tides, as well as the wind as it moves over the water. Tsunamis, on the other hand, can be caused by a few differentmeans : 1.)thedown drop or upthurst of the Earth’s crust which results in a earthquake ; 2.) a large scale undersea landslide ; 3.) a submarine volcanic eruption of a certain degree ; or potentially, 4.)a large meteor impact at sea. An example of an earthquake caused by tsunami is the 2004 Indian Ocean Eathquake (around Aceh area ). An example of a landslide – caused tsunami is the Lituya Bay, Alaska tsunami, in 1958.
32. • The eruption of the volcano Krakatoa in the Sunda Strait of Indonesia on August 27, 1883 is an example of volcano – eruption – based tsunami. In 1997, scientists discovered evidence of a 4 km diameter asteroid that landed offshore of Chile approximately 2 million years ago that produced a huge tsunami that swept over portions of South America and Antarctica – it is an example of meteor –caused tsunami. The vast majority of tsunamis result from earthquakes. This is why a tsunami os often called “seismicseawaves”. With tidal waves, water flows in circles, but with a tsunami, water flows straight. This is why tsuamis cause so much damage!
33. • Tsunamis are very dangerous because they contain immense energy and propagate at high speeds. Tsunamis rank high on the scale of natural disasters. Tsunamis can demolish coastal communities within minutes. The tsunami of December 2001 in Aceh region is the worst ever in recorded history. It killed about 300.000 people close to the earthquake and about 58.000 people on distants shores with the addition of 5.000.000 people who were affected by the tsunami. Apart from the trail of death and destruction of human property that it left behind, it also caused widespread destruction of ecological habitats with lasting effect on the populations of several species.
34. • The consequences vary from loss of livehood for fishermen to unknown damages tocoral reefs and flora and fauna where the waves came a few miles inland. In some fragile areas near the Indonesian coast, it may take years for the coral reefs to get back the balance and magrove stands and coastal tree plantations may have been destroyed or severely affected. With so much seawater coming inland, salination is another effect that notonly makes the soil less fertile to support vegetationbut also increases vulnerability to erosion, the impacts of climate change and food insecurity.
35. • A tsunami cannot be precisely predicted, even if the magnitude and location of an earthquake is known. Geologists, oceanographers, and seismologists analyse each earthquake and based on many factors may or may not issue a tsunami warning. However, there are some warning signs of an impending tsunami, and automated systems can provide warnings immediately after an earthquake in time to save lives. One of the most succesful systems uses bottom pressure sensors, attached to buoys, which constantly monitor the pressure of the overlying water column.
36. • Regions with a high tsunami risk typically use tsunami warning systems to warn the population before the wave reaches land. On the west coast of the United States, which isprone to PacificOcean tsunami, warning signs indicate evacuation routes. In Japan, the community is well – educated about earthquakes and tsunamis, and along the Japanese shorelines the tsunami warning signs are reminders of the natural hazards together with a network of warning sirens, typically at the top of the cliff of surroundings hills.
37. • The Pacific Tsunami Warning System is based in Honolulu, Hawaii. It monitors Pacific Ocean seismic activitiy. A sufficiently large magnitude and other information triggers a tsunami warning. While the subduction zones around the Pacific are seismically actie,not all earthquakes generate tsunami. Computers assist in analysing the tsunami riskof every earthquake that occurs in the Pacific Ocean and the adjoining land masses.
38. • Tsunami education is another factor that could have saved lives, thereby reducing the death toll. There should be awarenessof how to recognize signsof tsunami, and a degree of preparation for people in high risk areas. If the same tsunami had occurred in the North Pacific Ocean, there would not have been as large a death toll, due to the Pacific ocean countries’ warning system, evacuation plans, and public education. Disasters are never fair, but if many people can be saved by funding the warning systems and public education, it is worth the cost.
