Materi lengkap Bahasa Inggris Peminatan Kelas X Semester 1, Kurikulum 2013

1. TUGAS AKHIR SEMESTER 1 BAHASA
INGGRIS PEMINATAN
Nesha Mutiara
X MIA 4
Guru : Ibu Purnama Sihombing S.Pd

2. ---LIST---
• 1.)Invitation
• 2.)Expressing Simpathy
• 3.)Filling Form
• 4.)The Use of Must

3. • 5.)The Use of Have /Has to
• 6.)The Use of Should Have + Verb 3
• 7.)Tsunami ( text, translation, questions, vocabs )
• 8.)Student Brawls ( test, translation, questions,
vocabs )
• 9.)20 Vocabs that Might We Found

4. Invitation
• Invitation is the way to invite someone to take
part in an activity or event by oral or even by
written.
• 1.)Making an invitation
• Example :
• Can you come over on Saturday night?
• Would you like to come to my party?
• Would you like to come along?

5. • Do you want to go to a football game on Saturday
night?
• Would you like to go to a football game on
Saturday night?
• Would you mind coming over on Saturday night?
• How about coming tomy party?
• Would you care of coming along?
• Do you feel like going to a football game on
Saturday night?
• What about going to a football game on Saturday
night?

6. • 2.)Accepting an invitation
• Example :
• With pleasure.
• Sure.
• I’d love to very much.
• Okay.
• Why not.
• I’m pleased to do that.
• I’m honoured to do that.
• Yes, that would be useful.

7. • Yes, that would be interesting.
• Yes, that would be nice.
• Yes, that would be very kind of you.
• That’s a terrific idea.
• That’s a great idea.

8. • 3.) Refusing an invitation
• Example :
• I’m afraid I can’t. I have to go to the airport.
• I’m sorry I can’t. I have to go to the airport.
• Thanks but I’m afraid I can’t. I have an exam to
study for.
• Oh, I’d love to,but Ihave to work.
• That would be nice, but I don’t have time.

9. Expressing Simpathy
• The purpose of giving simpathy is to show to the
object that we care of him / her.
• Example ( cheerful simpathy ):
• Congratulations on his joy.
• I’m glad to hear about that.
• I’m happy to hear such news.
• What a good news.
• Wonderful!
• Marvelous!

10. • Congartulations on good work.
• Well done.
• Good for you.
• I’m happy for your good deed.
• Great!
• What a good news.

11. • Example ( sad simpathy ):
• I’m sorry to hear that.
• Oh, that’s too bad. I’m sorry to hear that.
• What a shame.
• Oh, no.
• That’s a shame.
•  How awful!
• How terrible!
• How horrible!

12. Filling Form ( Giving Instructions )
• In filling form, there are some instructions that
mustbe obeyed – in order to fill the correct data into
the correct column. Also, the person who wants to fill
in the form, it will be better if they ask first until they
know exactly and breafly.
• Example ( giving instructions ):
• Write your name!
• See the word ‘cash’ !
• Put a check in box, ( please) !
• Skip down to the last row of blanks!
• Take the deposit slip and cash to the bank teller!
• Sign it!

13. • Example ( responding the instructions ):
• All right.
• Okay.
• Sure.
• Yes.
• I will.

14. • Example ( asking less directly ) :
• I want to sign here.
• Why don’t you go to the bank and withdraw
some money?
• Would you write the amount you want in words,
please?
• Could you write the amount you want in words,
please?
• Will you write the amount you want in words,
please?
• Could you write the amount you want in words,
please?

15. • Example ( conversation ) :
• 1.)
• A : How do I deposit some money?
• B : *Well, you need to obtain an official bank with
drawal slip at your bank branch.
• *Well, first you must obtain an official bank
with drawal slip at your bank branch.
• A : *What do I do now?
• *What do I do next?
• *What do I do to fill out the form?

16. • B : *Print your name in the space provided.
• *Next, fill in the date.
• *Then, write the amount ofmoney you want in
words.
• *Then, sign the slip.
• A : *What do I need to do with this form?
• *Where shall I put this form?
• *What shall I do with this form?
• *Do you want me to do something?

