Sang Bulan

9 Hal yang Akan Terjadi di Bumi jika Bulan Tak Ada Lagi

Dimalam hari kumelihat manisnya sang bulan yang seakan – akan menyapaku

Namun kumelihat bulan dialngit yang seakan-akan tersenyum padaku

Senyumannya membuat hatiku terasa hangat dan lembut

kuterdiam menikamti indahnya sang bulan yang seakan tak pernah habis

Kunikmati indahnya cahaya yang terasa menghangatkan malamku

Dan kumerasakan lembut dan tenangnya hati yang terasa bahagia

Namun perasaaanku seolah bertanya sendiri dalam hati

Bulan, mengapa kau memandangku seperti itu?

Yang membuatku merasa tak mengerti dibuatnya

Seolah – olah dia sedang menatapku dengan penuh arti

Yang seakan – akan setiap keindahannya tidak harus dimiliki

Kini kumengerti dan kusadari bahwa setiap keindahnya alam

Yang kurasakan harus selalu dinikmatinya dan harus kusyukuri.

Bukan suatu hal yang baru apabila dalam sebuah kisah cinta muncul orang ketiga. Hal demikian juga dirasakan oleh Ririn yang mulai merasa ada sesuatu yang berbeda dengan pacarnya Anton. Pada suatu malam mereka berdua pergi ketempat café favorit mereka berdua, akan tetapi didalam perasaan Riri ada sesuatu keanjalan yang membuat hatinya menjadi gelisah, Akhrmya Ririn pun mulai memberanikan diri untuk menanyakan sesuatu kepada Anton.

“Sayang, apa kamu bosan denganku?”

“Tidak ada” Anton pun menjawab dengan sedikit gugup.

Ririn pun hanya diam, setelah beberapa menit, akhirnya mereka pun memutuskan untuk pulang. Keesokan harinya tepat di hari 1 tahun Anniversary mereka jadian, Ririn dan Anton pun memiliki rencana untuk merayakan annive mereka ditempat taman favoritnya dengan dikelilingi hiasan lilin yang berbentuk hati yang sangat romantic,dengan latar suasana yang sangat romantic malam itu.

Tapi setelah satu jam kemudian Anton resah telah menunggu lama.Akhirnya anton pun terus menghubungi Ririn meskipun puluhan kali telfonnya tidak diangkat. Kemudian Antonnya putuskan untuk mengirimkan pesan Sms kepada Ririn.

“aku tunggu kamu jam 7 malam di taman biasa”

Dengan harapan Rrin akan dating dan Anton pun terus menunggu kedatangannya, hingga larut malam dan hingga akhirya hujan pun turun.

Tepat tengah malam kira-kira jam 12 malam akhirnya ada pesan dari Ririn

“Maaf aku tidak bisa datang karena ada acara keluarga ”.

Padahal itu cuman alasan Ririn saja supaya tidak bias dating dikarenakan pada hari yg bersamaan Reza pacarnya bau pulang saja pulang dari luarkota.

Dan akhirnya Ririn pun bosan menunggu dan pulang ke rumah dengan sangat kecewa hati Aton pun sakit dan perih karena Ririn tidak dating untuk merayakan malan malam Bersama dalam perayaan anniversary nya.

Di perjalanan pulang Anton mengalami kecelakaan, Anton ketabrakan dengan mobil.Seluruh tubuh Anton bersimbah dengan darah, dan tidak lama kemudian mobil ambulance datang dan segera membawa Anton ke rumah sakit. Akan tetapi karena terlalu banyak darah yang dikeluarkan Anton pun kehabisan darah dan akhirnya nyawanya tidak terselamatkan lagi.

Keesokan harinya Ririn datang ke rumah Anton karena dari semalaman perasaannya mulai tidak tenang tentang kekasihnya. Saat tiba di rumah Anton, Ririn sangat terkejut melihat bendera kuning yang berada di depan rumah Anton serta terdengar tangisan yang sangat histeris didalam rumahnya.

Dengan penasaran Ririn pun terus melangkah ke dalam dengan rasa tidak percaya diri dia melihat Anton terbaring dengan balutan kain putih.Seketika itu kaki Ririn terjatuh lemas dan langsung tak kuasa air matanya jatuh.

Tak lama kemudian ada adiknya Anton yang bernama Putri yang memberikan Hp Anton dan memperlihatkan sebuah rekaman video dari Anton dihari Anniversary nya semalam dibuat sebelum pulang ke rumah, Anton membuat rekaman video dengan suasana taman yang romantis yang dihiasi dengan lilin yang berbentuk hati dimalam itu.Setelah menonton Ririn pun tak kuasa menahan air mata dan menagis terisak-isak yang semakin jadi,Dia pun semakin menyesal karena telah menyia-nyiakan sosok Anron yang tulus peyayang padanya,Dia pun menyesal dan terlambat meyadarinya.Setelah kejadian tersebut kepergian Anton sangat membuat Ririn semakin kecewa dan terpukul yang juga menjadi wanita yang sangat pendiam dan suka melamun setiap harinya dan Dia pun berjanji untuk tetap akan setia kepada pacar barunya Reza meskipun dia tidak mencintainya.

What is Linguistics

LINGUISTICS

Linguistics

The study of language – how it is put together and how it functions. Various building blocks of different types and sizes are combined to make up a language. Sounds are brought together and sometimes when this happens, they change their form and do interesting things. Words are arranged in a certain order, and sometimes the beginnings and endings of the words are changed to adjust the meaning. Then the meaning itself can be affected by the arrangement of words and by the knowledge of the speaker about what the hearer will understand. Linguistics is the study of all of this. There are various branches of linguistics which are given their own name, some of which are described below. Linguists are people who study linguistics.

Phonetics

The study of the sounds of speech. It includes understanding how sounds are made using the mouth, nose, teeth and tongue, and also understanding how the ear hears those sounds and can tell them apart. A study of phonetics involves practicing producing (sometimes exotic) sounds, and figuring out which sound you heard. The wave form of each sound can be analysed with the help of computer programs. In sign language, phonetics refers to the the possible shapes, movements and use of physical space.

Phonology

Makes use of the phonetics in order to see how sounds or signs are arranged in a system for each language. In phonology, it matters whether sounds are contrastive or not, that is, whether substituting one sound for another gives a different, or “contrastive,” meaning. For example in English, [r] and [l] are two different sounds – and the words “road” and “load” differ according to which of these sounds is used. But in some languages, [r] and [l] are variations of the same sound. They could never make a meaning difference in words that differ by only that sound. Phonologists describe the contrastive consonants and vowels in a language, and how pronunciation is affected by the position of the sound in the word and the sounds that are nearby. They are also interested in syllables, phrases, rhythm, tone, and intonation.

Morphology

Looks at how individual words are formed from smaller chunks of meaningful units called morphemes. For example, the English word ‘untied’ is really made up of three parts, one refering to the process of reversing an action (un-), one indicating the action of twisting stringlike things together so they stay (tie), and the last indicating that the action happened in the past (-d). Many languages have a much more complex way of putting words together. Morphology interacts in important ways with both phonology (bringing sounds together can cause them to change) and syntax, which needs to pay attention to the form of a word when it combines it with other words.

Syntax

The study of how phrases, clauses and sentences are constructed and combined in particular languages. Writing a grammar requires defining the rules that govern the structure of the sentences of the language. Such rules involve both the order of words, and the form of words in their various possible positions. There are common patterns among even unrelated languages, and many linguists believe this is the result of general principles which apply to most, if not all, languages. For example, languages where the direct object generally follows the verb have a lot of things in common, in contrast to the things in common held by languages in which the direct object generally precedes the verb.

Discourse analysis

Looks at bigger chunks of language – texts, conversations, stories, speeches, etc. Different types of these use language differently, and there can even be differences in how a language is used based on the genre. For example, “Once upon a time” is an appropriate start to a fairy tale, but not to a news story on the evening news. Discourse features can also show important principles of organization such as which players in a story have key roles and which just have bit parts.