39. Translation of Tsunami • Tsunami adalah ombak yang ‘berat’ di mana air bergulung di pesisir pantai. Kata tsunami berasal dari Bahasa Jepang, terdrii dari dua suku kata : tsu yang artinya pelabuhan dan nami yang artinya ombak. Tsunami bukanlah ombak yang normal tetapi lebih besar. Tsunami terlihat seperti ombak / arus yang tiada akhirnya yang dapat menghancurkan segala rintangan.
40. • Tsunami dapat terjadi di saat permukaan dasar laut secara dahsyat dan secara vertikal menggerakkan permukaan air. Gempa bumi tektonik adalah semacam gempa yang terjadi seiring proses pembentukan permukaan bumi kembali ; di mana gempa – gempa bumi ini terjadi di bawah permukaan laut, permukaan air di atasnyatergeser dari posisi seimbangnya. Lebih spesifiknya, tsunami terjadi di saat pergeseran tanah bersamaan dengan gerakan konvergensi atau gerak menghancurnya lempeng yang bergerak secara dahsyat, berdampak pada pergeseran permukaan air, dan mengakibatkan perubahan komponen vertikal. Pergerakan patahan yang normal juga dapat mengakibatkan pergeseran posisi dasar laut, tetapi ukurannnya secara normal lebih kecil untuk mengangkat tsunami yang signifikan
41. • Tsunami seringkali menyimpang dari pengertian arus tidal. Arus tidal disebabkan oleh kekuatan dari bulan,matahari, dan planet – planet yang ’terikat’ , sepanjang angin berembus di atas permukaan air. Tsunami, di lain sisi, dapat terjadi akibat beberapa sebab : 1.)pergerakan naik dan turunnya patahan dan lipatan lempeng bumi yang menghasilkan gempa bumi ;2.) pergerakan lempeng bumi yang besar ; 3.) letusan gunung berapi yang terletak di bawah permukaan laut ; 4.) jatuhnya meteor raksasa di laut. Contoh dari gempa bumi yang mengakibatkan tsunami yaitu di tahun 2004 di area Aceh. Contoh dari pergeseran lempeng yang mengakibatkan tsunami yaitu di Teluk Lituya, tsunami Alaska, pada tahun 1958.
42. • Erupsi Gunung Krakatoa di Selat Sunda di Indonesia pada tanggal 27 Agustus 1883 merupakan contoh dari erupsi gunung berapi yang mengakibatkan tsunami. Pada tahun 1997, para ilmuwan menemukan bukti berupa asteroid berdiameter 4 km yang mendarat di lepas pantai Chile kira – kira 2 juta tahun yang lalu, yang menghasilkan tsunami dahsyat yang ‘menyapu’ semua daratan di Amerika Selatan dan Antartika – merupakan contoh tsunami yang diakibatkan oleh jatuhnya meteor. Penyebab kebanyakan dari tsunami berasal dari gempa bumi. Inilah sebabnya mengapa tsunami sering disebut ‘arus laut seisme’. Dengan arus tidal, air mengalir dalam lingkaran, tetapi dengan tsunami, air mengalir lurus. Inilah mengapa tsunami menyebabkan lebih banyak kerusakan!
43. • Tsunami sangat berbahaya karena meliputi banyak sekali energi dan menyebardengan kecepatan tinggi. Tsunami menempati posisi tertinggi dalam ranking bencana alam. Tsunami dapat ‘menghapus’ komunitas – komunitas hanya dalam beberapa menit. Tsunami Aceh pada tahun 2004 merupakan yang terparah yang pernah tercatat dalam sejarah. Tsunami tersebut membunuh 300.000 orang yang dekat dengan pusat gempa bumi, dan sekitar 58.000 orang yang jauh dari daerah pantai, dengan perkiraan sekitar 5.000.000 orang terkena dampak tsunami.