17. • B : *Please fill it out!
• *Put it on the shelves!
• *Mail it immediately!
• *Yes, type this letter right away.

18. The Use of Must
• Must is one of some modal auxiliaries. Must
means something that has be done in order to
accomplish something. There are three uses of
must :

19. • 1.)As an obligation
• Example:
• You must stop here.
• You must return the book on time.
• You must greet her.
• You must take part in this event.
• You must stay here until the rain stops.

20. • 2.)As a prohibition
• Example :
• You must not let the animals out.
• You must not open the door at this moment.
• You must not get rid of it.
• You must not turn off the light now.
• You must not go home before it finishes.

21. • 3.)As a certainty
• Example :
• The sky is dark, today must be rain.
• The cat is thin, it must be hasn’t eaten for days.
• Her score is bad, she must be lazy.
• They know me well, they must be have been
friends with my best friend.
• The front door is locked, it must be done by my
mother.

22. The Use of Have / Has to
• Have ( for subject : I, you, we , they ).
• Has ( for subject : she, he, it ).
• It is used to express :

23. • 1.)Something that must be done
• Pattern :
• Subject + have / has + to + verb 1 + adverb of …
• Example :
• I have to go now.
• You have to call me soon as possible.
• She has to jump over it.
• It has to run fast to get rid of them.
• We have to stay up late every day to do this.

24. • 2.)Something that should not be done
• Pattern :
• Subject + do / does + not + have / has + to + verb 1
+ adverb of …
• Example:
• I don’t have to do this now.
• We don’t have to wait for a long time to get this.
• They don’t have to spend much nowdays.
• She doesn’t have to wear that dress for the party.
• He doesn’t have to look like that.

25. The Use of Should Have + Verb 3
• It is used to express something that should be done
or shouldn’t be done in the past, that might be
connects with something in the present.
• In this section, should must be followed by have (
no matter the subject is ) and verb 3, because it
tells something that happens in the past but might
be relates with the present.

26. • 1.)Something that should not be done
• Pattern :
• Subject + should + not + have + verb 3 + adverb of …
• Example:
• Arda refuses me to know him further. I’m
disappointed = I shouldn’t have tried to know more
about Arda.

27. • Faiz said that he loves me, and I refuses him. Now
he’s still chasing me = I shouldn’t have refused Faiz.
• Ibriza smiled at me when I was on my way to the
library, and I was speechless. Now I’m so sorry for it.
= I shouldn’t have be speechless when he smiled at
me.

28. • 2.)Something that should be done.
• Pattern :
• Subject + should + have + verb 3 + adverb of …
• Example :
• I didn’t study flute. As the result, I had to have my remedial
tests over and over.
• = I should have studied flute.
• I didn’t feed my dog for hours. As the result, my dog is a bit
weak now. = I should have fed my dog.
• I didn’t do my chemistry homework. As the result, the
teacher get angry at me. = I should have done my chemistry
homework.

29. Tsunami
• A tsunami is a massive wave of water whichrolls
into the shore area. The word tsunami is a Japanese
word, represented by two characters : tsu
whichmeans “harbor” , and nami which means
“wave”. A tsunami is not a normal wave but much
bigger. It looks more like an endlesslyonrushing tide
that forces it way around the obstacle.

30. • Tsunami can be generated when the sea floor
abruptly deforms andvertically displaces the overlying
water. Tectonic earthquakes are a particular kind of
earthquake that are associated with the Earth’s crustal
deformations ; when these earthquakes occur beneath
the sea, the water above the deformed area is
displaced from its equilibrium position. More
specifically, a tsunami can be generated when thrust
faults associated with convergent or destructive plate
boundaries move abruptly, resulting in water
displacement,owing to the verticsl component of
movement involved. Movement on normsl faults will
also cause displacement of the seabed, but the size of
the largest of such events is normally too small to give
rise to a significant tsunami.

31. • Tsunamis are often incorrectly interchangedwith
the term “tidal waves”.Tidal waves are caused by
the forces of the moon, sun, and planets upon the
tides, as well as the wind as it moves over the
water. Tsunamis, on the other hand, can be caused
by a few differentmeans : 1.)thedown drop or
upthurst of the Earth’s crust which results in a
earthquake ; 2.) a large scale undersea landslide ;
3.) a submarine volcanic eruption of a certain
degree ; or potentially, 4.)a large meteor impact at
sea. An example of an earthquake caused by
tsunami is the 2004 Indian Ocean Eathquake
(around Aceh area ). An example of a landslide –
caused tsunami is the Lituya Bay, Alaska tsunami, in
1958.

