"Top 5 Mistakes English Learners Make"

What are the most common mistakes that English learners make? Which mistakes do most English learners need to correct, in order to learn English much faster?

Here are the top 5 English Learning Mistakes:
1. Focusing On Grammar

This is the biggest, most common, and worst mistake. Research shows that grammar study, in fact, actually hurts English speaking ability. Why? Because English grammar is simply too complex to memorize and use logically.... and real conversation is much too fast.

You don't have enough time to think, remember hundreds or thousands of grammar rules, choose the correct one, then use it.

Your logical left-brain cannot do it. You must learn grammar intuitively and unconsciously, like a child. You do this by hearing a lot of correct English grammar- and your brain gradually and automatically learns to use English grammar correctly.
2. Forcing Speech

Both English students and teachers try to force speech before the learner is ready. The result is that most students speak English very slowly- with no confidence and no fluency. Forcing speech is a huge mistake. Don't force speech. Focus on listening and be patient. Speak only when you are ready to speak- when it happens easily and naturally. Until then, never force it.
3. Learning Only Formal Textbook English

Unfortunately, most English students learn only the formal English found in textbooks and schools. The problem is- native speakers don't use that kind of English in most situations.

When speaking to friends, family, or co-workers, native speakers use casual English that is full of idioms, phrasal verbs, and slang. To communicate with native speakers, you must not rely only on textbooks.. you must learn casual English.
4. Trying To Be Perfect

Students and teachers often focus on mistakes. They worry about mistakes. They correct mistakes. They feel nervous about mistakes. They try to speak perfectly. No one, however, is perfect. Native speakers make mistakes all the time. You will too. Instead of focusing on the negative- focus on communication.

Your goal is not to speak "perfectly", your goal is to communicate ideas, information, and feelings in a clear and understandable way. Focus on communication,focus on the positive. You will automatically improve your mistakes in time :P
5. Relying On English Schools

Most English learners rely totally on schools. They think the teacher and the school are responsible for their success. This is never true. You, the English learner, are always responsible. A good teacher can help, but ultimately you must be responsible for your own learning.

You must find lessons and material that are effective. You must listen and read every day. You must manage your emotions and remain motivated and energetic. You must be positive and optimistic. No teacher can make you learn. Only you can do it!

While these mistakes are very common, the good news is that you can correct them. When you stop making these mistakes, you change the way you learn English. You learn faster. Your speaking improves. You enjoy learning English.

Good luck... you can do it!

ORANG BODOH VS ORANG PINTAR

cobalah anda renungkan

ORANG BODOH VS ORANG PINTAR

Orang bodoh sulit dapat kerja, akhirnya berbisnis..
Agar bisnisnya berhasil, tentu dia harus rekrut orang pintar.
Walhasil boss-nya orang pintar adalah orang bodoh.

Orang bodoh sering melakukan kesalahan,

maka dia rekrut orang pintar yang
tidak pernah salah untuk memperbaiki yang salah.
Walhasil orang bodoh memerintahkan orang pintar untuk keperluan orang bodoh.

Orang pintar belajar untuk mendapatkan ijazah untuk selanjutnya
mencari kerja. Orang bodoh berpikir secepatnya mendapatkan uang untuk
membayari proposal yang diajukan orang pintar.

Orang bodoh tidak bisa membuat teks pidato,maka dia menyuruh orang pintar untuk membuatnya.

Orang bodoh kayaknya susah untuk lulus sekolah hukum (SH).

oleh karena itu orang bodoh memerintahkan orang pintar

untuk membuat undang-undangnya orang bodoh.

Orang bodoh biasanya jago cuap-cuap jual omongan,

sementara itu orang pintar percaya.

Tapi selanjutnya orang pintar menyesal karena telah mempercayai orang bodoh.

Tapi toh saat itu orang bodoh sudah ada di atas.

Orang bodoh berpikir pendek untuk memutuskan sesuatu yang dipikirkan
panjang-panjang oleh orang pintar. Walhasil orang orang pintar menjadi
staf-nya orang bodoh.

Saat bisnis orang bodoh mengalami kelesuan,

dia PHK orang-orang pintar yang berkerja.

Tapi orang-orang pintar DEMO. Walhasil orang-orang pintar
‘meratap-ratap’ kepada orang bodoh agar tetap diberikan pekerjaan.