44. • Selain kematian dan kerusakan properti manusia, tsunami juga mengakibatkan kerusakan yang menyebarluas terhadap habitat ekologi, dengan efek dalam jangka waktu yang lama – yang berpengaruh terhadap populasi sejumlah spesies makhluk hidup. Berbagai konsekuensi timbul, mulai dari kehilangan tempat tinggal untuk para nelayan hingga rusaknya bebatuan karang dan tumbuh – tumbuhan serta binatang- di mana ombak datang beberapa mil di daratan. Di daerah – daerah yang rapuh dekat pesisir Indonesia, membutuhkan bertahun – tahun bagi bebatuan karang untuk kembali seimbang dan tanaman bakau bertahan juga tumbuh – tumbuhan pesisir yang mungkin telah rusak atau tlah terkena dampaknya.
45. • Dengan banyak air laut mengalir ke daratan, abrasi merupakan efek lainnya yang tidakhanya membuat tanah kehilangan kesuburannya untuk mendukung vegetasi,tetapi juga meningkatkan ketidakkebalan akan erosi, sebagai akibat dari perubahan iklimdan ketidakamanan akan makanan. • tsunami tidak dapat diprediksi secara tepat, walaupun besar dan lokasi dari gempa buminya sudah diketahui. Ahli geologi, ahli oseanografi, dan ahli seismologi menganalisis setiap gempa bumi dan berdasarkan pada banyak faktor memungkinkan atau tidak memungkinkan adanya isu tsunami.
46. • Bagaimanapun, ada beberapa tanda mengenai datangnya tsunami., dan sitem – sistem yang tlah otomatis dapat memberikan peringatan secepatnya setelah gempa bumi terjadi untuk menyelamatkan hidup. Salah satu sistem yang paling berhasil menggunakan sensor berupa tekanan, terkait dengan pelampung, di mana secara konstan memonitor tekanan pada kolom permukaan air. •
47. • Area dengan resiko tsunami yang tinggi umumnya menggunakan sistem peringatan tsunami untuk memperingati masyarakat sebelum ombak mencapai daratan. Di pesisir barat di Amerika Serikat,di mana mengarah pada tsunami Ocean Pacific, tanda – tanda tsunami mengindikasi pada rute evakuasi. Di Jepang, masyarakatnya telah terdidik dengan baik mengenai gempa bumi dan tsunami, dan di sepanjang garis pantainya telah terpasang alarm tsunami yang terhubung dengan alarm peringatan,umumnya berada di atas jurang yang dikelilingi bukit – bukit. Sistem peringatan tsunami Pacific berpusat di Honolulu,Hawaii. Memonitor aktivitas seisme Ocean Pacific.
48. • Merekam besarnya gempa bumi yang dahsyatdan informasi lainnya yang berkaitan dengan peringatan tsunami. Di saat zona subduksi sekitar Pacific aktif, tidak semua gempa bumi menghasilkan tsunami. Komputer membantu menganalisis resiko akan tsunami dari setiap gempa bumi yang terjadi di Pacific Ocean dan bergabungnya masa daratan. • Edukasimengenai tsunami adalah faktor lainnya yang dapat menyelamatkan hidup, yang juga mengurangi jumlah kematian. Harus ada kewaspadaan untuk mengenali tanda – tanda akan tsunami, dan persiapan yang matang untuk orang akan daerah – daerah dengan resiko yang tinggi.
49. • Jika tsunami yang sama tlah terjadi di utara Pacific Ocean, tidak akan ada jumlah kematian yang sama besarnya, disebabkan oleh sistem peringatan Pacific Ocean, rencana evakuasi, dan edukasi publik, Bencana tidak pernah adil, tetapi bila masyarakat bisa selamat dengan mengenali sistem peringatan dan edukasi publik, itu terbilang layak untuk dihargai.
50. Questions of Tsunami • 1.)In which way tsunami’s wave rolls? Into the shore area. • 2.)What is the meaning of word tsunami? It means waves that happen in shore area which there is harbor around shore area. • 3.)What is the cause of tsunami? It caused by deformation of sea floor and displacement of the overlying water vertically.