Semantics

The study of meaning. It focuses on the relation between words, phrases and other bits of language and on how these words and phrases connect to the world. Pragmatics is similar, but it involves the study of how speakers of a language use the language to communicate and accomplish what they want. Pragmatics looks more at the relationship between speaker and listener which allows assumptions to be made about the intended message, considering, for example, the way context contributes to meaning. A classic example is where someone is asked “Do you want some coffee?” Does the reply “Coffee will keep me awake” mean yes or no? It depends whether the person wants to stay awake – and the questioner will only understand the intended meaning if they know whether the person wants to stay awake.

Historical Linguistics

The study of how languages have changed over time. Some changes happen because of slow (maybe incremental) changes within the language, such as in pronunciation or in the meaning of a word. Other changes happen because of contact with speakers of other languages. The most well know example of this is “borrowing,” but language contact can cause other types of change as well. It can be interesting to compare phonology, syntax and word lists of similar or geographically close languages to see how similar they are. Some linguists then use this information to figure out the past of the languages, such as when two languages split from each other. Combined with other known facts about the speakers of the language, it can lead to important discoveries about their history.

Sociolinguistics

The study of society and language. Sociolinguists may use surveys to examine in which contexts a language is used (e.g. market, home, school, workplace) and the attitudes to each language (particularly in multilingual contexts). They may look at ways that variation in a particular language correlates with social factors such as speaker age, ethnic identity, location, etc. For more information on sociolinguistics, see here.

A Theory of Human Motivation A. H. Maslow (1943)

Abstract
Keyword: human motivation, basic needs, and characteristics basic needs.

Introduction
Motivation is one of the forces that lead to performance. Motivation is defined as the desire to achieve a goal or a certain performance level, leading to goal-directed behavior. When we refer to someone as being motivated, we mean that the person is trying hard to accomplish a certain task. Motivation is clearly important if someone is to perform well; however, it is not sufficient. Ability or having the skills and knowledge required to perform the job is also important and is sometimes the key determinant of effectiveness.
Finally, environmental factors such as having the resources, information, and support one needs to perform well are critical to determine performance. At different times, one of these three factors may be the key to high performance. For example, for an employee sweeping the floor, motivation may be the most important factor that determines performance. In contrast, even the most motivated individual would not be able to successfully design a house without the necessary talent involved in building quality homes.
Being motivated is not the same as being a high performer and is not the sole reason why people perform well, but it is nevertheless a key influence over our performance level (Saylor).
Discussion

A. Human Motivation
Maslow’s hierarchy of needs is a motivational theory in psychology comprising a five-tier model of human needs, often depicted as hierarchical levels within a pyramid. Maslow (1943, 1954) stated that people are motivated to achieve certain needs and that some needs take precedence over others. Our most basic need is for physical survival, and this will be the first thing that motivates our behavior. Once that level is fulfilled the next level up is what motivates us, and so on. Maslow (1943) initially stated that individuals must satisfy lower level deficit needs before progressing on to meet higher level growth needs. However, he later clarified that satisfaction of a needs is not an “all-or-none” phenomenon, admitting that his earlier statements may have given “the false impression that a need must be satisfied 100 percent before the next need emerges” (1987, p. 69). (McLeod, 2018).
B. The Basic Needs
The theory is based on a simple premise: Human beings have needs that are hierarchically ranked. Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50, 370–396; Maslow, A. H. (1954). Motivations and personality. New York: Harper. There are some needs that are basic to all human beings, and in their absence nothing else matters. As we satisfy these basic needs, we start looking to satisfy higher order needs. In other words, once a lower level need is satisfied, it no longer serves as a motivator (Saylor).
The most basic of Maslow’s needs are physiological needs. Physiological needs refer to the need for food, water, and other biological needs. These needs are basic because when they are lacking, the search for them may overpower all other urges. Imagine being very hungry. At that point, all your behavior may be directed at finding food. Once you eat, though, the search for food ceases and the promise of food no longer serves as a motivator. Once physiological needs are satisfied, people tend to become concerned about safety needs. Are they free from the threat of danger, pain, or an uncertain future? On the next level up, social needs refer to the need to bond with other human beings, be loved, and form lasting attachments with others. In fact, attachments, or lack of them, are associated with our health and well-being. Baumeister, R. F., & Leary, M. R.(1995). The need to belong: Desire for interpersonal attachments as a fundamental human motivation. Psychological Bulletin, 117, 497–529. The satisfaction of social needs makes esteem needs more salient. Esteem need refers to the desire to be respected by one’s peers, feel important, and be appreciated. Finally, at the highest level of the hierarchy, the need for self-actualization refers to “becoming all you is capable of becoming.” This need manifests itself by the desire to acquire new skills, take on new challenges, and behave in a way that will lead to the attainment of one’s life goals (Saylor). The preconditions for the basic need satisfactions. — There are certain conditions which are immediate prerequisites for the basic need satisfactions. Danger to these is reacted to almost as if it were a direct danger to the basic needs themselves. Such conditions as freedom to speak, freedom to do what one wishes so long as no harm is done to others, freedom to express one’s self, freedom to investigate and seek for information, freedom to defend one’s self, justice, fairness, honesty, orderliness in the group are examples of such preconditions for basic need satisfactions. Thwarting in these freedoms will be reacted to with a threat or emergency response. These conditions are not ends in themselves but they are almost so since they are so closely related to the basic needs, which are apparently the only ends in themselves. These conditions are defended because without them the basic satisfactions are quite impossible, or at least, very severely endangered. The desires know and to understand. So far, we have mentioned the cognitive needs only in passing. Acquiring knowledge and systematizing the universe have been considered as, in part, techniques for the achievement of basic safety in the world, or, for the intelligent man, expressions of self-actualization. Also freedom of inquiry and expression has been discussed as preconditions of satisfactions of the basic needs. True though these formulations may be, they do not constitute definitive answers to the question as to the motivation role of curiosity, learning, philosophizing, experimenting, etc. They are, at best, no more than partial answers. (Maslow, 1943)
C. Characteristics Basic Needs
1) The degree of fixity of the hierarchy of basic needs.
We have spoken so far as if this hierarchy was a fixed order but actually it is not nearly as rigid as we may have implied. It is true that most of the people with whom we have worked have seemed to have these basic needs in about the order that has been indicated. However, there have been a number of exceptions. (1) There are some people in whom, for instance, self-esteem seems to be more important than love. (2) There are other, apparently innately creative people in whom the drive to creativeness seems to be more important than any other counter-determinant. (3) In certain people the level of aspiration may be permanently deadened or lowered. That is to say, the less pre-potent goals may simply be lost, and may disappear forever, so that the person who has experienced life at a very low level, i. e., chronic unemployment, may continue to be satisfied for the rest of his life if only he can get enough food. (4) The so-called ‘psychopathic personality’ is another example of permanent loss of the love needs. (5) Another cause of reversal of the hierarchy is that when a need has been satisfied for a long time, this need may be un-devaluated. People who have never experienced chronic hunger are apt to underestimate its effects and to look upon food as a rather unimportant thing. (6) Another partial explanation of apparent reversals is seen in the fact that we have been talking about the hierarchy of prepotency in terms of consciously felt wants or desires rather than of behavior. (7) Perhaps more important than all these exceptions are the ones that involve ideals, high social standards, high values and the like. With such values people become martyrs; they give up everything for the sake of a particular ideal, or value. These people may be understood, at least in part, by reference to one basic concept (or hypothesis) which may be called ‘increased frustration-tolerance through early gratification’. People who have been satisfied in their basic needs throughout their lives, particularly in their earlier years, seem to develop exceptional power to withstand present or future thwarting of these needs simply because they have strong,[p. 388] healthy character structure as a result of basic satisfaction (Maslow, 1943).
2) Degree of relative satisfaction.
So far, our theoretical discussion may have given the impression that these five sets of needs are somehow in a step-wise, all-or-none relationships to each other. We have spoken in such terms as the following: “If one need is satisfied, then another emerges.” This statement might give the false impression that a need must be satisfied 100 per cent before the next need emerges. In actual fact, most members of our society who are normal are partially satisfied in all their basic needs and partially unsatisfied in all their basic needs at the same time.
3) Unconscious character of needs.
These needs are neither necessarily conscious nor unconscious. On the whole, however, in the average person, they are more often unconscious rather than conscious. It is not necessary at this point to overhaul the tremendous mass of evidence which indicates the crucial importance of unconscious motivation.
4) Cultural specificity and generality of needs.
This classification of basic needs makes some attempt to take account of the relative unity behind the superficial differences in specific desires from one culture to another. Certainly in any particular culture an individual’s conscious motivational content will usually be extremely different from the conscious motivational content of an individual in another society.
5) Multiple motivations of behavior.
These needs must be understood not to be exclusive or single determiners of certain kinds of behavior. An example may be found in any behavior that seems to be physiologically motivated, such as eating, or sexual play or the like. The clinical psychologists have long since found that any behavior may be a channel through which flow various determinants. Or to say it in another way, most behavior is multi-motivated. Within the sphere of motivational determinants any behavior tends to be determined by several or all of the basic needs simultaneously rather than by only one of them. The latter would be more an exception than the former. Eating may be partially for the sake of filling the stomach, and partially for the sake of comfort and amelioration of other needs. One may make love not only for pure sexual release, but also to convince one’s self of one’s masculinity, or to make a conquest, to feel powerful, or to win more basic affection.
6) Multiple determinants of behavior.
Not all behavior is determined by the basic needs. We might even say that not all behavior is motivated. There are many determinants of behavior other than motives.
7) Goals as centering principle in motivation theory.
It will be observed that the basic principle in our classification has been neither the instigation nor the motivated behavior but rather the functions, effects, purposes, or goals of the behavior. It has been proven sufficiently by various people that this is the most suitable point for centering in any motivation theory.
8) Animal- and human-centering.
This theory starts with the human being rather than any lower and presumably ‘simpler’ animal. Too many of the findings that have been made in animals have been proven to be true for animals but not for the human being. There is no reason whatsoever why we should start with animals in order to study human motivation. The logic or rather illogic behind this general fallacy of ‘pseudo-simplicity’ has been exposed often enough by philosophers and logicians as well as by scientists in each of the various fields. It is no more necessary to study animals before one can study man than it is to study mathematics before one can study geology or psychology or biology.
9) Motivation and the theory of psychopathogenesis.
The conscious motivational content of everyday life has, according to the foregoing, been conceived to be relatively important or unimportant accordingly as it is more or less closely related to the basic goals. A desire for an ice cream cone might actually be an indirect expression of a desire for love. If it is, then this desire for the ice cream cone becomes extremely important motivation.
10) The role of gratified needs.
It has been pointed out above several times that our needs usually emerge only when more prepotent needs have been gratified. Thus gratification has an important role in motivation theory. Apart from this, however, needs cease to play an active determining or organizing role as soon as they are gratified.

