An Experience that Caused You to Learn Something about Yourself

An Experience that Caused You to Learn Something about Yourself

When I studied in Senior High School, I have the wonderful experience. It happened, when our class have task from our school. Our headmaster asked us to change our attitude with live in the village. First, I think it's the good idea because I just think I can play and holiday. But, after I live in the village, I felt so difficult to face the condition.

I live in the house one of family in the village. I am confuse because they are so poor. I can't do anything to help them. I must face this condition because this is my task. In that house live an old man with his wife and three their children. Their condition is so pity. They are so poor, different with my life. They have a small house and the urgent bathroom. I very sad because they are so difficult to find money. Their parents as a worker in chips factory. And the children must went to forest to find the wood.

I see this family so patient to face this condition. I compared with my life.At home I can sleep in the good bed and can buy what I need. I can know to  ask from my parents. But I can understand about the meaning of life. I can feel what they feel.

I Find A New Principle In My Life

An Experience That Helped Me Discover A Principle To live by

I Find A New Principle In My Life

Several years ago, I suffered acute allergy. I couldn’t eat seafood such as shrimp, fish, octopus, and anything else. Also, I couldn’t eat an egg, chicken, bread, biscuit, snack and others. Everyday I just ate a vegetable soup as long as two years. I was so stress and sad. I lost 4 kilograms of my weight. I couldn’t eat what I wanted. I moaned to God and cried in front of my parents. But my parents tried to give me the strength, my father worked to cure my disease. I never saw what they had done for me. I just moaned and gave up to eat my medicine. I wanted to die. But my father said “ I will replace you, it doesn’t matter if I am sick to replace your condition, it doesn’t matter if your disease is recover.” I never thought that my father really love me. Since that day, I find a new principle in my life and try to live by. Then, I realize and promise to myself that I must be grateful and patient person. I will not moan to God whatever happens to me and remember that my parents sacrificed anything to me. I’ll never let them down.

narration

GO FOR HIKING TO SIBAYAK MOUNTAIN

            I still remember once, it was unforgettable day namely 21^st  of  July, the day which l and my friend went hiking. Before we want to climb Sibayak’s mountain we made many plans that we hoped could reach. On Saturday before we departed, we friend’s house gathered in my which we had plans and we would cook together in there. Do you know what did we cook? We cooked rice, fried chicken, fried noodle, crackers, anchovy, and still many more.

            After we finished to cooking, we wrap it all. At 22^nd of July exactly early days, we departed about 01.20 pm when people take a rest, it was very cold in the car, and all of us used sweater had, so that we didn’t feel cold and of us slept in the car.

            In the road we met the tourist and they stop our car but we did not stop. At 04.00 am, we arrived in Brastagi. In brastagi was very cold and I felt my body was so like frozen. At 04.30 am we started our journey to peak of Sibayak’s mountain. There were so many obstacles we found, but we passed all the obstacles one by one. I remember that one of  the obstacles are stop our car.

            Ranging from demaged roads, but we passed with a heart full of passion. Indeed, it was so tired to go to peak of mountain Sibayak, but all paid of after arriving at the top end mountain of Sibayak. After we arrived in top of  Sibayak mountain, we could see the sunrise. The panorama which was very beautiful, is the Sibayak. We took picture, which we look at the beauty Brastagi from the top of Sibayak’s mountain.

            In there the air was fresh and cool. Casually there were many foreigner come to climb Sibayak’s mountain, and we took photo together.

            Finally we left the top of Sibayak’s mountain. After  that,  we took breakfast in Gundaling. Then, after finished to take breakfast, we went to Sidebu-debu. Do you know Sidebu-debu? It was hot spring and we swam there. After swam we felt fresh and then continued our journey to garden tours “Lumbini”. In Lumbini l met the girlwhom I saw in Sidebu-debu. Lumbini was beautiful, has golden colour, and unique, we took photo there.

            Not felt about 03.00 pm, we left Brastagi. But before we left we want to Brastagi’s market to buy some special food from there. Finally we departed and left Brastagi. At 07.00 pm we arrived safely in Siantar.

ARGUMENTATION ABOUT EMOTIONAL QUOTIENT

Emotional Quotient (EQ) is the most influential factor to survive and succeed in life

There are many reasons why Emotional Quotient is the most influential factor to survive and succeed in life.

First, If we have high EQ, we have the ability to recognize and regulate our emoions that can affect our thinking and our behaviour. Being awareness will make us always be honest in judging ourselves and know our strenght and our weakness. So we can work with our capability to achieve a better result for ourselves and for others. Second, we can manage and control our emotions. It will be easier for us to make an arbitrary decision. Having the self regulation wil make us be able to change our negative emotions to be positive emotions and productive emotions. Third, having high EQ means that we are able to utilize our emotions, to motivate ourselves, to take appropriate action and survive to face adversity in our life.

Fourth, if we have high EQ, we are usually very good at managing relationship, improve communication and having relation to others. Last, if we have high EQ, we know how to develop and maintain good relation and communicate clearly, inspire others, work in a team well and know how to manage and resolve conflicts.

Argumentation about AHOK

Basuki Ahok is: Governor of Jakarta.

Ahok served as governor of Jakarta After Inaugurated President of Indonesia, Mr. Ir.Joko Widodo where Ir.Joko Widodo Former Jakarta governor before, which is where Mr. Basuki Ahok Served as Governor of Jakarta because Ir.Joko Mr. Widodo Win the 2014 Presidential Election ( Election) to the next service period 2014-2019, although thus Ahok very large and active role in promoting Jakarta in terms of Education, Economy, Health, and Social Affairs for the citizens of Jakarta.

Ahok very concerned in the field of education for its citizens who where Mr. Ahok publishing program Student Card Pinta (KPP) for students who are smart and not being able to support and encourage the student learning process to be much better in the future in order to achieve the mandate of the preamble to the Constitution of 1945 in paragraph four where there is quote "From then on it to form a Government of the State of Indonesia which shall protect all Indonesian nation and the entire Tumpa of Indonesia and to promote the general welfare, educating the nation and participate in the establishment of world order" and all work programs Ahok very berkepihakan to citizens DKI Jakarta.