51. • 4.)What is tidal wave? It’s a wave that caused by the forces of the moon, sun, and planets upon the tides. • 5.)What are the causes of tsunami? Landslide of a large scale,upthrust of the Earth’s crust, a submarine volcanic eruption, and a large meteor impact at sea. • 6.)What did the scientists discover in 1997? A 4 km diameter asteroid that landed offshore of Chile.
52. • 7.)What’sthe effect of the coming seawater inland? It’s salination. • 8.)What are the damages that caused by salination? Erosion and less fertile for the soil. • 9.)When does tsunami Aceh happen? In December 2004. • 10.)What is the vast majority of tsunamis result? From earthquakes.
53. • 11.)In what speeds does tsunami propagate? At high speeds. • 12.)What is the example of tsunami that caused by an earthquake? Tsunami in Aceh in 2004. • 13.)What is the example of tsunami that caused by volcano eruption? Tsunami in surrounding volcano Krakatoa. • 14.)What does tsunami often called? Seismic sea waves.
54. • 15.)What is the another factor that can reduce the death toll? Tsunami education. • 16.)In what way that people can safe their lives? By funding the warning systems and public education. • 17.)What does the computer do to recognize earthquake in the Pacific Ocean?It assits in analysing the tsunami risk of every earthquake that occurs in the Pacific Ocean and the adjoining land masses.
55. • 18.)What things that need to know to predict tsunami? The magnitude of earthquake and the location of the earthquake. • 19.)Why is tsunami so dangerous? Because it contains immense energy and propagate at high speeds. • 20.)What are the effects of tsunami? The destruction of human property, ecological habitats, damages of coral reefs and flora – fauna.
56. Vocabularies of Tsunami • 1.)Destruction= pengrusakan • 2.)Widespread= tersebar ke mana – mana • 3.)Fertile = subur • 4.)Vulnerability= ketidakkebalan • 5.)Magnitude = besar • 6.)Buoy = pelampung • 7.)Impending = mendatang • 8.)Majority = kebanyakan • 9.)Tidal = pasang surut • 10.)Immense = banyak sekali
57. • 11.)Propagate = menyebar • 12.)Distant = jauh • 13.)Apart = terpisah • 14.)Trail = jejak • 15.)Interchange = menyimpang • 16.)Impact = dampak • 17.)Landslide = pergeseran tanah /lempeng • 18.)Evidence = bukti • 19.)Straight = lurus • 20.)Flow = mengalir
58. Student Brawls • Sadly, for many years now, there have been frequent brawls among students nationwide, and these infamous fracas are reported to evencause casualties. Educators and pundits think that student brawls are often ascribed to juvenile deliquency. •
59. • The reasons dor students to get involved in brawls can be divided into two factor : individual factors and group factors.Students are individuals who are in the adolescence stage, they are still searching their identity or ideology. In this stage, they are always curious – they want to know a lot of things. Forthem, brawling is a part of their ‘experiments’ and sensations. Another individual factor is that some studentsconsider violence as entertainment ; brawling is something exciting and enjoyable.
60. • The next individual factor is the fact that many parents do not have good communication with these students ; brawling is seen as a way to hide and run from that problem. Environment is the fourh individual factor. Environment determinespersonality of a person. If a person is in an environment that promotes violence, cruelty, and hostile, he / she will seebrutal conducts as usual things.The last individual factor is that studentsget in touch with wrong friends. Wrong friends can lead students into wrong behavior.
61. • Several group factors can lead students to brawl. Students who group themselves in a gang usually want to show off how strong their group is. To do this, they brawl. In manycases, when a studentd refuses to fight, he will be called a ‘coward’ , In a gang, the members usually have a very high solidarity. That’s why, when one member is disturbedor has a personal problem with another gang, the other gang members help him / her to ‘finish’ or ‘revenge’ to the ‘enemy’ gang.