32. • The eruption of the volcano Krakatoa in the Sunda
Strait of Indonesia on August 27, 1883 is an
example of volcano – eruption – based tsunami. In
1997, scientists discovered evidence of a 4 km
diameter asteroid that landed offshore of Chile
approximately 2 million years ago that produced a
huge tsunami that swept over portions of South
America and Antarctica – it is an example of meteor
–caused tsunami. The vast majority of tsunamis
result from earthquakes. This is why a tsunami os
often called “seismicseawaves”. With tidal waves,
water flows in circles, but with a tsunami, water
flows straight. This is why tsuamis cause so much
damage!

33. • Tsunamis are very dangerous because they
contain immense energy and propagate at high
speeds. Tsunamis rank high on the scale of natural
disasters. Tsunamis can demolish coastal
communities within minutes. The tsunami of
December 2001 in Aceh region is the worst ever in
recorded history. It killed about 300.000 people
close to the earthquake and about 58.000 people
on distants shores with the addition of 5.000.000
people who were affected by the tsunami. Apart
from the trail of death and destruction of human
property that it left behind, it also caused
widespread destruction of ecological habitats with
lasting effect on the populations of several species.

34. • The consequences vary from loss of livehood for
fishermen to unknown damages tocoral reefs and
flora and fauna where the waves came a few miles
inland. In some fragile areas near the Indonesian
coast, it may take years for the coral reefs to get
back the balance and magrove stands and coastal
tree plantations may have been destroyed or
severely affected. With so much seawater coming
inland, salination is another effect that notonly
makes the soil less fertile to support vegetationbut
also increases vulnerability to erosion, the impacts
of climate change and food insecurity.

35. • A tsunami cannot be precisely predicted, even if
the magnitude and location of an earthquake is
known. Geologists, oceanographers, and
seismologists analyse each earthquake and based
on many factors may or may not issue a tsunami
warning. However, there are some warning signs of
an impending tsunami, and automated systems can
provide warnings immediately after an earthquake
in time to save lives. One of the most succesful
systems uses bottom pressure sensors, attached to
buoys, which constantly monitor the pressure of the
overlying water column.

36. • Regions with a high tsunami risk typically use
tsunami warning systems to warn the population
before the wave reaches land. On the west coast of
the United States, which isprone to PacificOcean
tsunami, warning signs indicate evacuation routes.
In Japan, the community is well – educated about
earthquakes and tsunamis, and along the Japanese
shorelines the tsunami warning signs are reminders
of the natural hazards together with a network of
warning sirens, typically at the top of the cliff of
surroundings hills.

37. • The Pacific Tsunami Warning System is based in
Honolulu, Hawaii. It monitors Pacific Ocean seismic
activitiy. A sufficiently large magnitude and other
information triggers a tsunami warning. While the
subduction zones around the Pacific are seismically
actie,not all earthquakes generate tsunami.
Computers assist in analysing the tsunami riskof
every earthquake that occurs in the Pacific Ocean
and the adjoining land masses.

38. • Tsunami education is another factor that could
have saved lives, thereby reducing the death toll.
There should be awarenessof how to recognize
signsof tsunami, and a degree of preparation for
people in high risk areas. If the same tsunami had
occurred in the North Pacific Ocean, there would
not have been as large a death toll, due to the
Pacific ocean countries’ warning system, evacuation
plans, and public education. Disasters are never fair,
but if many people can be saved by funding the
warning systems and public education, it is worth
the cost.

39. Translation of Tsunami
• Tsunami adalah ombak yang ‘berat’ di mana air
bergulung di pesisir pantai. Kata tsunami berasal
dari Bahasa Jepang, terdrii dari dua suku kata : tsu
yang artinya pelabuhan dan nami yang artinya
ombak. Tsunami bukanlah ombak yang normal
tetapi lebih besar. Tsunami terlihat seperti ombak /
arus yang tiada akhirnya yang dapat
menghancurkan segala rintangan.