Ahok also quickly and actively care about the residence citizens where Ahok make trobosan maker of flats or luk sunawa for a people living in the riverbanks and who do not have adequate housing that is as it should and the program is helping people who do not homeless because residents do not spend much money to have a bunk house or luk sunawanya, Ahok also restrict the budgets Pendapan and Expenditure (APBD), especially for the Members of Parliament Jakarta Provincial Government to study the appeal and facilities for Members of Parliament DKI Jakarta where Budget for this is no longer reasonable to be allocated to the Member Jakarta City Council Budget was still very much needed Jakarta citizens in the areas of Health, Education and the Economy For warganyaa.
"The program is real, impartial and performance like this is very encouraging and thought for us Student / I for a proactive role to make trobosan-trobosan in which to play a role in advancing the State Indonesia in particular Area of ​​us live in the future that is coming and start kinalah we start making the real activity of the rights of the smallest hinggal greatest things in the future "

essay about The Process of Child’ First Language Acquisition

The Process of Child’ First Language Acquisition

Language is acquired, not “learned”. Language is an instinct and not a learned skill like playing the guitar or riding a bicycle. Every child has the capacity to learn language-any human language. What do they learn? They need sounds and words, meanings and constructions, because children do not use language like adults, because children are not adults.

When a child born, vocalizations of child are mainly expressions of discomfort (crying and fussing), along with sounds product as a by-product of reflexive or vegetative actions such as coughing, sucking, swallowing and burping.

The child begins making “comports sound” typically in response to pleasurable interaction with a caregiver. The earliest comport sounds may be grunts or sighs, with later versions being more vowel-like “coos”.

And children learn language by memorizing the words and sentences of their language. They get language for the first from their mother, they imitate what mother said “mother tongue” such as; mamma, papa, etc... But, children language can change when a child born of Indonesian-Singaporean speaking parents in an English speaking environment will learn English even if they hear only Indonesia from their parents. The environment can influence their native language.

And they start hear and see what adults do and said for the first in their surroundings. They cannot say the same with adult said, but they are pay attention what adults said seriously. The children are good observer and listener. So, they are very good at picking up distress signals from adults and if they learn to associate your worry with their speech, then you may start having real problem on your hands.

The children learn language to speak like adults because they are taught to do so by being praised and otherwise rewarded for doing thing right. They have feeling to know everything that they saw. So, the parents help them to correct when they make mistakes.

Children also produce their own language. They can get the language from listening and watching on TV, pay attention adults’ speech and in their environment. They produce their own language that only they knew.

Children language development in human seems to exhibit these properties, because the brain of human being is genetically predisposed for language. Children language be affected from that they got. So, good environment create good children language.

Children language develop automatic when they start to school. They find new friends and new knowledge there. Their language will develop automatically. In this case, the parents are only monitored and pay attention their children.

Since children are not born speaking, they must learn language. They imitate what they hear and learn when they are corrected, they actively “invent” the rules of grammar for themselves, a trial an error over time. They need to know what to use where and when, how to integrate language with other modes of communication, how to make them understood and how to understand others. They could start from nothing and discover what is (and isn’t) represented.

DEVELOPING STUDENTS’ ABILITY IN WRITING THROUGH CLUSTERING TECHNIQUE

DEVELOPING STUDENTS’ ABILITY IN WRITING THROUGH CLUSTERING TECHNIQUE

CHAPTER 1

Background

Language is not directly mastered by people because they were not born with a language, people have to learn how to understand and use it, so they can gain meaning and communicate with others to express their their thought and feelings. When people know a language, they can make choices about the word that  they need to use and how to put these words together to create meaning. The knowledge of words patterns of language allows them a read, write, speak, and listen in a meaningful ways.

English is one of lingua franca that Theodore S.Rogers said,” Whereas today English is the world’s most widely studied foreign language, five hundred years ago it was Latin.” Basides, English is used as medium of developing relationship with other nations, and it is also used to absorb and develope science, technology, economy, socio-cultural, and aducation.

From some reasons above, Indonesia’s National Education Department has decided that Englishis to be the first foreign language and the compulsory subject that should be taught at every levels of school, starting from elementary school up to university level. In line with the statement above, mastering English is a must, and is necessary, which challenges students to accomplish. Therefore, without understanding English they will not able to access many resources, improve their knowledge, and communicate with other people who come from different world as well. In order that they have to master the language skills.

There are four skills which have to be mastered by the students in learning English, the skills consist of listening, speaking, reading, and writing. Among the four skills, writing is the most difficult skill to be learned by the students, because it needs hard thinking to produce word, sentence, and paragraph at the same time.

Writing is one of the important skills to be mastered by the students. They use it. To communicate to each other, as means of ideas and emotional expression, because when they write their ideas and emotions creatively, they are communicating on paper in their very best way and purposes.

One of them is stated by Bram ( 1995: 7),” it is true that we improve our writing mainly through writing itself.” By encouraging and adjusting the students to write something. Automatically, they are also accustomed to select the appropriate words, to construct the correct grammar, and to spell word correctly.

Writing is considered as complicated skill for the students because when they want to write paragraph, they should know and learn about several elements of writing such grammar, vocabulary, and spelling. To have good writing, they have to know how to write words correctly.after knowing the way how to write words correctly, the students will not make similiar mistake in their spelling and the reader can get the meaning of the word itselft. 

Based on Competency Standard-Standard Kompetensi ( SK ) and Basic Competency- Kompetensi Dasar ( KD ), the second year students are expected to be able to express meaningful ideas in term of functional text and simpleshort eassy in the form of Descriptive  and Recount to interact with people in their nearest environment.

Based on curriculum of junior high school which was recommended by the government, students of Junior High School have to master some texts, one of them is Descriptive Text. In Descriptive text, the students appeal imagination and perceptive senses to make reader tase,hear, see, smell, adne feel as they present a vivid word of the subject. As P. Joseph Canavan stated “ students may be describing a sunset, an individual, or a sinking ship. Whatever the subject, a writer’s purpose in description is the same; to appeal the imagination, the emotions, and the senses.

The problems above can be influencedby some factors, these are comming from students internal and external factors. The internal factors that can effect students’ writing are; motivation, cognitive ability, IQ, and talent. The other factor is exterbal factors such as curriculum, approach, and method in learning. Another problem which was faced by the students was lack of vocabulary. It was one of the crucial things that they could not master well. Considering those problems, the researcher was interested in conducting her research in this school focused on writing simple descriptive paragraph.

Based on the problem found by the researcher when doing prelimenary observation in this school, it wanted to improve the students writing ability through clustering technique. It is one of the easy ways to develope the students’ writing ability, especially in writing simple descriptive paragraphs. This technique helps the beginners in gathering the idea by asking them to make a cluster of some ideas that written in descriptive paragraph. 