Conclusion, Implication, and Suggestion

Conclusion
Motivation is one of the forces that lead to performance. Motivation is defined as the desire to achieve a goal or a certain performance level, leading to goal-directed behavior. When we refer to someone as being motivated, we mean that the person is trying hard to accomplish a certain task. Motivation is clearly important if someone is to perform well; however, it is not sufficient.
The theory is based on a simple premise: Human beings have needs that are hierarchically ranked. Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50, 370–396; Maslow, A. H. (1954). Motivations and personality. New York: Harper. There are some needs that are basic to all human beings, and in their absence nothing else matters. As we satisfy these basic needs, we start looking to satisfy higher order needs. In other words, once a lower level need is satisfied, it no longer serves as a motivator (Saylor).

Suggestion
Some suggestions are listed as follows, bringing the end of the article.
Acknowledgement My appreciation and gratitude are addressed to my lecturer Linguistics II, Universitas Kristen Indonesia (UKI) for the financial support.

strength
this book discusses a theory where everyone who reads it is highly motivated
Motivation is one of the forces that lead to performance. When we refer to someone as being motivated, we mean that the person is trying hard to accomplish a certain task. Motivation is clearly important if someone is to perform well; howevert.

weakness
this book is very difficult to understand because the language used too difficult, other than that too many theories, so that readers very difficult to understand.

Reference :

Maslow, A. H. (1943). A Theory of Human Motivation. Nalanda Digital Library.
McLeod, S. (2018, July 21). Maslow’s Hierarchy of Needs. Simply Psychology, 1.
Saylor. (n.d.). Theories of Motivation. Retrieved Juny 16, 2018, from https://saylordotorg.com: https://saylordotorg.github.io/text_organizational-behavior-v1.1/s09-theories-of-motivation.html

THE LANGUAGE OF GENDER & CLASS By: Patricia Ingham

Abstract : Keyword : Definition,Theory,Clasification specific basic needs

Introduction

In this lucid and cogently argued work, Patricia Ingham examines in detail the widely accepted critical cliché, ‘Examining the representation of gender always involves investigating the representation of class.’’Using historical material about ‘‘class’’, she re-examines six major Victorian novels. Focusing upon language, she explores how stereotypes of gender and class encode cultural myths that reinforce the social status quo. She shows how, in the standard plot, class conflict

is displaced onto romantic conflict between individual men and women which can be happily resolved. However, The Language of Gender and Class demonstrates that none of the novelists, either male or female, completely accepts either the stereotyped figures or the authorised story.

Discussion

THE REPRESENTATION OF SOCIETY IN THE EARLY NINETEENTH CENTURY

The contrast between these two contemporary ‘descriptions’ of factory work in the 1840s illustrates from fiction the point made by a recent historian discussing ‘the languages of factory reform’: that ‘the factory was a concentrated metaphor for hopes and fears about the direction and pace of industrial change’ (Gray 1987:143). And the significance of these two interpretations of the factory metaphor has implications for the whole subject of how social class is represented in the first half of the nineteenth century. Since these are largely ignored in literary criticism, The crisis referred to was compounded of several elements: economic depression from 1836 into the 1840s; social unrest caused by workingclass conditions at home and in the workplace; the operations of the Corn Laws and of the New Poor Law of 1834; and the separation of the middle classes from the working classes by the Reform Act of 1832 which excluded the latter from the franchise. Matching this was a linguistic crisis, or conflict of discourses, which Gray illustrates from the specific area of discussion of factory reform. But he sees clearly that these discussions indicate what was going on generally in the ‘‘condition of England debate of the 1840s’’. The debate, as I hope to show, was one in which contestants attempt to appropriate convincingly to their own account the meaning of new social structures in the manner described by Volos? Inov / Bakhtin: by reaccenting signs. Gray does not consider the various registers used in the broader debate, but he concludes that it ‘never effected any definitive closure’ (Gray 1987:145). What he shows to be true of factory reform is also true of the encompassing subject of the social classes and their relationships. The ideological containment of these in language was, like that of gender, an ‘uneven development’. An outline of this unevenness is therefore necessary before it is possible to consider how the two semantic areas or sign systems interrelate in fiction. Such an outline is attempted in this chapter.

RANK

To say, as Asa Briggs did as long ago as 1967, that by the early nineteenth century the terminology of class had replaced that of rank and station is only a beginning. We cannot, as he did, assume the identity of sign and referent (or physical actuality): words are not labels on goods. They are rather part of a contemporary structuring of the society described above in which verbal descriptions are part of a fiercely contested argument about the map of society and its meaning. In the development of the debate one broad contrast with the past is clear: the gradual abandonment but not total atrophy of a picture of society vertically organised in a fixed hierarchy of ranks and stations. Replacing it as the dominant discourse was an account of two or three organised groups or classes. The language of rank had for centuries offered an interpretation of society as inherently well-ordered and harmonious.