40. • Tsunami dapat terjadi di saat permukaan dasar laut
secara dahsyat dan secara vertikal menggerakkan
permukaan air. Gempa bumi tektonik adalah semacam
gempa yang terjadi seiring proses pembentukan
permukaan bumi kembali ; di mana gempa – gempa
bumi ini terjadi di bawah permukaan laut, permukaan
air di atasnyatergeser dari posisi seimbangnya. Lebih
spesifiknya, tsunami terjadi di saat pergeseran tanah
bersamaan dengan gerakan konvergensi atau gerak
menghancurnya lempeng yang bergerak secara
dahsyat, berdampak pada pergeseran permukaan air,
dan mengakibatkan perubahan komponen vertikal.
Pergerakan patahan yang normal juga dapat
mengakibatkan pergeseran posisi dasar laut, tetapi
ukurannnya secara normal lebih kecil untuk
mengangkat tsunami yang signifikan

41. • Tsunami seringkali menyimpang dari pengertian
arus tidal. Arus tidal disebabkan oleh kekuatan dari
bulan,matahari, dan planet – planet yang ’terikat’ ,
sepanjang angin berembus di atas permukaan air.
Tsunami, di lain sisi, dapat terjadi akibat beberapa
sebab : 1.)pergerakan naik dan turunnya patahan
dan lipatan lempeng bumi yang menghasilkan
gempa bumi ;2.) pergerakan lempeng bumi yang
besar ; 3.) letusan gunung berapi yang terletak di
bawah permukaan laut ; 4.) jatuhnya meteor
raksasa di laut. Contoh dari gempa bumi yang
mengakibatkan tsunami yaitu di tahun 2004 di area
Aceh. Contoh dari pergeseran lempeng yang
mengakibatkan tsunami yaitu di Teluk Lituya,
tsunami Alaska, pada tahun 1958.

42. • Erupsi Gunung Krakatoa di Selat Sunda di Indonesia
pada tanggal 27 Agustus 1883 merupakan contoh dari
erupsi gunung berapi yang mengakibatkan tsunami.
Pada tahun 1997, para ilmuwan menemukan bukti
berupa asteroid berdiameter 4 km yang mendarat di
lepas pantai Chile kira – kira 2 juta tahun yang lalu,
yang menghasilkan tsunami dahsyat yang ‘menyapu’
semua daratan di Amerika Selatan dan Antartika –
merupakan contoh tsunami yang diakibatkan oleh
jatuhnya meteor. Penyebab kebanyakan dari tsunami
berasal dari gempa bumi. Inilah sebabnya mengapa
tsunami sering disebut ‘arus laut seisme’. Dengan arus
tidal, air mengalir dalam lingkaran, tetapi dengan
tsunami, air mengalir lurus. Inilah mengapa tsunami
menyebabkan lebih banyak kerusakan!

43. • Tsunami sangat berbahaya karena meliputi banyak
sekali energi dan menyebardengan kecepatan
tinggi. Tsunami menempati posisi tertinggi dalam
ranking bencana alam. Tsunami dapat ‘menghapus’
komunitas – komunitas hanya dalam beberapa
menit. Tsunami Aceh pada tahun 2004 merupakan
yang terparah yang pernah tercatat dalam sejarah.
Tsunami tersebut membunuh 300.000 orang yang
dekat dengan pusat gempa bumi, dan sekitar
58.000 orang yang jauh dari daerah pantai, dengan
perkiraan sekitar 5.000.000 orang terkena dampak
tsunami.

44. • Selain kematian dan kerusakan properti manusia,
tsunami juga mengakibatkan kerusakan yang
menyebarluas terhadap habitat ekologi, dengan
efek dalam jangka waktu yang lama – yang
berpengaruh terhadap populasi sejumlah spesies
makhluk hidup. Berbagai konsekuensi timbul, mulai
dari kehilangan tempat tinggal untuk para nelayan
hingga rusaknya bebatuan karang dan tumbuh –
tumbuhan serta binatang- di mana ombak datang
beberapa mil di daratan. Di daerah – daerah yang
rapuh dekat pesisir Indonesia, membutuhkan
bertahun – tahun bagi bebatuan karang untuk
kembali seimbang dan tanaman bakau bertahan
juga tumbuh – tumbuhan pesisir yang mungkin
telah rusak atau tlah terkena dampaknya.