They write down every word or every phrase that figures out into their mind about the topic. Shortly, the researcher was sure that clustering technique may help the students io develope their writing ability, particulary in writing simple descriptive paragraph.

Melanie Daw son and Joe Essid said that is a type of prewriting that allows you to explore many ideas as soon as they occur to you. Clustering allows you to begin without clear ideas.

In other hand Regina L. Smalley and Merry K. Ruetten, clustering is making a visual map of the ideas. It frees students from following a strictly linier sequence: thus, that way allows thinking more creatievly and make new associations.

There are many advantages of writing narrative text using clustering technique. Such as; it can motivate the students to write and to stimulus their ideas, students are also use to create patterns, make students to think more creative.

From the statment previosly stated thatt clustering is a strategy that can be use to generate materials for a paper. This technique is helpful for people who like to do their thinking in visual way. In clustering you write a topic in the other center of a peace of paper, then write ideas suggested by the topic around it, connecting these to the topics with lines, follow the same procedure with your subtopics.

Edward Anthony in 1963 identified three level of conceptualization and organization, which he terned approach, metod, and technique. The arrangement is hierarchical. The organizational key is that techniques is a sat of correlative asssumptions dealing with the nature of language teaching and learning. An approach is axiomatic, it describes the nature of the subject matter to be taught.

While, Diane Lasren Freeman says that technique is the behavioral manifestation of the principles. Based on the statment above, it can be said that, technique is a way of doing an activities derived from application of principles.

So, clustering technique is one of tp help other people especially students in expressing many ideas using the right brain to come up what their own unique over view of subject and way of tricking the left brain into slience.

There are many advanteges of writing narrative text using clustering technique. Such as; it can motivate the students to write and to stimulus their ideas, students are also use to create patterns, make students to think more creative.

The clustering technique can motivate the students to write and can build the connections and estabilish the associations between the students experience and the new information. The clustering technique improves students’ ability in writing text on genereting and organizing ideas of story. The use of clustering in writing narrative text. This technique proposes fun learning, increases motivation, comprehends the topic, provides simple construction, and serve new simple technique to write.

Broadly speaking, developing ideas for making a piece of composition should be conducted by teachers in writing activity. For those reason above, the writer would like to propose an alternative technique that is “ Clustering Technique “. Clustering uses free association to cluser idea, it is a good way to turn a broad idea into a limited and more manageable theme which actually gives the words that closely related to the theme provided. This technique is an effective tool for prewriting stage of the writing process, and it will help students to develop their ideas before they organize into paragraph.

Based on definition above, the writer summarize that clustering is making visual map to produce a topic ralated to each other. Clustering technique will stimulus students’ ideas, also they can make a good paragraph in every types writing.

CHAPTER II

Review Of Relavant Lirerature

There are several definition of writing. Charles W. Bridges and Ronal F. Lunsford in their book; writing, Discovering Form and meaning state that writing is the process of discovering and shaping meaning. The need to communicate is one the humankind’s dominant traits and writing is one of the best ways to communicate with one other.

According to Robert Scholes and Nancy R. Comley, writing is a way of thinking as well a means of communication.

Ron White and Valerie Amdt ( 1998 ) say taht writing is far from being a simple matter of transcribing language into written symbols; it is a thinking process in its own right. It demands conscious intellectual effort, which usually has to be sustained over a considerable period.

In line with the defenitions stated above, writing is a powerful means of learning. Through writing, the writer can come to know what he or she thinks and then refines that thinking. Good writing, then, is marked by the wrinter’s interpretation of a topicso that the piece of writing reveals what the wrinter thinks to be significant the topic.

Writing is process. If someone wants to write something and he or she want to make a perfect piece of writing, he/ she has to know the process of writing. A process is, of course, a series of actions. According to Robert Scholes and Nancy R. Comley, there are three phases of the process of writing. They are prewriting, drafting, and revising.

Writing process is learning how to write by writing. This current emphasis in writing instructions focuses on the process of creating writing rather than the end product.

Writing is very important to help people. Writing can help them to store new information in memory. They are many problem in writing text like grammar problem, the organization of the writing, the content of the text, vocabularies and spelling.

According to Braine and May defined common purpose in writing; there are; writing to inform, writing to explain, writing to persuade, and writing to amuse others.

The first problem is “ the less proficent wrinter’ problem. Less proficent wrinters jump the process of writing by skip the prewriting strategies to generate ideas.

Writing as one of the four skills that should be mastered by students has always formed part of the syllabus in the teaching of english. Writing is skill exposing facts and idea which interpreted clearly, effectively, and well organized. 

Writing is a way produce language, which you do naturally when you speak. Writing isn’t much different, except that you take more time to think about your subject, the person or people you’ll be discussing it with and the gold you hope to achieve in that discussion.

People have practiced writing since long time ago. Harmer ( 2004:3 ) that :

“ long ago writing really started: it has remained for most of its history a minority occupation. This is in part because although almost human beings grow up speaking as a matter of course, writing has to be taought....”

According to Heaton ( 1974: 138 ), the writing skill are complext and difficult  to teach, requiring mastery not only of grammatical and rhetorical devices but also conceptual and judgment elements.

clustering is a good way turn a broad subject into a limited and more make a topic for a short essay about writing narrative text.

The term technique is commonly used in teaching learning process. Clustering can be useful for any kind of writing.

CHAPTER III

Methodology

Research Design

The  design used in this study is clasroom action reaserch ( CAR ). Action research is any systemantic inquiry conducted by teacher researchs, principals, school counselors, or other stakeholders in the teaching/learning environment to gather information about how their students learn. It means that CAR is aimed to overcome problems in teaching learning process in order to improve educational practice.

According to Kember who stated that action reaserch has several major characteristics; ( 1 ) action reaserch in concerned with social practice which it involves direct interaction of teacher and group of students (2) action reaserch is aimed towords improvement (3) action reseach is a cyclical process which involves some phases of planning, avting, observing, and reflecting (4) action research is pursued by systematic inquiry (5) action reseach is particivate. From those statments, clasroom Action Reaserch is a problem-based reaserch which its aims are to solve the problem that arise in the class and to make an improvement in teaching learning, acting, observing, and reflecting.

B. Population And Sample

In this saction, the writer plans to analyze the use of clustering technique to develop students’ ability of descriptive text.