Whatever the classification, the interpretation of society and its meaning was based on a grading largely dependent on inherited status at birth, ownership or non-ownership of land, and profession or occupation. It provided the individual with a personal identity, a role to play, a status and a set of social mores. It was based on the individual, not on the group. Since it was an interpretation, not an ‘objective’ description, of society, it could continue to offer permanence even in times of change. This denial of the order and harmony of rank already shadows it with an adversarial two-level model of society consisting of an elite and a non-elite. The former, being elite in all senses, had the necessary intelligence and experience to control the rest who, without these qualities, represented the more brutish aspects of mankind. So the coexistence of the two accounts was possible, explainable in terms of human deviance from the ideal.The conflictual version provided a basis for what was later to emerge and become dominant, the class-based system. The harmonious account also re-emerged as a weaker variant in the first part of the nineteenth century, in the form of ‘paternalism’.

CLASS TERMINOLOGY AND ITS

SIGNIFICANCE

As industrialism developed in the late eighteenth century, the new language of class referred to by Briggs (1967) at first competed with and then ousted that of rank/order/station. The changeover

accelerated, as did the development of industry which, between 1800 and 1830, replaced agriculture in terms of jobs provided. Instead of land, factories making cotton goods or iron were typical workplaces. In them individuals were organised into groups performing the same tasks. By this time a new representation of social structures had developed to which the terminology of class had become firmly attached. This biblical register remains a variant in the conflicting discourses that make up the language of social description throughout the century. The language of rank had integrated easily into Christianity through the belief that everyone should do their duty in whatever position it had pleased God to place them. The language of class developed ad hoc in a secular context, and did not lend itself to systematic support from Christianity. In fact, even when concerning itself with the local and specific, paternalist discourse was necessarily authoritarian, given that it related to a patriarchal family. It was based on the assumption that children/ the lower classes needed parental control and guidance as well as concern for their physical well-being. As Helps puts it: So society as (rightfully) groups of patriarchal families was one of the competing and conflicting linguistic codings current in the first half of the nineteenth century. In a nebulous and not altogether coherent way it tied economic and social issues together, or appeared to do so, by ignoring the obvious clash of interests between the new class groupings, reviving the authoritarianism of the rank system and supporting it by the use of religious language. It offered an accessible but flawed alternative to the harshness of the Malthusian struggle and Benthamite Utilitarianism.

SOCIETY AS GROUPS OF PATRIARCHAL FAMILIES

As the previous section shows, many types of discourse came together to support a comprehensive explanation of industrial society as an ultimately benign struggle in which, alas, the weaker necessarily went to the wall. Similarly what looked like a totally opposed and humanitarian view, concerned with the fate of individuals, also represented the convergence of several linguistic registers: poetic,religious, political. This alternative convergence has been called ‘‘paternalism’’ and has been seen as having its roots in widely divergent writers including some of the Romantic poets such as Wordsworth and Coleridge, essayists like Thomas Arnold and Thomas Carlyle, as well as churchmen.

This discourse reached its height in the 1830s and ‘hungry’ 1840s, when details of conditions and hours of work in factories and mines, of the low rates of life expectancy among the

working classes, and of the incidence of disease, crime and prostitution were being made widely public through official government reports. Despite their explicit wish to remedy social problems, exponents of paternalism all work on an assumption that they are attempting to return to an underlying reality which has been temporarily submerged, but is recoverable through a change of heart in individuals. This is in direct contrast with those who use the explanation of a functional

struggle to explain the inevitability of social conditions remaining as they are. But paternalism also involves an acceptance of the existing social structures as necessary: conditions can be improved but social inequality is a given. Indeed for some, paternalism was a means of pre-empting the revolution that Engels predicted.

In fact, even when concerning itself with the local and specific, paternalist discourse was necessarily authoritarian, given that it related to a patriarchal family. It was based on the assumption that children the lower classes needed parental control and guidance as well as concern for their physical well-being. As Helps puts It.

2.THE INTERLOCKED CODING OF CLASS AND GENDER

SIGNS AND SYNTAX

When arguing that the interlocked coding of class and gender in the novel untwines in the course of the nineteenth century, I use linguistic terms as a framework: signs and syntax. The former are understood in the linguistic-cultural sense that Vološinov/Bakhtin describes and which has already been discussed. The significance of that description is the account of ‘multiaccentuality’ referred to in Chapter 1. For it is this which makes change in the system of signs possible: ‘This social multiaccentuality of the ideological sign is a very crucial aspect…it is thanks to this intersecting of accents that a sign maintains its vitality and dynamism and the capacity for further development’ (Matejka and Titunik 1986:23). Within recent history, for instance, the term radical (with reference to social and economic policies) acquired a dominant accent which assigned its favourable connotations to profoundly right-wing extremism. The previous dominant evaluation had ascribed these connotations to profoundly egalitarian positions on socio-economic policies. A change has taken place (though another may follow) as the hierarchy of accents shifted. The dominant accent is now right-wing.

It is such change on a large scale that is the focus of my argument. It will deal with those ideological signs in nineteenth-century novelistic discourse which are key terms in the areas of class and gender. They construct the two areas as a single semantic field which holds together a coherent identity for the middle classes, distinguishing them from the socio-economic classes below. In particular, I wish to show how the attempts to reaccent the signs of both the womanly woman and the fallen woman succeeded in rewriting their significance and what this meant for the treatment of class and gender as a whole.

In conduct books for women where the coding of femininity was reflected, shaped and passed on, there is a bizarre blend of moral injunctions and practical recommendations on household

management. These are somehow linked or matched. Fitted into a broad framework laying down the most essential feminine quality as disinterested kindness and selflessness are recommendations as

to regularity and judgement in the provision of household linen; advice on supplying food in some variety but in moderate quantity; and on how to keep the all-important domestic hearth. If a man

likes stirring the ‘glowing embers’ himself, his wife should prepare ‘a tempting crust for him to break through on his arrival’ (Ellis 1843:91). Such works are fiercely directive and exhortatory. In this

discourse the ideal middle-class home was (if women came up to scratch) a haven as well as a heaven, managed by an efficient angel whose education had combined a strict formation on Christian principles with a rigorous training in domestic skills:

.Conclusion, Implication, and Suggestion

Conclusion

in here discussed gender and class language where it discusses a theory of experts who discusses the differences of a gender-type of language from each class of classification

Suggestion

Some suggestions are listed as follows, bringing the end of the article.

Acknowledgement

My appreciation and gratitude are addressed to my lecturer Linguistics II, Universitas Kristen Indonesia (UKI) for the financial support. I mean my purpose want to learn how to teach the right strategy to the studens in speaking the language properly and able to master it in everyday life in addition,I also want to improve my value can be better again.

weakness
this book discusses a variety of languages and class types of classification, so that students who will read it will be able to understand and understand
strength
this book is very difficult to understand because the language used uyang too difficult, other than that too many theories, so that readers very difficult to understand

A Kaleidoscope of Models and Strategies for Teaching English to Speakers of Other Languages

Abstract

Keyword : Definition,Discussion,Strategy of matery specific basic needs

Introduction

Discussion

The methods and models are not just those that we, the authors, practice or recom mend. In fact, we have tried to list as many strategies and models or orietations as possible in the hope that readers will be able to evaluate and discover which methods and models will work best for their particular teaching situations.In fact, there may be meth ods and models that we have not included, although we have tried our best to cover as much ter ri tory as possible. No methods, strategies, models, or orientations have been pur posely left out. You may also no tice that some of the meth ods/strategies and mod els / orientations may not be in cur rent fashion. In an at tempt to be inclu sive we have in corporated these, but with comments re garding what we see as their inherent caveats.