45. • Dengan banyak air laut mengalir ke daratan, abrasi
merupakan efek lainnya yang tidakhanya membuat
tanah kehilangan kesuburannya untuk mendukung
vegetasi,tetapi juga meningkatkan ketidakkebalan
akan erosi, sebagai akibat dari perubahan iklimdan
ketidakamanan akan makanan.
• tsunami tidak dapat diprediksi secara tepat,
walaupun besar dan lokasi dari gempa buminya
sudah diketahui. Ahli geologi, ahli oseanografi, dan
ahli seismologi menganalisis setiap gempa bumi
dan berdasarkan pada banyak faktor
memungkinkan atau tidak memungkinkan adanya
isu tsunami.

46. • Bagaimanapun, ada beberapa tanda mengenai
datangnya tsunami., dan sitem – sistem yang tlah
otomatis dapat memberikan peringatan secepatnya
setelah gempa bumi terjadi untuk menyelamatkan
hidup. Salah satu sistem yang paling berhasil
menggunakan sensor berupa tekanan, terkait
dengan pelampung, di mana secara konstan
memonitor tekanan pada kolom permukaan air.
•

47. • Area dengan resiko tsunami yang tinggi umumnya
menggunakan sistem peringatan tsunami untuk
memperingati masyarakat sebelum ombak
mencapai daratan. Di pesisir barat di Amerika
Serikat,di mana mengarah pada tsunami Ocean
Pacific, tanda – tanda tsunami mengindikasi pada
rute evakuasi. Di Jepang, masyarakatnya telah
terdidik dengan baik mengenai gempa bumi dan
tsunami, dan di sepanjang garis pantainya telah
terpasang alarm tsunami yang terhubung dengan
alarm peringatan,umumnya berada di atas jurang
yang dikelilingi bukit – bukit. Sistem peringatan
tsunami Pacific berpusat di Honolulu,Hawaii.
Memonitor aktivitas seisme Ocean Pacific.

48. • Merekam besarnya gempa bumi yang dahsyatdan
informasi lainnya yang berkaitan dengan peringatan
tsunami. Di saat zona subduksi sekitar Pacific aktif,
tidak semua gempa bumi menghasilkan tsunami.
Komputer membantu menganalisis resiko akan
tsunami dari setiap gempa bumi yang terjadi di
Pacific Ocean dan bergabungnya masa daratan.
• Edukasimengenai tsunami adalah faktor lainnya
yang dapat menyelamatkan hidup, yang juga
mengurangi jumlah kematian. Harus ada
kewaspadaan untuk mengenali tanda – tanda akan
tsunami, dan persiapan yang matang untuk orang
akan daerah – daerah dengan resiko yang tinggi.

49. • Jika tsunami yang sama tlah terjadi di utara Pacific
Ocean, tidak akan ada jumlah kematian yang sama
besarnya, disebabkan oleh sistem peringatan Pacific
Ocean, rencana evakuasi, dan edukasi publik,
Bencana tidak pernah adil, tetapi bila masyarakat
bisa selamat dengan mengenali sistem peringatan
dan edukasi publik, itu terbilang layak untuk
dihargai.

50. Questions of Tsunami
• 1.)In which way tsunami’s wave rolls? Into the
shore area.
• 2.)What is the meaning of word tsunami? It means
waves that happen in shore area which there is
harbor around shore area.
• 3.)What is the cause of tsunami? It caused by
deformation of sea floor and displacement of the
overlying water vertically.

51. • 4.)What is tidal wave? It’s a wave that caused by
the forces of the moon, sun, and planets upon the
tides.
• 5.)What are the causes of tsunami? Landslide of a
large scale,upthrust of the Earth’s crust, a
submarine volcanic eruption, and a large meteor
impact at sea.
• 6.)What did the scientists discover in 1997? A 4 km
diameter asteroid that landed offshore of Chile.

