how to make "Sambal"

sambal is the food which only we can find in indonesia. i am as indonesian absolutly i want to show what the special thing that we have in indonesia, one of them is Sambal
here i want to share how to make Sambal,let's learn about it....firsly, prepare some of hot chillis, smbal needs hot chilli no chilli it means that is not Sambal. if you like hot you can put many chillis on your Sambal. then do not forget to slice some of garlics, onion and if you need smell nice you can put it up orange leaf.tomato is also very important in Sambal, secondly,if you are ready with all flavor, fry it on the frying pan with the little fire we only need five minutes while frying, prepare the tools as like "ulekan" and "layah/cobek".but if you do not have the tools. you can soften it by using Blender. thirdly. after you have fried them put them all on the "cobek and soften it.after ready. finally you can serve it while eating with fish or chicken, they are suitable food which can accompany if you want to taste Sambal. enjoy it and please try it at home.

yeah halloween's day

Historian Nicholas Rogers, exploring the origins of Halloween, notes that while "some folklorists have detected its origins in the Roman feast of Pomona, the goddess of fruits and seeds, or in the festival of the dead called Parentalia, it is more typically linked to the Celtic festival of Samhain (pronounced sow-an or sow-in)", derived from the Old Irish Samuin meaning "summer's end".^[1] Samhain was the first and by far the most important of the four quarter days in the medieval Irish and Scottish^[2] calendar^[3][4] and, falling on the last day of Autumn, it was a time for stock-taking and preparation for the cold winter months ahead.^[1] There was also a sense that this was the time of year when the physical and supernatural worlds were closest and magical things could happen.^[3][4] To ward off these spirits, the Gaels built huge, symbolically regenerative bonfires and invoked the help of the gods through animal and perhaps even human sacrifice.^[1]

Snap-Apple Night (1832) by Daniel Maclise.
Depicts apple bobbing and divination games at a Halloween party in Blarney, Ireland.

Halloween is also thought to have been heavily influenced by the Christian holy days of All Saints' Day (also known as Hallowmas, All Hallows, Hallowtide) and All Souls' Day.^[5] Falling on November 1st and 2nd respectively, collectively they were a time for honoring the Saintsand praying for the recently departed who had yet to reach heaven. By the end of the 12th century they had become days of holy obligation across Europe and involved such traditions as ringing bells for the souls in purgatory and "souling", the custom of baking bread or soul cakes for "all crysten [christened] souls".^[6]

In Britain the rituals of Hallowtide and Halloween came under attack during the Reformationas Protestants denounced purgatory as a "popish" doctrine incompatible with the notion ofpredestination.^[5] In addition the increasing popularity of Guy Fawkes Night from 1605 on saw Halloween become eclipsed in Britain with the notable exception of Scotland.^[7] Here, and in Ireland, they had been celebrating Samhain and Halloween since the early Middle Ages,^[8]and it is believed the Kirk took a more pragmatic approach towards Halloween, viewing it as important to the life cycle and rites of passage of local communities and thus ensuring its survival in the country.^[7]

North American almanacs of the late eighteenth and early nineteenth century give no indication that Halloween was recognized as a holiday.^[9] The Puritans of New England, for example, maintained strong opposition to the holiday^[9] and it was not until the mass Irish and Scottish immigration during the 19th century that the holiday was introduced to the continent in earnest.^[9] Initially confined to the immigrant communities during the mid-nineteenth century, it was gradually assimilated into mainstream society and by the first decade of the twentieth century it was being celebrated coast to coast by people of all social, racial and religious backgrounds.^[10]

My problems with writing

Writing is interesting, if we can explore it, but many people have problems in writing. As like me, I have some problems too in writing, I want to share them to you, my three big problems are lazy, less vocabularies and sometimes I get difficult in arranging the word to the sentence.

Lazy is one of big problem for me in writing. I think there are a lot of reasons why I am so lazy in writing. First, I have many activities that can force my energy so it is difficult for me to have a good time for writing. Second, I can make the theme but when I want to enlarge my theme, I find difficult so that I give up and feel lazy in writing. So actually writing is easy but I should support myself to avoid laziness.