The result of the study can provide useful information fort three important groups of people.

The writer uses the classroom action research procedure based on Kurt

Lewin’s design. It consists of two cycle in which each cycle contains four

phases; planning, acting, observing, and reflecting.

The Classroom Action Research using Lewin’s design consists of four

phases; planning, acting, observing, and reflecting within one cycle.5 If the

first cycle finished but still found any problem, it is necessary to continue to

the second cycle with the same concept of the first cycle. Those are planning,

acting, observing, and reflecting. In addition, before entering the cycle of

classroom action research, the writer conducts the preliminary study.

According to Mills preliminary information gathering is taking time to reflect

on your own beliefs and to understand the nature and context of your general

idea.6 It is aimed to gain data about problems faced by teacher and students in

teaching-learning activities and needed to be solved. The researcher observed

the class; it was conducted on October 10-11, 2010 to the students in second

year of 8-3 Class. Beside, the researcher conducted interview to the English

teacher in terms of the techniques and activities employed in teaching writing

and giving questionnaire to the students in terms of learning English.

1. Planning Phase

In this phase, the writer and the collaborator make some planning
based on the finding of preliminary study. The following activities in this
action planning are designing lesson plan, preparing the model of
Clustering technique, preparing materials and media, and determining
criteria of success.
The organized planning will be formed into lesson planning based
on the current used syllabus. Lesson plan provide the teacher with the
guideline of teaching and learning activities. It mentions the following
items: specific instructional objectives, the instructional materials and
media, procedure of presentation, and procedure of assessment.
Then, preparing the model of Clustering Technique; the writer and
collaborator are using shapes and branches as a model of clustering
Next step is preparation of materials and media. Based on results
teacher interviewed before classroom action research and the current used
syllabus, the writer used recount text as material. Including personal
recount, and procedural recount, taken from English text books for the
eighth grade students of junior high school, English on Sky written by the
English Team, published in 2004 by Erlangga, and English in Focus
written by Artono Wardiman dkk, published in 2008 by Pusat Perbukuan
DEPDIKNAS. The media that used in the action are several pictures of
foods and drinks, the colored marker for making Clustering Technique.
The last step is the writer and the teacher discussed to determine
the criteria of the action success. The criteria of success are emphasized on
the process and the product of teaching-learning activities. This study is
called successful if (1) 75% of students achieve the score equal or greater
than 70 as the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal
(KKM) or above. If the study hasn’t meets the criteria, it’s called not
successful and need improvement to meet the targets.


C. Technique Of Data

Technique of data in study is both qualitative data and quantitative data. The wrinter uses qualitative data consist of interview, field notes, and questionnaire sheet. While quantitative data consist of students’ final writing as a pre-test and post-test. The completely explanation as follows :
1.   Interview
Interview is particularyuseful for getting data behind the english teacher’s experiences before clasroom action research it used to know students’ difficulties in writing ability, and the technique used by teacher when writing activity. The interview also will be carried toward the idea of clustering technique.

2.   Field Notes
  The writer and observer used field notes to record activities during the  teaching and learning of writing through clustering technique in the classroom. Including description of clasroom atmosphere, students’ liking for learning english particularly in writing skill and the technique used by the teacher in teaching writing.

3. Questionnaire
Questionnaire is a form containing a set of question. It used to get information from  students before and after classroom action research.

4. Test
The test used in this study i pre-test and post-test. Pre-test is done before implementing clustering technique. Meanwhile, post-test is implemented after using clustering techniqu. The test is used to measure students’ writing ability and to know the effectiveness of clusteing technique to improve students’ writing ability.

D. Reserch Instrument

Writing is not easy. An experienced writer will often labor over single paragraph for more than an hour not counting the thought and research that went on before the actual writing. Therefore, many problems faced by teachers and students.

The first problem is “the less proficient writer” problem.26 Less
proficient writers jump the process of writing by skip the prewriting
strategies to generate ideas. Students might take much time to write down
their ideas. The suggestion for this problem is teacher should teach less
proficient writers the writing process. Teachers also need to give full
attention to them, to show them how to plan a piece of writing through
prewriting activities.27 The second problem is “I can’t write English”
problem.28 Students usually give up toward writing and believe that they
cannot write. The solution is teachers should apply the writing process to
the students.

E. Technique Of Data Analysis

According to Weigle there are five components presented in the
analytical scoring rubric for writing, are: content, organization,
25
vocabulary, language use, and mechanics.7 The writer uses analytical
scoring rubric to analyze the data related to the students’ paragraph writing
test of writing ability. The analytical scoring rubric using as follows:
The data gathering through field notes and interview is analyzed by
presenting the description of the result of field notes and interview.
Questionnaire is analyzed in the form of percentage and presented by the
description of the result of questionnaire.

Process of the qualitative analysis is used when the observation of students’ activities during teaching learning process, and the interview before and after CAR. In this case, the writer collected the whole data that have gained. In analyzing the statistical data, the writer uses the formula:



x : individual score
n : number of students

to know the class percentage, the wrinter uses the formula :

p =  F/N  X 100 %

P : The class percentage
F : total percentage score
N : number of students



F. Validity and reliability

In this validity, the writer observed all the activities that happen in
the class. The aspects in observation are sources of data, the instrument
used in collecting the data, and the technique for data collection. So, this
phase discusses about the process of recording and gathering all relevant
data occurred during the implementation of the action. The writer uses
field note or unstructured observation sheet as a guideline while observing.

In this relibility is aimed to reflect the data that have been
collected to determine whether the action is successful or not. It is
necessary for evaluation to hold next cycle needs to be accomplished. This
phase carried out collaboratively with the teacher to discuss some
problems in the classroom that occurred during action phase.

PAPER Students’ Code Mixing outside Classroom Activities

Students’ Code Mixing outside Classroom Activities

1. INTRODUCTION

      Code-mixing is the change of one language to another within the same utterance. This is where the speakers using their mother tongue (L1) and other language (L2) in different domains. According to Li (1998; 2000), “code-mixing refers to any admixture of linguistic elements of two or more language systems in the same utterance at various levels: phonological, lexical, grammatical and orthographical”. And then, According to Muysken (2000), the term code-mixing can be referred as when the features of grammar and lexical items of two or more languages are in the same sentence. In other words, code mixing is a mixture of languages between languages and speakers of two or more languages in the same sentence.