52. • 7.)What’sthe effect of the coming seawater inland?
It’s salination.
• 8.)What are the damages that caused by salination?
Erosion and less fertile for the soil.
• 9.)When does tsunami Aceh happen? In December
2004.
• 10.)What is the vast majority of tsunamis result?
From earthquakes.

53. • 11.)In what speeds does tsunami propagate? At
high speeds.
• 12.)What is the example of tsunami that caused by
an earthquake? Tsunami in Aceh in 2004.
• 13.)What is the example of tsunami that caused by
volcano eruption? Tsunami in surrounding volcano
Krakatoa.
• 14.)What does tsunami often called? Seismic sea
waves.

54. • 15.)What is the another factor that can reduce the
death toll? Tsunami education.
• 16.)In what way that people can safe their lives?
By funding the warning systems and public
education.
• 17.)What does the computer do to recognize
earthquake in the Pacific Ocean?It assits in
analysing the tsunami risk of every earthquake
that occurs in the Pacific Ocean and the adjoining
land masses.

55. • 18.)What things that need to know to predict
tsunami? The magnitude of earthquake and the
location of the earthquake.
• 19.)Why is tsunami so dangerous? Because it
contains immense energy and propagate at high
speeds.
• 20.)What are the effects of tsunami? The
destruction of human property, ecological
habitats, damages of coral reefs and flora – fauna.

56. Vocabularies of Tsunami
• 1.)Destruction= pengrusakan
• 2.)Widespread= tersebar ke mana – mana
• 3.)Fertile = subur
• 4.)Vulnerability= ketidakkebalan
• 5.)Magnitude = besar
• 6.)Buoy = pelampung
• 7.)Impending = mendatang
• 8.)Majority = kebanyakan
• 9.)Tidal = pasang surut
• 10.)Immense = banyak sekali

57. • 11.)Propagate = menyebar
• 12.)Distant = jauh
• 13.)Apart = terpisah
• 14.)Trail = jejak
• 15.)Interchange = menyimpang
• 16.)Impact = dampak
• 17.)Landslide = pergeseran tanah /lempeng
• 18.)Evidence = bukti
• 19.)Straight = lurus
• 20.)Flow = mengalir

58. Student Brawls
• Sadly, for many years now, there have been
frequent brawls among students nationwide, and
these infamous fracas are reported to evencause
casualties. Educators and pundits think that student
brawls are often ascribed to juvenile deliquency.
•

59. • The reasons dor students to get involved in brawls
can be divided into two factor : individual factors
and group factors.Students are individuals who are
in the adolescence stage, they are still searching
their identity or ideology. In this stage, they are
always curious – they want to know a lot of things.
Forthem, brawling is a part of their ‘experiments’
and sensations. Another individual factor is that
some studentsconsider violence as entertainment ;
brawling is something exciting and enjoyable.

60. • The next individual factor is the fact that many
parents do not have good communication with
these students ; brawling is seen as a way to hide
and run from that problem. Environment is the
fourh individual factor. Environment
determinespersonality of a person. If a person is in
an environment that promotes violence, cruelty,
and hostile, he / she will seebrutal conducts as
usual things.The last individual factor is that
studentsget in touch with wrong friends. Wrong
friends can lead students into wrong behavior.

61. • Several group factors can lead students to brawl.
Students who group themselves in a gang usually
want to show off how strong their group is. To do
this, they brawl. In manycases, when a studentd
refuses to fight, he will be called a ‘coward’ , In a
gang, the members usually have a very high
solidarity. That’s why, when one member is
disturbedor has a personal problem with another
gang, the other gang members help him / her to
‘finish’ or ‘revenge’ to the ‘enemy’ gang.

62. • Gangs even are dare to attack a school, only for the
revenge of this one member. Brawls between gangs
can be triggeres by an insult. It is usually cosidered
an insult when a member of one gang shout bad
things to another gang, or he / she sprays in the
public wall where everyone can see and he / she
writed bad things about another gang.

63. • Brawls always bring bad impacts. A student
involved ina bral can suffer from injuries, or even
death. Besides, he /she is often labeled as a bad boy
/ girl. Consequently, people think he /she will bring
bad influence, and they will stay away from
him/her. The students who are caught in brawls will
also make his / her feel ashamed because the
society may think that they fail to educate their son
/ daughter. Moreover,because of the brawl, the
student has tobe brought to cout and evensent to
jail. In addition, parents can feel depressed and
useless because of having their students brawling.
The school will have bad reputation, hence people
are reluctant to send their children to study there.