If we want to write, we should have enough vocabulary to support it, may be because I only have little vocabularies, so I find this problem when I try to make a sentence, usually when I write n I confuse with vocabulary that I need.

arrange the words to make a sentence is one of my problem with writing, i feel dizzy when i want to make essay as the lecture's instruction, how to make topic sentence and how to make conclusion in essay is  my big problem so my writing is like broken ship, i can not arrange in a good essay.

so there are my problems with writing and i want to try to solve it with trying writing in many times and opening the dictionary as regular as possible.

audio Lingual Method

AUDIO-LINGUAL METHOD

1.      Meaning or definition of Audio-Lingual Method

Audio-Lingual Method is a style of teaching language used in teaching foreign languages, it is based on behaviorist theory which processes that certain traist of living things and on this case human could be trained through a system of reinforcement.

2.      Audio-Lingual Method Focuses in

The method focuses in speaking and listening, pronounciation, they should come on the first time, reading and writing come later,the grammatical is not

3.      History of Audio-Lingual Method

The Audio-lingual Method was developed in the U.S. during the Second World War. At that time, the U.S. government found it a great necessity to set up a special language-training program to supply the war with language personnel. Therefore, the government commissioned American universities to develop foreign language program for military personnel. Thus the Army Specialized Training Programme (ASTP) was established in 1942.The objectives of the army program ware for students to attain conversational proficiency in a variety of foreign languages. The method used was known as the “informant method ”, since it used a native speakers of the language, the informant , and a linguist. The informant served as a source of language for imitation, and the linguist supervised the learning experience. The intensive system adopted by the army achieved excellent results.

 Linguists and applied linguists during this period were becoming increasingly involved in the teaching of English as a foreign language. In 1941 the first English Language institute in the U.S. was established to in the University of Michigan. The director of the institute was Charles Fries, who applied the principles of structural linguists to language teaching. The result is an approach which advocated aural training first, then pronunciation training, followed by speaking, reading and writing.

The emergence of the Audio-lingual Method resulted from the increased attention to foreign language teaching in the U.S. towards the end of the 1950s.The need for a radical change and rethinking of foreign language teaching methodology made language teaching specialists set about developing a method that was applicable to conditions in U.S. college and university classrooms. They drew on the earlier experience of the army programs and the Aural-Oral or structural Approach developed by Fries and his colleagues, adding insights taken from behaviorist psychology. This combination of structural linguistic theory, aural-oral procedures, and behaviorist psychology led to the Audio-lingual Method, which was widely adopted for teaching foreign languages in North American colleges and universities.

4.      Techniques of Audio-Lingual Method

The method was supported by appearance on the market of large variety of mechanical aids, such as tape recorders and language laboratory.

5.      Principles of Audio-Lingual Method

The principles of audio-lingual method derive from the aims of learning a foreign language, they include some aspects of language teaching, the linguistics aims audio-language method are

Ø  Learners are able to comprehend the foreign language when it is spoken at normal speed and concerned with ordinary matters

Ø  Learners are able to speak in pronunciation and grammatical correctness

Ø  No finding difficult to understand printed material

Ø  Able to write in standard correctness with their experience

Ø  There are three major component parts of language, sound of system, the structure, and the vocabulary

6.      Characteristic of Audio-Lingual Method

1. Contrastive analysis is used for sequencing structures.
2. Structural patterns are taught by repetitive drills.
3. The explanation about grammar is not important.
4. Listening and speaking is more important than reading and writing. 

5.by using pattern drill

6. by using teaching reading,choral reading, silent readingintensive reading, extensive reading, supplementary reading,

7. by using teaching writing such as imitative writing, dictation, guided writing, controlled writing, controlled composition.

5.      Procedure of Audio-Lingual Method

v  Giving motivation on the first time to make the learners interest

v  Introduction of the material

v  Anticipation of difficulties

v  First listening

v  Check on difficulties, in words and in structures

v  Second listening

v  Questions

v  Third listening

v  Questions about the informal questions to test comprehension

6.      Advantage of using Audio-Lingual Method

v because it focuses in speaking and listening, the learners will be easy to be able to speak as soon as possible

v making language teaching possible to large group of learners

v explain about sentence production

v control over grammatical structure and development of oral ability

v Developing simple technique and making use of language lab.

v Developing language skill

7.      Disadvantage of using Audio-Lingual Method

v  The ability to speak fluently is not acquired primarily in the classroom but through much additional practice on the outside

v  Real conversation is difficult to achieve

v  Conversation must not be confused with oral practice conversation involves a free spontaneous discussion

v  Speaking ability is the most difficult phase

v  This ability is least likely to be trained.

v  It is difficult to teach because it requires unusual resourcefulness, skill, and energy on the part of teacher.

v  Conversation of learners it depends on the vocabularies, memorization