62. • Gangs even are dare to attack a school, only for the revenge of this one member. Brawls between gangs can be triggeres by an insult. It is usually cosidered an insult when a member of one gang shout bad things to another gang, or he / she sprays in the public wall where everyone can see and he / she writed bad things about another gang.
63. • Brawls always bring bad impacts. A student involved ina bral can suffer from injuries, or even death. Besides, he /she is often labeled as a bad boy / girl. Consequently, people think he /she will bring bad influence, and they will stay away from him/her. The students who are caught in brawls will also make his / her feel ashamed because the society may think that they fail to educate their son / daughter. Moreover,because of the brawl, the student has tobe brought to cout and evensent to jail. In addition, parents can feel depressed and useless because of having their students brawling. The school will have bad reputation, hence people are reluctant to send their children to study there.
64. • Toavoid brawls, the students have to fill their sparetme with usefulthings that interest them, such as joining extracurricular, making a study group, taking a course, etc. Being busy undergoing their interests, students will have no time for brawling. It is also important for students to choose the right friends ; right friends will guide students into the right path ; wrong friends will guide them into the wrong path.
65. • To solve the protacted probelems of brawling, it is not wise to merely blame the students, but parents, schools, society, and the government should play a role. What to do by parents are raisingchildren with love and trust, teachingthem norms andmoral values, strengtheningand applying the religions in real life, encouraging them to be responsible and discpline,and giving them appreciation for their good deed. And not less important is that parents have to make their homea nice place for family gathering.
66. • After all, teachers, parents, and other adult people must set a good example and make sure that students are on the right track.This will not only save them from themselves, but will also result in a brighter tomorrow
67. Translation of Student Brawls • Sedihnya, beberapa tahun belakangan ini, telah terjadi banyak tawuran secara rutin yang terjadi antarsesama pelajar di seluruh negeri, dan kekerasan yang tidak populer ini dilaporkan bahkan menyebabkan kematian. Pendidik dan orang terpelajar berpikir bahwa tawuran pelajar seringkali dianggap sebagai kekerasan usia muda.
68. • Alasan untuk para siswa untuk terlibat dalam tawuran dapat dibagi menjadi dua faktor : faktor individu dan faktor kelompok. Siswa yang secara individual masih berada di tahap pubertas, mereka masih mencari identitas atau ideologinya. Bagi mereka, tawuran merupakan bagian dari eksperimen dan sensasi. Faktor individu lainnya yaitu beberapa siswa menganggap bahwa kekerasan merupakan hiburan ; tawuran merupakan sesuatu yang menarik dan mengasyikkan. Faktor individu berikutnya yaitu fakta di mana banyak orang tua tidak memiliki komunikasi yang baik dengan siswa – siswa yang dimaksud ; tawuran terlihatseperti cara untuk bersembunyi dan lari dari masalah.
69. • Lingkungan adalah faktor yang ketiga. Lingkunganmenentukankepribadian seseorang. Jika seseorang berada di lingkungan yang mendukung kekerasan, kejahatan, dan permusuhan,, dia akan melihat kejahatan sebagai hal yang biasa. Faktor individu yang terakhir adalah di mana siswa berteman dengan orang yang salah. Teman yang salah dapat menuntun siswa menuju kebiasaan yang salah.
70. • Beberapa faktor kelompok dapat menuntun siswa untuk tawuran. Siswa yang mengelompokkan diri mereka dalam suatu gang biasanya mau menunjukkan kekuatan gang mereka. Untuk melakukan ini, mereka tawuran. Dalam banyak kasus, di mana siswa menolak untuk melakukannya, dia akan dipanggil pengecut. Dalam sebuah gang, para anggotanya biasanya memiliki solidaritas yang sangat tinggi. Itulah mengapa, di saat satu anggota diganggu atau memiliki masalah pribadi dengan gang lain, anggota gang yang lain menolongnya dengan cara ‘menyelesaikan’ atau ‘membalas dendam’ kepada ‘musuh’ gang.