64. • Toavoid brawls, the students have to fill their
sparetme with usefulthings that interest them, such
as joining extracurricular, making a study group,
taking a course, etc. Being busy undergoing their
interests, students will have no time for brawling. It
is also important for students to choose the right
friends ; right friends will guide students into the
right path ; wrong friends will guide them into the
wrong path.

65. • To solve the protacted probelems of brawling, it is
not wise to merely blame the students, but parents,
schools, society, and the government should play a
role. What to do by parents are raisingchildren with
love and trust, teachingthem norms andmoral
values, strengtheningand applying the religions in
real life, encouraging them to be responsible and
discpline,and giving them appreciation for their
good deed. And not less important is that parents
have to make their homea nice place for family
gathering.

66. • After all, teachers, parents, and other adult people
must set a good example and make sure that
students are on the right track.This will not only
save them from themselves, but will also result in a
brighter tomorrow

67. Translation of Student Brawls
• Sedihnya, beberapa tahun belakangan ini, telah
terjadi banyak tawuran secara rutin yang terjadi
antarsesama pelajar di seluruh negeri, dan
kekerasan yang tidak populer ini dilaporkan bahkan
menyebabkan kematian. Pendidik dan orang
terpelajar berpikir bahwa tawuran pelajar seringkali
dianggap sebagai kekerasan usia muda.

68. • Alasan untuk para siswa untuk terlibat dalam
tawuran dapat dibagi menjadi dua faktor : faktor
individu dan faktor kelompok. Siswa yang secara
individual masih berada di tahap pubertas, mereka
masih mencari identitas atau ideologinya. Bagi
mereka, tawuran merupakan bagian dari
eksperimen dan sensasi. Faktor individu lainnya
yaitu beberapa siswa menganggap bahwa kekerasan
merupakan hiburan ; tawuran merupakan sesuatu
yang menarik dan mengasyikkan. Faktor individu
berikutnya yaitu fakta di mana banyak orang tua
tidak memiliki komunikasi yang baik dengan siswa –
siswa yang dimaksud ; tawuran terlihatseperti cara
untuk bersembunyi dan lari dari masalah.

69. • Lingkungan adalah faktor yang ketiga.
Lingkunganmenentukankepribadian seseorang. Jika
seseorang berada di lingkungan yang mendukung
kekerasan, kejahatan, dan permusuhan,, dia akan
melihat kejahatan sebagai hal yang biasa. Faktor
individu yang terakhir adalah di mana siswa
berteman dengan orang yang salah. Teman yang
salah dapat menuntun siswa menuju kebiasaan
yang salah.

70. • Beberapa faktor kelompok dapat menuntun siswa
untuk tawuran. Siswa yang mengelompokkan diri
mereka dalam suatu gang biasanya mau
menunjukkan kekuatan gang mereka. Untuk
melakukan ini, mereka tawuran. Dalam banyak
kasus, di mana siswa menolak untuk melakukannya,
dia akan dipanggil pengecut. Dalam sebuah gang,
para anggotanya biasanya memiliki solidaritas yang
sangat tinggi. Itulah mengapa, di saat satu anggota
diganggu atau memiliki masalah pribadi dengan
gang lain, anggota gang yang lain menolongnya
dengan cara ‘menyelesaikan’ atau ‘membalas
dendam’ kepada ‘musuh’ gang.

71. • Tawuran di antara gang dapat terjadi akibat hinaan.
Hal itu biasa dianggap hinaan di saat anggota salah
satu gang meneriaki hal- hal yang buruk kepada
gang yang lain, ataudia menyemproti tembok
umum di mana siapa saja bisa melihat dan dia
menulis hal – hal buruk tentang gang yang lain.
• Tawuran hanya membawa pengaruh yang buruk.
Siswa yang terlibat dalam tawuran dapat menderita
akibat luka, atau bahkan kematian. Lagipula, dia
akan dicap sebagai anak yang bandel.
Konsekuensinya, orang – orang akan berpikir bahwa
dia akan membawa pengaruh yang buruk, dan
mereka akan menjauh dari anak – anak tersebut.