* Suggestions for Using the Text

This is followed by the general straegy frequently used to teach and / or prepare curriculum using this method or model. In anattempt to make the strategy easily accessible we have presented the strategy in steps.

Never the less, it is possible that in dif ferent situations cer tain steps might be eliminated or other steps added. In or der to help readers conceptualize the method or orientation we have in cluded some exam ples and applications. Again readers should be aware that these examples may not always be appropriate as is for their particular situation.

But we would hope such exam ples would give readers the guidance needed to develop their own applications.Although our goal is to presentare source of methods and models with objectiv ity and limited bias, we never the less feel it necessary to present caveats regard ing the methods and models as we see them. In addition, we want readers to be aware that all methods and mod els may be in ap pro pri ate in cer tain situations, and thus, we have made comments in the “Weakness / Modifications” section regarding limitations of the methods and orientations as well as modifications that can be made in different situations.

In the process of accu mu lating these methods and orientations we have discovered that many of them overlap, and are def initely not en ti ties in and of them selves. Thus, we have in cluded a “See also” section that lists other methods which are com patible. At the end of each method and orientation we have in cluded a list of mate rials in which readers may find more information regarding the method or model. Some of these materials give the theoret ical and developmental back ground regarding the method or model. Oth ers are col lec tions of mod els for les sons and other applications. The lists are by no means exhaustive. The materials listed were chosen to give readers initial entry into the method or model presented.

* What Is ESL?

The acronym ESL stands for Eng lish as a second language. In the United States, ESLrefers to the teaching of those students for whom English is not a first language. In fact, a num ber of other terms are used to de scribe ESL. You may see the term ESOL (Engllish for students of other languages). The ac ro nym TESOL re fers to “teach ing Eng lish to stu dents of other languages.

” TESOL is also the name of the professional international organization of teachers of TESOL. You may also see other terms such as ELL (English language learning) and ELD (English language develop ment) used to describe students and programs that serve students who are learning English as a second language. You may also see the term LEP (limited English proficiency) to describe ESL students. However, most ESL practitioners dislike this term because they do not feel that ESL students are limited.You may also see the term EFL, which stands for English as foreign language. Generally, EFL is used to describe English teaching that occurs in places where English is not the native lan guage, and ESL is used to describe English teaching that occurs in places like the United States etc,

* What’s the Difference between an Approach a Method, and a Technique?

In general an approach is viewed as an over all the ory about learning language, which then lends it self to “approach ing” language teaching and learning in a certain manner. A method is of ten viewed as a se ries of procedures or ac tivities used to teach language in a certain way. A technique is usually seen as one ac tiv ity or pro ce dure used within a plan for teach ing. The re al ity is, how ever, that lan guage teach ing pro fes sion als of ten find them selves in disagree ment over these terms.

Depending on how one is defining the term and the circum stances in which the term is be ing used, an approach may be come a method or a method may be come a tech nique. For this reason, we have decided to use ap proaches to describe all the ways of lan guage teaching we present in our book. After our readers are introduced to these var ious approaches, they may de cide for them selves how they wish to categorize them and how they fit into their syllabus.

Historical Approaches

The au dio-lin gual method (ALM) was de vel oped dur ing World War II in re ac tion to ap proaches that did not ad e quately de velop speak ing skills. ALM was strongly in flu enced by ideas from be hav ioral psychol ogy that led to the be lief that lan guage was a sys tem of hab its that could be taught by re in forc ing cor rect re sponses and pun ish ing in cor rect re sponses.

Strategy

The teacher orally pres ents a phrase to the stu dents.
Students are then asked to re peat the phrase quickly.
The teacher modifies the phrase by changing a word in the phrase.

2.Solo Approaches

(Community Language Learning)

The psychologist Charles Curran developed community language learn ing (Counsl ing-Learning in Second Languages, 1976). Curran believed that students were of ten in hibited in learning a second language. In his method, teachers are viewed more as counselors and are expected to facilitate language learning as opposed to teaching it. He believed that creat ing a humanistic learning community would lower students’ defenses and encourage open communication,

Strategy

The teacher translates the statement or question into the language being learned.
The student repeats what the teacher said.
The new phrase is recorded on a tape recorder.
The procedure is repeated with other students until a short conversa tion is recorded.

3.Communicative Approaches

Communicative Language Learning

Communicative language teaching (CLT) was developed in the 1960s from the research and writings of applied lin guists in both Europe and North Amer ica who emphasized that language equaled communication (Canale & Swain, 1980; Savignon, 1983; van Ek, 1975). the goal of language teaching should not be translat ing and learn ing a set of rules but should be based on the goal of communicative competence.Communica tive com petence is most frequently defined as the ability to create mean ing when in teracting with others in the target language.

Strategy

Be cause CLT is such a broad orien tation, it is difficult to give specific strategies. However, the broad guide lines are as follows:

Determine the communicative goals of the students.
Create situations and activi ties in which students produce authentic, meaningful, and contextualized communication.

Focus on accu racy only in as much as errors that would impede com munication are cor rected.

4.Language Arts Ap proaches

Language Experience Approach

Originally developed to teach read ing and writ ing to preliterate mono lingual students, this approach was later used to teach literacy skills to adults, including those learning English as an additional language. because students are using subject matter familiar to them, the information will be relevant to their needs.

Strategy

The stu dent tells a story, usu ally based on a real-life ex pe ri ence, to the teacher.
After the student is comfortable reading the story, individ ual words, grammar points, and so on may be studied.

5. Academic and Professional Approaches

Cognitive Academic Language Learning Approach

The cognitive academic language learning approach (CALLA) is a three-pronged approach focusing equally on academic lan guage learning, academic content learning, and learning strategy in struction. Lessons built around academic content in clude various exercises that focus on lan guage skills, study skills, and con tent specific concepts. whole language, process writ ing, cooperative learning, and cognitive in struction. Although this approach began as a Secondary level approach, its use has been expanded to other levels.

Strategy

A CALLA les son is built around the fol low ing five steps:

Preparation students back ground knowledge and schemata about the content being studid as well as their learning strategies are explored.

Presentation the teacher presents the necessary new content and learning skills needed for the lesson

Practice students perform various activities to reinforce the material to be learned.

Conclusion, Implication, and Suggestion

Conclusion

In this book disscusion how we to learn,and how to teach techinques to speak english to students besides tgis the book is about strategy and example in teaching

Suggestion

Some suggestions are listed as follows, bringing the end of the article.

Acknowledgement

My appreciation and gratitude are addressed to my lecturer Linguistics II, Universitas Kristen Indonesia (UKI) for the financial support.I mean my purpose want to learn how to teach the right strategy to the studens in speaking the language properly and able to master it in everyday life in addition,I also want to improve my value can be better again.

strength

this book discusses the theory along with the explanation is also explained about the examples that exist in it, so that where everyone who read it is very easy to understand, this book is also used for all the general public either for teachers or for students so that we as teachers can be applied properly

weakness

This book is very difficult to understand because the language used is too difficult, other than that too many theories, so readers are very difficult to understand

Bibliography

Articles and Books

Asher, J. (2000). Learning another language through actions (6th ed.). Los Gatos, CA: Sky Oaks

Productions.

Auerbach, E. R. (2001). “Yes, but …”: Problematizing participatory ESL pedagogy. In P. Camp bell

& B. Burnaby (Eds.), Participatory practices in adult education (pp. 287–305). Mahwah, NJ:

Lawrence Erlbaum Associates.

Auerbach, E. R. (1996). Adult ESL/lit er acy from the community to the community: A guide book for participatory literacy training. Mahwah: NJ: Law rence Erlbaum Associates.

Auerbach, E. R. (1992). Making meaning, making change: Participatory curriculum

develop ment

for adult ESL lit er acy. Wash ing ton, DC: Cen ter for Ap plied Linguistics.