71. • Tawuran di antara gang dapat terjadi akibat hinaan. Hal itu biasa dianggap hinaan di saat anggota salah satu gang meneriaki hal- hal yang buruk kepada gang yang lain, ataudia menyemproti tembok umum di mana siapa saja bisa melihat dan dia menulis hal – hal buruk tentang gang yang lain. • Tawuran hanya membawa pengaruh yang buruk. Siswa yang terlibat dalam tawuran dapat menderita akibat luka, atau bahkan kematian. Lagipula, dia akan dicap sebagai anak yang bandel. Konsekuensinya, orang – orang akan berpikir bahwa dia akan membawa pengaruh yang buruk, dan mereka akan menjauh dari anak – anak tersebut.
72. • Siswa yang ikut tawuran juga akan membuat orang tuanya merasa malu karena lingkungannya mungkin berpikir bahwa mereka telah gagal mendidik anak – anak mereka. Terlebih lagi, karena tawuran, siswa dapatdibawa ke pengadilan dan bahkan dapat dikirim ke penjara. Terkadang, orang tua dapat merasa depresi dan tidak berguna karena mempunyai anak yang tawuran. Sekolah juga bisa terkena imbasnya dengan memiiliki siswa yang tawuran. Sekolah tersebut akan memiliki reputasi yang buruk, oleh karena itu orang – orang akan enggan untuk mengirim anak – anaknya untuk belajar di sana.
73. • Untuk mencegah tawuran, siswa dapat mengisi waktu luang mereka dengan hal – hal yang berguna yang menarik minat mereka, seperti mengikuti ekstrakurikuler, membuat kelompok belajar, mengambil les, dll. Dengan menjadi sibuk dalam kegiatan yang menarik minat mereka, siswa tidak akan memiliki waktu untuk tawuran. Penting juga bagi siswa untuk memilih teman yang tepat ; teman yang tepat dapat menuntun siswa menuju jalan yang benar ; teman yang salah dapat menuntun mereka menuju jalan yang salah.
74. • Untuk mengatasi masalah- masalah mengenai tawuran, sangattidak bijak bila hanya menyalahkan siswa, tetapi orang tua, sekolah, lingkungan, dan pemerintah juga seharusnya mengambil peran. Apa yang harus dilakukan oleh orang tua yaitu membesarkan anak – anaknya dengan kasih sayang dan rasa percaya, mendidik dengan norma – norma serta nilai moral, menguatkan dan menerapkannilai – nilai agama dalam hidup,mendorong mereka untuk bertanggungjawab dan disiplin, serta memberikan mereka apresiasi untuk tindakan mereka yang baik. Dan tidak kalah pentingnya bahwa orang tua harus membuat rumah mereka terasa tempat yang nyaman untuk keluarga berkumpul.
75. • Kebijakan skeolah dapat mengurangi kesempatan para siswa untuk tawuran,dengan menyediakan fasilitas untuk mengapresiasi minat siswa,sebagai contoh dengan membuat banyak ekstrakurikuler atau aktivitas non akademik seperti karate,tinju, taekwondo, dll.Sekolah juga harus menyediakan fasilitas konseling yang dapat menjadi tempat bagi siswa untuk menceritakan dan menangani perasaan, masalah pribadi mereka, sebaik masalah sekolah. Sekolah harus menjadi rumah keduabagi siswa di mana mereka bisa memiliki lingkungan yang mengasyikkan dan kondusif.
76. Sekolah juga dapat membantu memelihara nilai – nilai positif kepada siswa untuk jangka waktu yang lama ;sekolah dapat berinisiatif dari aksi sederhana seperti menyapa, menghormati, menghargai, dan memberlakukan para siswanya secara adil. Dengan begitu, guru, orang tua, dan orang – orang dewasa lainnya harus memberikan contoh yang baik dan memastikan para siswanya berada dalamjalur yang tepat. Ini tidak hanya akan menolong mereka dari diri mereka sendrii, tetapi juga akan berpengaruh pada hari esok yang lebih cerah.