      In everyday interaction, people usually choose different codes in different situation. They may choose a particular code or variety because it makes them easier to discuss a particular topic, regardless where they are speaking. When they are speak, they may use the language that is related to those fields rather than the language used in daily language communication at home. In this era, almost multilingualism society is so difficult to avoid code mixing. It is clear that the code-mixing discuss bilingual and multi language then also submitted that the charge code is a combination of two languages, and more in line with the rules of the incorporation of language such as merging words with words, phrase by phrase and sentence with the phrase. 

Indonesia is the country has a wide variety of cultures and languages. Cultures that there are many languages spoken in society so great that the possibility of a merger between the language of one society to another, ranging from adults until children that they are always using the code mixing. But interest is code mixing for the children. When they play, we often hear them talk using various combinations of languages. They really seemed to relax in their own language style. If we hear their conversation is a little strange and even some of us consider their language is to keep abreast of the times. It can not be allowed because it would cause confusion and lack of communication between other people to mingle with a mix between the original language, so the language is not a real language. Therefore, what the underlying of code mixing in among the children?

Based on these questions, the author intends to discuss the type of code mixing and reason about why they use the code mixing.

II. DISCUSSION

2.1 TYPES OF CODE MIXING

      According to Suwito (1985:76) there are two types of code mixing, Inner Code Mixing and Outer Code Mixing. Inner code mixing is the insertion of language element of native or national language with its variation, and Outer code mixing is the insertion of the language element of foreign language. 

2.1.1 Inner Code Mixing

      It occurs if the speaker inserts the elements of their own language into national language or the element of dialect into own language. For example, “Aku rapopo”. The speaker mixes Indonesian language with Java language. Rapopo is the Java language which has the meaning "I'm okay". It is to describe a person's reaction when he/she tried to be strong even though he/she is the unfortunate fact of life or who have become bitter.

       It is one that we often hear among teenagers and even children. When we hear them talking to his friends some of them use two languages at once in the speech. The language they use is the language of their locality and Indonesian. The speaker uses code-mixing because it was used by a variety of local language or in their own environment, so when the speaker was addressing his language frequently used surely he has to say. There also we know that when the speaker uses two languages, the listener often do not understand the intent of the language. If he does not come from Java, then when the listener hears the speaker must be confused. Although the speaker did not intend to make the listener confused because that's the way to her own language.

2.1.2 Outer Code Mixing

       It occurs if the speaker inserts the element of their own language into foreign language. For example, “Aku mau download lagu barat”. The speaker mixes Indonesian language with English language. Download is the English language which has the meaning “unduh”. It is a process of making specific files contained on the internet.

       This is the most we have heard in the community, especially children. They use language by mixing their language code into a foreign language. Currently, many who use the language to show the modern style for changing times. Some children also use code-mixing was due to hear and follow the words or language that are well-known such as television and newspapers. But because of this fact, most of the children use the code mixed in various places and conditions are not appropriate.

2.2 THE FACTORS OF CODE MIXING

Some factors of code-mixing is influenced by the context and situation of language.

2.2.1 Speaker with Another Speaker

       The intent and purpose of code-mixing among other speaker wants to change the situation of the talks, formal situation for non-formal situations. Speaker sometimes perform code-mixing one language to another because of habit. We often hear language like this "Pinjam dulu handphone mu" we know that the word "handphone" it is "telepon". The language in formal situations become "Bolehkah saya meminjam telepon anda?". If the whole English language is "Can I borrow your phone/handphone?". They use the word "handphone" because they know that it is derived from foreign languages which they often hear in their environment. And proved that they often hear the language or words from the environment around them and it is the custom for themselves.

2.2.2 Conversational partner

       Conversational partner can be individuals or groups. For example, the speaker and the listener using Indonesian and mix these languages into English for the presence of English speaker enters the conversation situation. Here's an example that we often hear.

A : Pinjem dulu aku ponsel mu.

B : Untuk apa rupanya?

A : Ada yang mau ku lihat.

C : Kau pasti mau lihat something  yang ada di handphone nya.

A : Please dong jangan kepo.

B : Lagian handphone ku juga pake password.

C : Atau kau mau dengar music?

A : Bukan, ada yang mau ku kirim ke handphone mu, soalnya memory card ku penuh.

B : Oh yauda send aja.

        From these examples we see that when the A and B are talking, they are still using Indonesian. But it appears the C in the conversation and then he immediately mix with the English language. The emergence of a foreign language from the C, then the A and B also carried away and they also mix their language with English. The language is already often we see and hear among children. No possibility that the language of a third person in a conversation led to the first and second in the conversation also use code-mixing in their own language.

2.2.3 Time Talks Underway

       For example, a conversation that took place in the school cafeteria. In these places the code-mixing can occur from one language to another. Here’s an example.

A : Kau lagi ngapai?

B : Ini ada game seru kali.

A : Game apa? Action atau tebakan?

B : Sejenis action. Asyik lost terus aku.

A : Darimana kau download?

B : Bukan ku download tapi ku send dari handphone abang ku.

We can see in the conversation word in the English language they use is already familiar to us. In addition, the language mix is often also used in various public places. So they are also free to mix their language in speaking.

2.2.4 Topic

       Code-mixing can occur because the topic. For example, a conversation that started from formal to informal can not happen insertion mixed word.

A : Kamu tahu si Tami berada dimana sekarang?

B : Maybe di kelas.

A : But tadi aku tidak melihatnya di kelas.

B : Lihat again, gue yakin dia disana.

A : Well, sekarang aku pergi ke kelas untuk bertemu dengannya.

B : Okelah.

       Topic of conversation above is someone who is asking his whereabouts. In this case shows that A spoke formally and using a code mixing in the language. And B while talking informally and use the code mixing when B answered questions from A. They were both talking in their own language style.

2.3 THE REASONS FOR CODE MIXING

       According Jendra (2001:74), there are five reasons why someone is using code-mixing.

2.3.1   The words of a Famous. 

Speakers can make a code phrase mixing with a famous quote that hears. So that they can form into a single word or sentence clausa. The statement was proven when we hear a child say the words he heard on television. Examples of commonly used words that the children are "Woles". Then they form the words into a sentence.

A : Woi udah ngerjain PR Kimia belum?

B : Yaelah masih lama kok dikumpul, woles aja sob.

The word "woles" is the word from "selow" the way read behind. Similarly, the word "woles" is used to express "santai aja". While the "sob" is the nickname among friends, especially boys.