Au er bach, E. (1989). To ward a socio-con tex tual ap proach to fam ily lit er acy. Har vard Ed u ca tional

Review, 59, 165–181.

Au er bach, E. R. (1986). Com pe tency-based ESL: One step for ward or two steps back? TESOL

Quar terly, 20(3), 411–429.

Barbier, S. (1994). Trou ble some Eng lish: A teach ing gram mar for ESOL in struc tors. Englewood

Cliffs, NJ: Prentice Hall Re gents.

Barton, B. (Reteller). (1993). The Lit tle Red Hen big book. New York: HarperTrophy.

Bernache, C. (1994). Gate way to achieve ment in the con tent ar eas. New York: McGraw-Hill/

Con tem po rary.

Blair, R. W. (1991). In no va tive ap proaches. In M. Celce-Murcia (Ed.), Teach ing Eng lish as a sec –

ond or for eign lan guage (2nd ed.). Boston: Heinle & Heinle.

Bowen, J. D., Madsen, H., & Hilferty, A. (1985). Where we’ve been: In sights from the past. In

TESOL: Tech niques and pro ce dures (pp. 3–30). Boston: Heinle & Heinle.

Brindley, G. (1989). Assessing achievement in the learner-centered curricu lum. Syd ney, Aus tra lia:

Na tional Cen tre for Eng lish Lan guage Teach ing and Re search, Macquarie Uni ver sity.

Brinton, D. (1997). In sights: A con tent-based ap proach to ac a demic prep a ra tion. White Plains, NY:

Longman.

Brinton, D. M., & Mas ter, R. P. (Eds.). (1997). New ways in con tent-based in struc tion. Alexandra,

VA: TESOL.

Brinton, D. M., Snow, M. A., & Wesche, M. B. (1989). Con tent-based sec ond lan guage in struc tion.

Jakobovits, LA: Newbury House.

Brinton, D. M., Snow, M. A., & Wesche, M. D. (1993). Con tent-based sec ond lan guage in struc tion.

In J. W. Oller (Ed.), Meth ods that work: Ideas for lit er acy and lan guage teach ers (2nd ed.).

Boston: Heinle & Heinle.

Brown, D. H. (1998). New vis tas. White Plains, NY: Longman.

Brown, H. D. (1994). Teach ing by prin ci ples: An in ter ac tive ap proach to lan guage ped a gogy. Up –

per Sad dle, NJ: Prentice Hall.

A Theory of Human Motivation A. H. Maslow (1943)

Abstract

Keyword: human motivation, basic needs, and characteristics basic needs.

Introduction

Motivation is one of the forces that lead to performance. Motivation is defined as the desire to achieve a goal or a certain performance level, leading to goal-directed behavior. When we refer to someone as being motivated, we mean that the person is trying hard to accomplish a certain task. Motivation is clearly important if someone is to perform well; however, it is not sufficient. Ability or having the skills and knowledge required to perform the job is also important and is sometimes the key determinant of effectiveness.

Finally, environmental factors such as having the resources, information, and support one needs to perform well are critical to determine performance. At different times, one of these three factors may be the key to high performance. For example, for an employee sweeping the floor, motivation may be the most important factor that determines performance. In contrast, even the most motivated individual would not be able to successfully design a house without the necessary talent involved in building quality homes.

Being motivated is not the same as being a high performer and is not the sole reason why people perform well, but it is nevertheless a key influence over our performance level (Saylor).

Discussion

Human Motivation

Maslow’s hierarchy of needs is a motivational theory in psychology comprising a five-tier model of human needs, often depicted as hierarchical levels within a pyramid. Maslow (1943, 1954) stated that people are motivated to achieve certain needs and that some needs take precedence over others. Our most basic need is for physical survival, and this will be the first thing that motivates our behavior. Once that level is fulfilled the next level up is what motivates us, and so on. Maslow (1943) initially stated that individuals must satisfy lower level deficit needs before progressing on to meet higher level growth needs. However, he later clarified that satisfaction of a needs is not an “all-or-none” phenomenon, admitting that his earlier statements may have given “the false impression that a need must be satisfied 100 percent before the next need emerges” (1987, p. 69). (McLeod, 2018).

The Basic Needs

The theory is based on a simple premise: Human beings have needs that are hierarchically ranked. Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50, 370–396; Maslow, A. H. (1954). Motivations and personality. New York: Harper. There are some needs that are basic to all human beings, and in their absence nothing else matters. As we satisfy these basic needs, we start looking to satisfy higher order needs. In other words, once a lower level need is satisfied, it no longer serves as a motivator (Saylor).

The most basic of Maslow’s needs are physiological needs. Physiological needs refer to the need for food, water, and other biological needs. These needs are basic because when they are lacking, the search for them may overpower all other urges. Imagine being very hungry. At that point, all your behavior may be directed at finding food. Once you eat, though, the search for food ceases and the promise of food no longer serves as a motivator. Once physiological needs are satisfied, people tend to become concerned about safety needs. Are they free from the threat of danger, pain, or an uncertain future? On the next level up, social needs refer to the need to bond with other human beings, be loved, and form lasting attachments with others. In fact, attachments, or lack of them, are associated with our health and well-being. Baumeister, R. F., & Leary, M. R.(1995). The need to belong: Desire for interpersonal attachments as a fundamental human motivation. Psychological Bulletin, 117, 497–529. The satisfaction of social needs makes esteem needs more salient. Esteem need refers to the desire to be respected by one’s peers, feel important, and be appreciated. Finally, at the highest level of the hierarchy, the need for self-actualization refers to “becoming all you is capable of becoming.” This need manifests itself by the desire to acquire new skills, take on new challenges, and behave in a way that will lead to the attainment of one’s life goals (Saylor). The preconditions for the basic need satisfactions. — There are certain conditions which are immediate prerequisites for the basic need satisfactions. Danger to these is reacted to almost as if it were a direct danger to the basic needs themselves. Such conditions as freedom to speak, freedom to do what one wishes so long as no harm is done to others, freedom to express one’s self, freedom to investigate and seek for information, freedom to defend one’s self, justice, fairness, honesty, orderliness in the group are examples of such preconditions for basic need satisfactions. Thwarting in these freedoms will be reacted to with a threat or emergency response. These conditions are not ends in themselves but they are almost so since they are so closely related to the basic needs, which are apparently the only ends in themselves. These conditions are defended because without them the basic satisfactions are quite impossible, or at least, very severely endangered. The desires know and to understand. So far, we have mentioned the cognitive needs only in passing. Acquiring knowledge and systematizing the universe have been considered as, in part, techniques for the achievement of basic safety in the world, or, for the intelligent man, expressions of self-actualization. Also freedom of inquiry and expression has been discussed as preconditions of satisfactions of the basic needs. True though these formulations may be, they do not constitute definitive answers to the question as to the motivation role of curiosity, learning, philosophizing, experimenting, etc. They are, at best, no more than partial answers. (Maslow, 1943)

Characteristics Basic Needs

The degree of fixity of the hierarchy of basic needs.