Tapi saat bisnis orang bodoh maju, orang pinter akan menghabiskan waktu
untuk bekerja keras dengan hati senang, sementara orang bodoh menghabiskan
waktu untuk bersenang-senang dengan keluarganya.

Mata orang bodoh selalu mencari apa yang bisa di jadikan duit.

Mata orang pintar selalu mencari kolom lowongan perkerjaan.

Bill Gate, Dell, Henry Ford,

Thomas Alfa Edison, Tommy Suharto, Liem Siu Liong

Adalah orang-orang yang tidak pernah dapat S1, tapi kemudian menjadi kaya raya.

Ribuan orang-orang pintar bekerja untuk mereka.
Dan puluhan ribu jiwa keluarga orang pintar bergantung pada orang bodoh.

PERTANYAAN :
Mendingan jadi orang pinter atau orang bodoh??
Pinteran mana antara orang pinter atau orang bodoh ???
Mana yang lebih mulia antara orang pinter atau orang bodoh??
Mana yang lebih susah, orang pinter atau orang bodoh??

KESIMPULAN:
Jangan lama-lama jadi orang pinter, lama-lama tidak sadar bahwa dirinya telah dibodohi oleh orang bodoh.

Jadilah orang bodoh yang pinter dari pada jadi orang pinter yang bodoh.

Kata kunci nya adalah ‘resiko’ dan ‘berusaha’,

karena orang bodoh perpikir pendek maka dia bilang resikonya kecil, selanjutnya dia berusaha agar resiko betul-betul kecil.
Orang pinter perpikir panjang maka dia bilang resikonya besar untuk selanjutnya dia tidak akan berusaha mengambil resiko tersebut.

Dan mengabdi pada orang bodoh.

Simple Present 1

Simple Present
This tense is used to express repeated or permanent events : past, present and future.

Example :
It rains almost everyday in Bogor.
They live in Jakarta, but they are staying in Bali at the moment.


The formula is

1. Verbal

- Subject ( he, she, it, name of people or something) + Verb 1 +s + Infinitive
- Subject ( you, I, we, they) + Verb 1 + Infinitive

2. Non Verbal

- Subject ( you, they, we) + to be (are) + Noun/ Adjective/ Adverb of Place And Time
- Subject (he, she, it) + to be (is) + Noun/ Adjective/ Adverb of Place And Time
- Subject (I) + to be (am) + Noun/ Adjective/ Adverb of Place And Time
¯ he, she, it: in the third person singular the verb always ends in -s:
he reads, she writes, he looks, she brings.
¯ Negative and question forms use DOES (=the third person of the auxiliary'DO') + the infinitive of the verb.
He reads. Does he read? He does not read.
¯ Verbs ending in -y : the third person changes the -y to -ies:
flyà flies, study à studies

Exception: if there is a vowel before the -y:
play à plays, buy à buys
¯ Add -es to verbs ending in:-ss, -x, -sh, -ch:
he passes, she teaches, he fixes, it wishes, she discusses
See also Verbs -'Regular verbs in the simple present', and 'Be, do & have'

Niat dan Perbuatan

Niat adalah ukuran dalam menilai benarnya suatu perbuatan, oleh karenanya, ketika niatnya benar, maka perbuatan itu benar, dan jika niatnya buruk, maka perbuatan itu buruk.
~ Imam An Nawaw

Hargai Milikmu

Hargailah segala yang kau miliki; anda akan memiliki lebih lagi. Jika anda fokus pada apa yang tidak anda miliki, anda tidak akan pernah merasa cukup dalam hal apapun.

Be thankful for what you have; you’ll end up having more. If you concentrate on what you don’t have, you will never, ever have enough.

10 creative ways to work with reading texts

This list of 10 creative ways to work with reading texts was kindly shared by Churchill House, and is available for public download on their website www.churchillhouse.co.uk.



The web is a great source of textual information, but if you are like us, you won’t have the time or inclination to spend hours turning pages from the web into complete lesson plans with worksheets, handouts etc. So here are our top ten ideas for taking ANY text and using it in class with the least amount of preparation time on your part. Enjoy!