2.3.2 Tribes and Languages. 

       Indonesia has many tribes and languages. When the speaker to change the code, they will know the identity of the individual or group of languages. Thus, mixing code can determine the identity of the speaker. For example, a child who comes from Batak and he was talking to a friend who is not from Batak.

A : Kau mau kemana?

B : Mau ke kantin satongkin.

A : Aku nitip makanan ya.

B : Olo, tunggu ya.

       Conversation B above shows that the use of the word "satongkin" which means "sebentar", other than that, "olo" which means "iya". So that we can know the identity of the language comes from Batak.

2.3.3 The Third Person in a Conversation.

        When someone comes interrupt a conversation, a conversation participant can mix them with other language code to keep secret or to show solidarity with the third person.

A : Lucu kali ku lihat dia semalam.

B : Lucu apanya?

A : Semalam ku lihat dia main bola di lapangan terus jatuh nya lucu kali.

B : Ah, kau ada-ada aja.

C : Hey woi.. kalian busy gak sekarang?

A : Busy? Iya maybe.

B : Btw ada apa?

C : Aku mau ke toilet, tapi aku takut. Help me please..

A : Yauda ayo go sekarang.

        From the conversation above A and B using code-mixing in their own language for the C talk to combine Indonesian with English. So inevitably the A and B speak the same thing that the code mixing.

2.3.4 Improving Social Status. 

         We know that in Indonesia, people who can speak English fluently is considered to have a higher social status than those who do not speak English. Then, they consider the use of the English language is more impressive because their English is a foreign language in Indonesia from the use of the national language or locale. So that when they are able to talk English they will look more stylish in the language. That's why we often hear there is mixing of words Indonesian to English.

From the fourth reason, someone using the code mixing to demonstrate that they have the competence language other than their first language, namely Indonesia or national level. For those foreign language is a modern style so that when it is used it will be seen that he follows the ongoing development of the era.

III. CONCLUSION

        From the above discussion it is clear that the mixing of code usually associated with the characteristics of the speaker, such as social background, level of education, religious sense. Usually in the form of relaxation or informal situations. But it could happen because of the limitations of language and expression in a language that is not appropriate, so there is no necessity to use another language.

       Due to the variety of slang, the authors argue that the need for action from all parties concerned with the well-speaking culture. Lack of awareness to love the language in their own country of Indonesia in the dilution impact on its use in the community. For the writer, mixing code should not be used in everyday conversation. Although it has become a habit for them, but one of the policies to keep preserve national language of Indonesia to enforce the language to be proud and aligned with the language worldwide. If we want to be perceived as modern times it is better when speaking must use language with the same overall language without code-mixing. In other words, if we want to speak a foreign language should be a whole word or phrase spoken foreign language and do not mix language to another. Because, for some people who hear the language of code mixing feel that there is something strange and even confused about what was said.

        Therefore, when we speak must use a language perspective. Whatever words we hear through the media or in the environment around us have to really understand every word they say. Not that we should imitate the style of their language, but actually makes language guidelines or a lesson to us in a language that is good and true because of what we hear is not necessarily a good impact in our daily lives.

Long Conversation about Scholarship

(Nelly is studying in the class, suddenly Esra come into the class)
Esra : Hello, Nelly!
Nelly : Hello, Esra!
Esra : What are you doing now?
Nelly : I’m translating Korean song to English.
Esra : What is for Nelly?
Nelly : I just want to learn Korean language more.
Esra :  Wow! Do you like Korean?
Nelly : Yes, of course. My dream is go to Korea.
Esra : What places do you want to visit in Korea?
Nelly : I want to visit Namsan Seoul Tower, Hanok Village, Nami Island, Jeju  Island, and Jimjilbang.
Esra : Wow! Those look interesting to visit.
Nelly : Yes. Do you know about that?
Esra : No, I don’t know about them, but I just think those are so interesting to visit.
Nelly : Do you know a little about Korea?
Esra : Yes, I do. I like Korean Dramas and songs.
Nelly : oh! What drama do you like?
Esra : I like The Heirs, Pasta, He’s Beautiful, BBF, City Hunter, Personal Taste, etc. How about you?
Nelly : I like To the Beautiful You, Master Sun, It’s Okay that’s Love, Emergency    Couple, and Princess Prosecutor.
Esra : Oh! Who are the actors do you like?
Nelly : I like Yoo Seung Ho, Do Kyung So, etc I know that you like Lee Min Ho, don’t you?
Esra : You’re right. How can you know that?
Nelly : It’s because the dramas that you told are the dramas of Lee Min Ho.
Esra : Yes, I like him because he is so handsome. How about you? Why do you like Yoo Seung Ho?
Nelly : I like him because he is a sweet boy that can make the girls heart melt of it.
Esra : You look so love him.
Nelly : Of course. What song do you like or what boy band and girl band do you  like?
Esra : I like Big Bang, 2PM, Super Junior and Girls Generation.  How about you?
Nelly : I like EXO, BTS, Speed, and Girls Generation.
Esra : Oh, we have the same favorite girl band.

(Suddenly Nirma come into the class.)
Nirma : Hello.
Nelly&Esra : Hello, Nirma.
Nirma: What are you doing now?
Nelly : Oh, we are talking about Korea.
Nirma: Do you like Korea?
Esra         : Of course. Nelly wants to go to Korea and wants to stay there.
Nirma: Oh yeah?
Nelly : Yes. I want to study in Korea University, but I’m confused to choose the best university.
Nirma: Wow, it’s so lucky. I have something for you.
Nelly : What is that?
Nirma: Just look and read it.
Nelly : I think Gogang University is so good. The standard competence is better.  They are also international organization, such as ACUCA. So, the  university doesn’t just produce the clever students but also the religious  student.
Esra : Yes, the building is so luxurious. Wow! G.Dragon , my favorite singer also study in the university. If I study  in the university, maybe I will often meet him.
Nelly : So, you have to study hard so you can be chosen as the student of the university.
Esra : No, I prefer studying in Konkuk University.
Nelly : Why?
Esra : Don’t you read it. It tell us that my favorite actor, Lee Min Ho study in the university. So, I prefer study there.
Nirma: How about you, Nelly?
Nelly : Wait for a minute. I’m still confused.
Nirma: How about Sungkyunkwan University? It looks so unique.
Nelly : No, I don’t like it.
Nirma: Why don’t you like it?
Nelly : it’s because I don’t like Historical buildings. You know, I don’t like study  Historic.
Nirma: So, what university do you prefer?
Nelly : I prefer studying in Yonsei University.
Esra : Why?
Nelly : It’s because it looks beautiful. In this university, there are many trees that  very colorful. This university demands their students just not to be clever  but also religious.
Nirma: It sounds good. So, what will you do to get the scholarship?
Nelly : I think I will search the information about Yonsei University, such as the  registration, the system of studying, etc.
Esra : We also have to prepare our foreign certificate. For example: TOEFL, IELTS, etc.
Nirma: How about a recommendation letter from our lecturer? Maybe it will help us.
Nelly : I agree with you. It makes us be easier to get the scholarship.
Esra : But the most important is we have to choose the major as suitable as our bachelor.