77. Questions of Student Brawls • 1.)What do the educators and pundits ascribe about student brawls? They ascribe to juvenile deliquency. • 2.)The reasons for students to get involved in brawls can be divided into two factors. Mention it! Individual factors and group factors. • 3.)How many individual factors that make students get involved in brawl? Adolescence stage, part of experiments –sensations, consider that violence as entertainment, and the bad communication between student and their parents.
78. • 4.)What do students usually do show off their existence? By doing brawling. • 5.)What does trigger brawling between gangs? By an insult. • 6.)Student who involved in braw can suffer from many things.Mention it! Injuries and deathes. • 7.)Student who involved in brawling will be labeled. What label is it? Bad boy /girl.
79. • 8.)What is the effect for school who have students who involved in brawling? The school will have bad reputation and people will be reluctant to send their children to study there. • 9.)What can the students do to avoid brawling? By filling their spare time with useful things that interest them. • 10.)What else that is important for student? That is choose the right friend who could lead them to the right path.
80. • 11.)What are the effects to parents who have children who involved in brawling? They might be depressed, ashamed, and useless. • 12.)What is the effect to students who involved in brawling? They will be isolated from the environment. • 13.)Who should play a role to solve the protracted problems of brawling? Parents,school, society, and the government.
81. • 14.)What must parents, teachers, school, and adult people do? Seta good example and make sure that students are on the right track. • 15.)If the students are on the right track, what will they get? They will save and effects for their brighter day. • 16.)How can the school authority impacts to reduce brawling? By providing a facility to aspirate students’ aggresion and counseling facility.
82. • 17.)What can parents do to avoid their children from brawling? Rasing their children with love andtrust, teaching them norms and moral values, strengthening and applying the religions in real life, encouraging them to be responsible and discipline, and giving them appreciation for their good deed. • 18.)What is the simple action that school can initiate? By greeting, respecting, valuing, and treating the students equally.
83. • 19.)What do students usually do in the adolescence stage? They are always curious and theywant to know a lot of things. • 20.)Some students consider violence as entertainment. What do you think about this? I think these students have lost their minds.
84. Vocabularies of Student Brawls • 1.)Merely = hanya • 2.)Encourage = mendorong • 3.)Aggresion = serangan • 4.)Conducive = kondusif • 5.)Nurture = memelihara • 6.)Initiate = mengawali • 7.)Brawl = pertengkaran • 8.)Nationwide = seluruh negeri • 9.)Fracas = pertengkaran • 10.)Juvenile = muda
85. • 11.)Ascribe = menganggap disebabkan oleh • 12.)Deliquency = pelanggaran • 13.)Determine = menentukan • 14.)Hostile = bermusuhan • 15.)Insult = menghina • 16.)Hence = oleh karena itu • 17.)Reluctant = enggan • 18.)Path = jalan • 19.)Authority = kebijakan • 20.)Wise = bijak
86. 20 Vocabs that Might We Found • 1.)Breakthrough = pemecahan • 2.)Peagant = pertunjukkan besar • 3.)Whirlwind = angin • 4.)Fleeting = singkat • 5.)Forth = ke luar • 6.)Spacious = luas • 7.)Cramp = sempit • 8.)Shabby = buruk • 9.)Overwhelming = menggampangi • 10.)Dingy = kotor • 11.)Anxious = gelisah • 12.)Deliberate = disengaja
87. • 13.)Resolve = memutuskan • 14.)Resentment = kebencian • 15.)Whiz = mendesis • 16.)Prodigy = keajaiban • 17.)Inherit = mewarisi • 18.)Loan = pinjaman • 19.)Persuade = meyakinkan • 20.)Emphasize = menekankan • Source : Interchange Third Edition, Student’s Book 2. Cambridge University Press .