EXPAND THE TEXT

With short, simple texts, get students to add an adjective in front of every noun / an adverb to every verb etc.
For slightly longer texts - before class write (10) extra clauses or sentences that can be inserted into the text. Write these up in jumbled order on the board and get students to add them in the most appropriate places.
REDUCE THE TEXT

Get students to reduce the text to EXACTLY (100) words OR reduce the total number of sentences by (50%).
RECONSTRUCT THE TEXT

Before class, write a list of key words from the text in jumbled order on a sheet of paper. Make one copy for each group of students.
In class, give out the text to all the students. Get them to read it through. Now ask them to turn over the text. Hand out the jumbled keywords. Ask students to put the keywords back into the correct order WITHOUT LOOKING AT THE TEXT. When they get stuck, allow them to reread to the text (but first get them to cover up the jumbled words again.)
When all the students have got the words in the correct order, take the text away. Get students to reconstruct the text (orally or in writing) from the key words.
MATCHING

Before class, get a heavy black pen and cross out the first sentence of each paragraph. (If you downloaded the page off the web, use your word processor to delete the sentences before printing.)
In class, write the missing sentences up in jumbled order on the board and get students to add them back into the text in the correct place.
Note: choosing the first sentence of a paragraph is particularly useful as these often summarise the main idea of the paragraph. Students can use these sentences to help them understand and structure the text.
TRANSFORM THE TEXT

Students must transform the text in some way, for example:

* Retell a story in the first person not the third person
* Retell a story from the perspective of a different character in the story (e.g. from the wolf’s perspective, not from Little Red Riding Hood’s.)
* Present a news story as a TV news item instead of a newspaper item.

DEDUCTION

Copy the text onto a piece of A4 paper. Tear off a column (say 4cm wide) down the left hand side of the copy and a similar sized column off the right hand side. Photocopy and hand out the remaining “middle” part of the story. Students must work together to deduce the whole story from the bits they have. Hand out the original story for comparison at the end.
TEXT QUIZ

Hand out the chosen text to the class. Give them time to read it, check new words etc.
Now get the students in groups to prepare (15) questions about the text which another group will have to answer from memory. Questions should be factual.
When the groups are ready, cover up all copies of the text, then get groups to swap their question sheets and answer each other’s questions. The group that answers the most questions correctly wins.
WORD PARTNERSHIPS

Before class, find (15) useful word partnerships in your chosen text. Write the first word of each partnership down the left-hand side of a piece of paper.
E.g.
Solve …………
(Don’t forget that word partnerships can consist of two or three words, and also that sometimes a word is partnered with another one in a completely different part of the text. E.g. “The puzzle, which had baffled experts for well over 20 years, was finally solved by a 12-year-old girl from Ramsgate.”)
In class, hand out the text. Allow students time to read and ask questions.
Now get the students to complete the sheet that you prepared by finding the partners for each word.
As a follow-up, students can test each other by covering up one of the columns on their sheets and trying to remember the missing word partners.
REACTIONS

Before class, prepare a list of sentences along the following lines:
What I found most interesting about this text was…..
boring
shocking
amusing
irritating
baffling
incredible
etc.
In class, allow students time to read the text and check out any problems. Then ask them to complete all / some of the sentences from your list.
When they have finished, put them in groups to discuss their reactions.
TALK ABOUT THE TEXT

One of the things we often do in real life is tell someone else about a story / news item / magazine article etc that we read.
To do this in class, all you need is a text and a group of students. Get the students to read the text. Now ask them to describe the text and their reactions to it to their partner. Get them to start like this:
“I was reading this (story) the other day and it was really interesting. What it said was…..”
Variation: have two or more texts and get different students to read and talk about different texts.

BOS BIKIN KESALAHAN, SIAPA YANG TANGGUNG?

Pada satu hari, si majikan bilang ama babi, “Malam ini kita akan adain pesta, pergi siapkan biscuit untuk acara malam ini”

Si babi dengan serius bikin biscuit, dengan sepenuh hati.

Namun ga lama kemudian, si majikan masuk ke dapur dan bertanya ama si Babi, “Kenapa apinya kecil begitu?? Kecil begitu kapan matangnya??” Si Babi bilang ke majikan, “Kalo apinya terlalu besar, nanti biskuitnya gosong”. Si majikan bilang ke babi, “Kamu ini otak babi, kamu ngerti apa? Lakukan saja apa yang aku perintahkan!”

Akhirnya biskuitnya gosong seperti perkiraan si Babi... Lalu si babi bertanya ke majikan, “apa yg harus kita lakukan sekarang?”

Kata majikan, “Kalo gitu, kita ganti menu jadi steak babi saja”

Moral of the story:

“Bos selamanya tidak pernah salah, kalo ada salah pun Anda yang menanggung”