We have spoken so far as if this hierarchy was a fixed order but actually it is not nearly as rigid as we may have implied. It is true that most of the people with whom we have worked have seemed to have these basic needs in about the order that has been indicated. However, there have been a number of exceptions. (1) There are some people in whom, for instance, self-esteem seems to be more important than love. (2) There are other, apparently innately creative people in whom the drive to creativeness seems to be more important than any other counter-determinant. (3) In certain people the level of aspiration may be permanently deadened or lowered. That is to say, the less pre-potent goals may simply be lost, and may disappear forever, so that the person who has experienced life at a very low level, i. e., chronic unemployment, may continue to be satisfied for the rest of his life if only he can get enough food. (4) The so-called ‘psychopathic personality’ is another example of permanent loss of the love needs. (5) Another cause of reversal of the hierarchy is that when a need has been satisfied for a long time, this need may be un-devaluated. People who have never experienced chronic hunger are apt to underestimate its effects and to look upon food as a rather unimportant thing. (6) Another partial explanation of apparent reversals is seen in the fact that we have been talking about the hierarchy of prepotency in terms of consciously felt wants or desires rather than of behavior. (7) Perhaps more important than all these exceptions are the ones that involve ideals, high social standards, high values and the like. With such values people become martyrs; they give up everything for the sake of a particular ideal, or value. These people may be understood, at least in part, by reference to one basic concept (or hypothesis) which may be called ‘increased frustration-tolerance through early gratification’. People who have been satisfied in their basic needs throughout their lives, particularly in their earlier years, seem to develop exceptional power to withstand present or future thwarting of these needs simply because they have strong,[p. 388] healthy character structure as a result of basic satisfaction (Maslow, 1943).

Degree of relative satisfaction.

So far, our theoretical discussion may have given the impression that these five sets of needs are somehow in a step-wise, all-or-none relationships to each other. We have spoken in such terms as the following: “If one need is satisfied, then another emerges.” This statement might give the false impression that a need must be satisfied 100 per cent before the next need emerges. In actual fact, most members of our society who are normal are partially satisfied in all their basic needs and partially unsatisfied in all their basic needs at the same time.

Unconscious character of needs.

These needs are neither necessarily conscious nor unconscious. On the whole, however, in the average person, they are more often unconscious rather than conscious. It is not necessary at this point to overhaul the tremendous mass of evidence which indicates the crucial importance of unconscious motivation.

Cultural specificity and generality of needs.

This classification of basic needs makes some attempt to take account of the relative unity behind the superficial differences in specific desires from one culture to another. Certainly in any particular culture an individual’s conscious motivational content will usually be extremely different from the conscious motivational content of an individual in another society.

Multiple motivations of behavior.

These needs must be understood not to be exclusive or single determiners of certain kinds of behavior. An example may be found in any behavior that seems to be physiologically motivated, such as eating, or sexual play or the like. The clinical psychologists have long since found that any behavior may be a channel through which flow various determinants. Or to say it in another way, most behavior is multi-motivated. Within the sphere of motivational determinants any behavior tends to be determined by several or all of the basic needs simultaneously rather than by only one of them. The latter would be more an exception than the former. Eating may be partially for the sake of filling the stomach, and partially for the sake of comfort and amelioration of other needs. One may make love not only for pure sexual release, but also to convince one’s self of one’s masculinity, or to make a conquest, to feel powerful, or to win more basic affection.

Multiple determinants of behavior.

Not all behavior is determined by the basic needs. We might even say that not all behavior is motivated. There are many determinants of behavior other than motives.

Goals as centering principle in motivation theory.

It will be observed that the basic principle in our classification has been neither the instigation nor the motivated behavior but rather the functions, effects, purposes, or goals of the behavior. It has been proven sufficiently by various people that this is the most suitable point for centering in any motivation theory.

Animal- and human-centering.

This theory starts with the human being rather than any lower and presumably ‘simpler’ animal. Too many of the findings that have been made in animals have been proven to be true for animals but not for the human being. There is no reason whatsoever why we should start with animals in order to study human motivation. The logic or rather illogic behind this general fallacy of ‘pseudo-simplicity’ has been exposed often enough by philosophers and logicians as well as by scientists in each of the various fields. It is no more necessary to study animals before one can study man than it is to study mathematics before one can study geology or psychology or biology.

Motivation and the theory of psychopathogenesis.

The conscious motivational content of everyday life has, according to the foregoing, been conceived to be relatively important or unimportant accordingly as it is more or less closely related to the basic goals. A desire for an ice cream cone might actually be an indirect expression of a desire for love. If it is, then this desire for the ice cream cone becomes extremely important motivation.

The role of gratified needs.

It has been pointed out above several times that our needs usually emerge only when more prepotent needs have been gratified. Thus gratification has an important role in motivation theory. Apart from this, however, needs cease to play an active determining or organizing role as soon as they are gratified.

Conclusion, and Suggestion

Conclusion

Suggestion

Some suggestions are listed as follows, bringing the end of the article.

Acknowledgement

My appreciation and gratitude are addressed to my lecturer Linguistics II, Universitas Kristen Indonesia (UKI) for the financial support.

strength

this book discusses a theory where everyone who reads it is highly motivated

Motivation is one of the forces that lead to performance. When we refer to someone as being motivated, we mean that the person is trying hard to accomplish a certain task. Motivation is clearly important if someone is to perform well; howevert.

weakness

this book is very difficult to understand because the language used too difficult, other than that too many theories, so that readers very difficult to understand.

Reference

Maslow, A. H. (1943). A Theory of Human Motivation. Nalanda Digital Library.

McLeod, S. (2018, July 21). Maslow’s Hierarchy of Needs. Simply Psychology, 1.

Saylor. (n.d.). Theories of Motivation. Retrieved Juny 16, 2018, from https://saylordotorg.com: https://saylordotorg.github.io/text_organizational-behavior-v1.1/s09-theories-of-motivation.html

Trik super untuk belajar bahasa Inggris lewat film

1.Tentukan dulu bagian mana dari bahasa Inggris yang ingin kamu dalami. entah itu

dari kosakata atau pun pelafalannya.Jika tujuanmu untuk memperkaya

perbendaharaan kata vocabulary, maka kamu harus memperhatikan dengan betul percakapan antar tokoh dalam film yang kamu tonton. Sebab dari dialog-dialog tersebut kamu jadi mengetahui kata-kata baru yang sebelumnya belum kamu ketahui.

2. Mulailah dari film kartun yang ceritanya dekat dengan kehidupan sehari-hari, supaya

dialognya jadi gampang untuk kamu pahami.

3. Sambil menonton, pastikan subtitle Bahasa Inggrisnya tersedia di layar kaca. Sekalian

cantumkan juga subtitle bahasa Indonesianya.

4. Mencatat biar selalu ingat. Dedikasikan sebuah notes kecil untuk mencatat kosakata

yang belum pernah kamu dengar sebelumnya.

5. Mengingat bagian punch line dari sebuah film juga bisa bikin bahasa Inggrismu naik

Level atau mahir.

6. Kamu bisa lho….. menonton ulang satu film favorit berkali-kali sampai kamu hapal

dialognya baru deh setelahnya kamu bisa menonton tanpa subtitle.

7. Lalu setelah itu buatlah timeline yang merangkum proses belajarmu. Setelah beragam film kamu abiskan, saatnya mengevaluasi perkembangan Bahasa Inggrismu.

Tips Menguasai 16 Tenses Bahasa Inggris

Simple Present Tense

Simple present tense adalah bentuk tense yang paling umum digunakan. Bentuk ini biasanya digunakan untuk menunjukan fakta, kebiasaan, dan kejadian yang terjadi pada saat ini.

Rumus	Kata Sinyal	Kalimat Positif	Kalimat Negatif	Kalimat Tanya
Subject + Verb 1 (present form)	always, every, never, normally, often, sometimes, usually, seldom	He always works very hard in the company	He does not work very hard in the company.	Does he work very hard in the company? Yes, he does. / No, he does not.

Present Continuous Tense

Present continuous tense biasanya digunakan untuk membicarakan aksi yang sedang berlangsung saat pembicaraan sedang berlangsung atau bisa juga digunakan untuk rencana di masa depan.

Pattern	Signal Words	Affirmative	Negative	Question
Subject + am/is/are + Verb -ing (continuous form)	at the moment, just now, now, right now, Listen!, Look!	Look! He is talking with his classmates.	He is not playing computer games now.	Is he playing computer games at the moment? Yes, he is. / No, he is not.

Present Perfect Tense

Present perfect tense menekankan pada hasil. Tense ini menunjukkan aksi yang masih sedang berlangsung atau baru saja selesai.