(Dahlia & Raju come into the class)
Dahlia: Raju, do you have a free time this afternoon?
Raju : Yes, I have. Why?
Dahlia: How about playing badminton this afternoon?
Raju : It sounds interesting.
Dahlia: Well, pick me up at my boarding house at 4 p.m so that we can go there together.
Raju : OK.
Dahlia: Hello guys. What’s up? What are you talking about?
Nelly : Oh Lia, Raju. We are talking about scholarship.
Raju : Scholarship? Who’s for?
Nirma: It’s for Nelly and Esra. They want to get Korean University scholarship.
Dahlia: Really? What universities do you like?
Esra : I like Konkuk University and Nelly likes Yonsei University.
Raju : Wow. Good.
Nirma: How about you both? Don’t you want to get scholarship?
Dahlia: We do, but we want to get a scholarship from badminton.
Nelly : Do you want to be athlete?
Raju : Yes, we do. We want to be like Simon Santoso, Susi Susanti, and Taufik   Hidayat.
Nirma: So, how the way you get the scholarship?
Dahlia: We just always practice a lot and follow many competitions in our club.
Raju : That’s right. We usually follow many competitions for carry on many   certificates.
Nirma: Are the certificate very useful to get the scholarship?
Dahlia: Of course. With the certificates, we can be easier to get the scholarship.
Nelly : By the way, what is for you want to get a scholarship?
Dahlia: I want to get a scholarship for help my parents to pay my tuition in this  university.
Nirma: How about you, Raju?
Raju : I do the same with Dalia. But besides it, I want to get it because I want to  be an international athlete.
Esra : Wow! It sounds good.
Raju : Yeah.
Nelly : So, are only has certificate enough to get scholarship?
Dahlia: No, it’s just one of preparation to get the scholarship.
Nirma: So, what are the other preparations?
Dahlia: The other preparations are: -We must be a champion at least 3 times of all  the competitions that we follow. -We also must follow the club competition.
Raju : We also must follow many sport auditions.
Nirma: Wow! I think it’s difficult.
Dahlia: You’re right. So, we have to practice a lot and prepare ourselves for the    competitions.
Nirma: Oh, I know.
Dahlia: By the way Nel, you have said that you and Esra want to get Korean  University scholarships, didn’t you?
Nelly : Yeah. Why?
Dahlia: Do both of you know Korean language?
Nelly : Jogeum.
Dahlia: What do you say?
Nelly : Oops, Sorry. I just know a little bit.
Esra : Me too.
Raju : How can you know the Korean language?
Esra : We know from Korean music and dramas.
Raju : Oh, I see.
Nirma: If you really like Korea, can you sing a Korean song?
Nelly : Of course. We can.
Dahlia: So, just do it now.
Esra : OMG! What song will we sing, Nelly?
Nelly : Hmm… (Nelly is thinking)  Oh, I know. How about ”I think I love you” by Byul?

  (Esra starts sing the song, and Nelly follows it)

Raju : Wow! Good. Your pronunciations are good.
Esra&Nelly: Thanks.
Dahlia: Yeah. Raju is right. Your pronunciations like the Korean people.
Raju : OK. I hope you both can get your scholarship there.
Esra          : Thanks, Raju.
Raju : It’s OK.
Nelly : We also hope you and Dahlia can get your scholarships.
Dahlia      : Thanks, Nelly.
Nelly : You’re welcome, Dahlia.
Raju : Well, what time is it?
Esra          : it’s 1.30 P.M
Nirma       : OK. We have Belajar & Pembelajaran Subject at 2 P.M
Nelly : You’re right.
Raju : I think it’s enough now.

PAPER REDUCING STUDENTS’ SPEAKING ANXIETY THROUGH ROLE-PLAY TECHNIQUE

REDUCING STUDENTS’ SPEAKING ANXIETY THROUGH

ROLE-PLAY TECHNIQUE

CHAPTER I

INTRODUCTION

Anxiety is a negative way to present human feelings. When we are anxious, we feel nervous, worried, and fearful. We struggle, tremble, perspire, and our hearts beat quickly. In general, anxiety can be defined as a complex concept dependent upon not only on one’s feelings of self-efficacy but also appraisals concerning the potential and perceived threats inherent in certain situations (Tobias, 1997). In plain words, anxiety is usually associated with unpleasant feelings and is similar to fear (Lader, 1975).

Feeling of anxiety, apprehension and nervousness are commonly expressed by students in learning to speak a second / foreign language. Anxiety in communicating in a second/foreign language, especially when that language is English can have a debilitating effect and can influence students’ adaptation to the target environment and ultimately their educational goals. There is also a well-asserted agreement that anxiety is related to performance, and that anxiety has been shown to have a counter-productive negative effect on learning and achievement. 

Some researchers (Tobias, 1986 and Lader, 1985) were interested in revealing this problem through case studies. This problem has been taken seriously by the researchers as a challenge to conduct a classroom action research to reduce the students’ anxiety in speaking foreign language, especially English. There are many techniques they used in reducing the problem. One of the techniques they used is by applying Role-Play technique.  

Role-Play technique is a strategy that asking the students to act or to pretend to be someone else in the actual world situation that is brought into the classroom. This technique is originally developed under cooperative learning model which has three steps that students have to follow, that are setting up, the play stage and the follow up. 

Researchers found that there are many benefits of Role-Play technique. According to Ladousse (2004), role play encourages peer learning and sharing the responsibility for learning between teacher and student. According to Stern (1983), role playing helps the individual to become more flexible and develop a sense of mastery in many situations.

By doing this technique in the learning, the students would be interested in participating in every performance because they enjoy their performance in the class which has comfortable and interesting atmosphere. 