Pattern	Signal Words	Affirmative	Negative	Question
Subject + has/have+ Verb III (past participle form)	already, ever, just, never, not yet, so far, till now, up to now	He has already finished his homework.	He has not been to Australia so far.	Has he completed the arrangement for the coming event up to now? Yes, he has. / No, he has not.

Present Perfect Continuous Tense

Present perfect continuous tense digunakan untuk mengungkapkan aksi yang telah selesai pada suatu titik dimasa lampau atau aksi telah dimulai di masa lalu dan terus berlanjut sampai sekarang. Biasanya aksi tersebut ada durasi waktu tertentu dan ada relevansinya dengan kondisi sekarang.

Pattern	Signal Words	Affirmative	Negative	Question
Subject + HAS/HAVE + BEEN + Verb -ing (continuous form)	for the past 5 years, how long …?, the whole week, since xxxx	He has been working here since 1996.	He has not been speaking for the last 3 hours.	Has he been playing the computer game all day? Yes, he has. / No, he has not.

Simple Past Tense

Simple past tense digunakan untuk mengungkapkan suatu kejadian yang terjadi di masa lampau.

Pattern	Signal Words	Affirmative	Negative	Question
Subject + Verb II (past form)	yesterday, 2 minutes ago, in 1996, last Thursday, this morning	Last year, he always worked into night.	He did not go to school this morning.	Did he pay the bill yesterday? Yes, he did. / No, he did not.

Past Continuous Tense

Past continuous tense digunakan untuk mengungkapkan bahwa suatu aksi sedang terjadi pada waktu tertentu di masa lampau. Biasanya ada dua kejadian di masa lampau dan satu kejadian menginterupsi kejadian yang lain. Kejadian yang sedang diinterupsi tersebut yang menggunakan past continuous tense.

Pattern	Signal Words	Affirmative	Negative	Question
Subject + WAS/WERE + Verb -ing (continuous form)	when, while, as long as, at this time yesterday	He was speaking when I entered in room.	He was not doing his homework at this time yesterday.	Was he writing the letter to his parents when I was out last Tuesday? Yes, he was. / No, he was not.

Past Perfect Tense

Past perfect tense digunakan untuk menunjukkan sebuah kejadian yang terjadi sebelum waktu tertentu di masa lampau dan lebih menekankan pada fakta daripada durasi.

Pattern	Signal Words	Affirmative	Negative	Question
Subject + HAD + Verb III (past participle form)	before yesterday, till three days ago, already, until that day	He had finished his designs before he went to work yesterday.	He had not been a high school student until last year.	Had he entered the company before he achieved his master degree in 1990? Yes, he had. / No, he had not.

Past Perfect Continuous Tense

Past perfect continuous tense hampir serupa dengan past perfect tense. Digunakan untuk mengungkapkan suatu aksi yang terjadi di masa lalu dan telah selesai pada suatu titik waktu tertentu di masa lalu, tapi tense ini menekankan pada durasi kejadiannya.

Pattern	Signal Words	Affirmative	Negative	Question
Subject + HAD + BEEN + Verb -ing (continuous form)	for, since, the whole day, all day	He said that he had been working here for ten years.	He was told that his teacher had been waiting for him since 2 p.m yesterday.	Had he been speaking for the whole class before I entered? Yes, he had. / No, he had not.

Simple Future Tense

Simple Future tense mengindikasikan suatu aksi di masa yang akan datang dan tidak dapat dipengaruhi. Dapat juga digunakan untuk pembuatan keputusan di masa depan yang spontan atau asumsi yang berhubungan dengan masa yang akan datang. “Will” dan “be going to” merupakan 2 indikator umum pada tenses ini.

Pattern	Signal Words	Affirmative	Negative	Question
Subject + “WILL/ BE GOING TO” + Verb (present form)	in a year, next …, tomorrow, next week, five days later	He is going to be journalist after he graduate next year.	He will not play computer games anymore because he understand how harmful they are.	Will he go to the cinema tomorrow with us? Yes, he will. / No, he will not.

Future Continuous Tense

Future continuous tense menunjukkan aksi yang terjadi pada waktu tertentu di masa yang akan datang dan aksi yang pasti akan terjadi dalam waktu dekat.

Pattern	Signal Words	Affirmative	Negative	Question
Subject + “WILL/BE GOING TO” + “BE” + Verb (continuous form)	tomorrow morning, in one year	He will be delivering the speech to undergraduates at 3 p.m tomorrow afternoon.	He will not be doing the task in the office this afternoon because he is sick.	Will he be playing football next morning in the playground? Yes, he will./ No, he will not.

Future Perfect Tense

Future perfect tense menekankan pada aksi yang akan berakhir pada waktu tertentu di masa yang akan datang.

Pattern	Signal Words	Affirmative	Negative	Question
Subject + “WILL HAVE” + Verb II (past participle form)	by next Monday, in a week	He will have finished the task by next Monday.	He will not have finished the given task by tomorrow evening.	Will he have finished the task in a week? Yes, he will./ No, he will not.

Future Perfect Continuous Tense

Hampir sama dengan semua jenis perfect continuous tense, future perfect continuous tense merupakan serangkaian aksi yang terjadi sebelum waktu tertentu di masa yang akan datang.

Pattern	Signal Words	Affirmative	Negative	Question
Subject + “WILL HAVE BEEN” + Verb III (past participle form)	for the last couple of hours, all day long	He will have been taking charge of the team for the next hour.	He will not have been doing the task for the last couple of hours.	Will he have been doing the research all day long? Yes, he will./ No, he will not.

Past Future Tense

Past future tense pada dasarnya digunakan dalam kalimat yang tidak langsung, dimana terdapat perubahan bentuk untuk menyesuaikan dengan rangkaian peristiwa yang ada.

Pattern	Signal Words	Affirmative	Negative	Question
Subject + “SHOULD/WOULD” + Verb (present form)		He said that he would leave in three days.	He did not promise that he would buy you a new computer.	Did you tell him when I would arrive? Yes, I did. / No, I did not.

Past Future Continuous Tense

Past future continuous tense menekankan pada serangkaian atau durasi sebuah aksi terjadi. Sebagai tambahan, ini juga biasanya digunakan pada kalimat tidak langsung.

Pattern	Signal Words	Affirmative	Negative	Question
Subject + “SHOULD/WOULD BE” + Verb (continuous form)		I made a promise that I would be doing my homework all day long tomorrow.	I did not tell anyone that I would be giving a speech to undergraduates for the next whole morning.	Did you say that you would be working hard in the next week? Yes, I did / No, I did not.

Past Future Perfect Tense

Terdapat 3 waktu dalam past future perfect yang terjadi di masa lalu. Menunjuk pada waktu yang akan datang, waktu tertentu di masa lalu, tetapi aksi yang terjadi harus sudah selesai sebelum waktu yang akan datang. Dan biasanya digunakan pada kalimat tidak langsung.

Pattern	Signal Words	Affirmative	Negative	Question
Subject + “SHOULD/WOULD HAVE BEEN” + Verb III (past participle form)		He told the students that they should have finished the homework this morning.	He said that he would not have made such a mistake if he had taken my advice.	Did you say that you would have been a doctor in three years? Yes, I did / No, I did not.

Past Future Perfect Continuous Tense

Past future perfect continuous tense merupakan bentuk tense yang cukup sulit. Namun, kamu dapat mempelajarinya dari past future perfect tense. Bedanya, past future perfect tense menekankan pada durasi waktu yang sudah berlalu dan hasil.

Pattern	Signal Words	Affirmative	Negative	Question
Subject + “SHOULD/WOULD HAVE BEEN” + Verb (continuous form)		I heard that you should have been teaching here for ten years by this July.	I did not know that he would have been working for the past three hours by that time.	Would he have been explaining to the workers if he had made the information clear? Yes, he would / No, he would not.