Based on the theoretical background and the findings of the effectiveness of role-playing, the writer intends to discuss: how can Role-Play technique reduce the students’ speaking anxiety? By exposing the answer of this question, it is expected to be beneficial for students to face their anxiety while speaking the foreign language, especially English.

CHAPTER II

DISCUSSION

2.1 Students’ Speaking Anxiety 

Feeling anxious when speaking is a common problem for students who are learning the foreign language. When the students are anxious, they can’t speak. When they can’t speak, they become more anxious. That feeling is caused by many factors and affect to the students’ performances. The detailed explanation of the causative factors and the impact of speaking anxiety will be discussed in sub-section below.

2.1.1 The Causative Factors of Speaking Anxiety

Zhou (2007) mentioned that there are three main factors which caused speaking anxiety on students when learning English. They are: speech anxiety and fear of negative evaluation, lack of self-confidence in speaking English, and general anxiety about English classes.

The first factor is speech anxiety and fear of negative evaluation. The students definitely often feel it during an English class. This factor includes: they feel uneasy when they know that they’re going to be called on in English class; fear of being the focus of attention; getting nervous when the English teacher often asks questions that they are not able to prepare in advance; and fear of being negatively evaluated.

The second factor is lack of self-confidence in speaking English. Lack of self confidence also affect to the students’ anxiety in speaking English. Lack of self-confidence examples are: low self-esteem, the competitiveness in the class, fear of being laughed at, fear of the wrong grammar is used while speaking, and the native speaker effect.

The third factor is the general anxiety about English classes. The kinds of general anxiety that faced by the students in English class are: low English proficiency, lack of practice, unpreparedness, fear of making pronunciation mistakes, having limited grammatical knowledge, and the immature vocabulary.

In conclusion, the feeling of anxiety and nervousness which appears when speaking during English class can be caused by three main factors. The three main factors are: speech anxiety and fear of negative evaluation, lack of self-confidence in speaking English, and general anxiety about English classes.

2.1.2 The Impact of Speaking Anxiety on Students’ Performance

When asked about the impact of varied levels of anxiety on students' performance in spoken English, though one teacher interviewee was not sure whether it had any positive effect, none of them denied its negative effect. According to Meihua Liu observation on students’ journal (2006), if a student feels nervous and anxious; he can’t speak well. He also makes mistakes even though he is well-prepared and it makes him feel very embarrassed.

In addition to immediate effects, anxiety negatively affected long-term performance. "If you feel nervous, you can't go on. If you can't go on, you don't want to speak any more. Gradually you are not willing to speak English. Thus, you can't improve your English" (Dai, male, journal). This view was shared by students at all levels. Furthermore, they argued that confident students would gradually become better English speakers while anxious students would become less willing to speak the language and therefore speak poorer English. 

2.2 Role-Play Technique

2.2.1 Role-Play Technique in Brief

Role-play is one of Communicative Language Teaching and has been found through a number of studies to be an effective approach used in attempts to improve speaking competency of students (Bray, 2007). According to Thornburry (2005) role-play is speaking activity involving drama element, in which learners take an imaginative leap out of the classroom, provide a useful springboard for real-life language use. Thus, role-play technique is the specific activity in the classroom in which the students act as outside of themselves or act as another person which emphasizes on the students’ ability to perform based on real situation.

Role-Play technique has many benefits for students besides which has been found by some researchers (Ladousse, 2004 and Stern, 1983), for instance, it lightens up the atmospheres and brings liveliness in the classes. Moreover, for the shy learners, it may help them by providing a mask where learners with difficulty in conversation are liberated.

2.2.2 The Stages of Role-Play Implementation

Role-Play technique is originally developed under cooperative learning model which has some stages to be followed. Wills and A. Ip (2010) proposed the three stages to a standard role-playing exercise that we have to follow: setting up; the play stage; and the follow up. 

The first stage is setting up. In the set up stage, students are divided into groups and they select the situation from their material. Next, every group creates the script by themselves. Every team describes the scenario and assigns roles to the participants. A description can include the main objectives and concerns of the person in that role. Then, they learn about the useful words and expressions before playing.

The second stage is the play stage. During this stage, the participants act out their roles and the play is carried out. 

The third stage is the follow up stage. Follow-up means asking every student's opinion about the role play and welcoming their comments. The aim is to discuss what has happened in the role play and what they have learned. In addition to group discussion, an evaluation questionnaire can be used. 

In conclusion, we have to follow the three main stages regularly to make a successful role-play in classroom.

2.3 Reducing Students’ Speaking Anxiety through Role-Play Technique

       Ladousse in Susanti (2007) states that by using role-play, students will find that speaking activity is fun rather than threatening them. By doing this technique, students also can interact and discuss with their friends. Role-play technique also can be used as an effective way to encourage students’ creativity in making their own script about certain topic; using appropriate structure, vocabulary, pronunciation, good arrangement and development, appropriate grammar and fluently. Thus, the negative effect of anxiety on students’ speaking competency can be reduced because students can feel more relax to speak when they are taught by using role-play technique. 

CHAPTER III

CONCLUSION

     From the discussion above, we can conclude that students’ anxiety in speaking competency could be reduced by using role-play technique. Therefore, the negative impact of the anxiety could be treated.

The use of role-play technique could ease the students to learn the use of language in a more realistic and more practical way. Thus, they can become more aware of the usefulness and practicality of English. Then, students could get better achievement in speaking competency when learning English.

Why Smoking Should Be Banned

Why Smoking Should Be Banned

About smokers, I think all of us already know that most of the smokers are men. Is it right? Yeah……

When they want to smoke, they can’t think about anything else, except cigarettes.

So, should smoking be banned? Yeah, of course….

But, why????? I have 2 factors why smoking should be banned. 

The first factor is cigarette contains poison substances. We shouldn’t consume cigarettes because it’s not good for our health. I’m sure you know there are many substances in cigarette. One of them is nicotine substance. It’s dangerous and can cause various diseases. This reason relates to the second factor, that’s causing many diseases. The diseases are cancer, disorders of pregnancy, fetal disorders, and etc.  When the smoke enters to your body, it also carries thousands of pollutants. Do you know, every cigarette reduce 5 minutes of your life. That's the reason why smoking should be banned.

So, the conclusion is smoking is not positive activity for us and it’s a bad habit that must be destroyed.

I think that’s all about my speech today. Thanks for your attention.

Good afternoon….