72. • Siswa yang ikut tawuran juga akan membuat orang
tuanya merasa malu karena lingkungannya mungkin
berpikir bahwa mereka telah gagal mendidik anak –
anak mereka. Terlebih lagi, karena tawuran, siswa
dapatdibawa ke pengadilan dan bahkan dapat
dikirim ke penjara. Terkadang, orang tua dapat
merasa depresi dan tidak berguna karena
mempunyai anak yang tawuran. Sekolah juga bisa
terkena imbasnya dengan memiiliki siswa yang
tawuran. Sekolah tersebut akan memiliki reputasi
yang buruk, oleh karena itu orang – orang akan
enggan untuk mengirim anak – anaknya untuk
belajar di sana.

73. • Untuk mencegah tawuran, siswa dapat mengisi
waktu luang mereka dengan hal – hal yang berguna
yang menarik minat mereka, seperti mengikuti
ekstrakurikuler, membuat kelompok belajar,
mengambil les, dll. Dengan menjadi sibuk dalam
kegiatan yang menarik minat mereka, siswa tidak
akan memiliki waktu untuk tawuran. Penting juga
bagi siswa untuk memilih teman yang tepat ; teman
yang tepat dapat menuntun siswa menuju jalan
yang benar ; teman yang salah dapat menuntun
mereka menuju jalan yang salah.

74. • Untuk mengatasi masalah- masalah mengenai
tawuran, sangattidak bijak bila hanya menyalahkan
siswa, tetapi orang tua, sekolah, lingkungan, dan
pemerintah juga seharusnya mengambil peran. Apa
yang harus dilakukan oleh orang tua yaitu
membesarkan anak – anaknya dengan kasih sayang
dan rasa percaya, mendidik dengan norma – norma
serta nilai moral, menguatkan dan menerapkannilai
– nilai agama dalam hidup,mendorong mereka
untuk bertanggungjawab dan disiplin, serta
memberikan mereka apresiasi untuk tindakan
mereka yang baik. Dan tidak kalah pentingnya
bahwa orang tua harus membuat rumah mereka
terasa tempat yang nyaman untuk keluarga
berkumpul.

75. • Kebijakan skeolah dapat mengurangi kesempatan
para siswa untuk tawuran,dengan menyediakan
fasilitas untuk mengapresiasi minat siswa,sebagai
contoh dengan membuat banyak ekstrakurikuler
atau aktivitas non akademik seperti karate,tinju,
taekwondo, dll.Sekolah juga harus menyediakan
fasilitas konseling yang dapat menjadi tempat bagi
siswa untuk menceritakan dan menangani
perasaan, masalah pribadi mereka, sebaik masalah
sekolah. Sekolah harus menjadi rumah keduabagi
siswa di mana mereka bisa memiliki lingkungan
yang mengasyikkan dan kondusif.

76. Sekolah juga dapat membantu memelihara nilai –
nilai positif kepada siswa untuk jangka waktu yang
lama ;sekolah dapat berinisiatif dari aksi sederhana
seperti menyapa, menghormati, menghargai, dan
memberlakukan para siswanya secara adil.
Dengan begitu, guru, orang tua, dan orang – orang
dewasa lainnya harus memberikan contoh yang baik
dan memastikan para siswanya berada dalamjalur
yang tepat. Ini tidak hanya akan menolong mereka
dari diri mereka sendrii, tetapi juga akan
berpengaruh pada hari esok yang lebih cerah.

77. Questions of Student Brawls
• 1.)What do the educators and pundits ascribe about
student brawls? They ascribe to juvenile deliquency.
• 2.)The reasons for students to get involved in brawls
can be divided into two factors. Mention it! Individual
factors and group factors.
• 3.)How many individual factors that make students get
involved in brawl? Adolescence stage, part of
experiments –sensations, consider that violence as
entertainment, and the bad communication between
student and their parents.

78. • 4.)What do students usually do show off their
existence? By doing brawling.
• 5.)What does trigger brawling between gangs? By
an insult.
• 6.)Student who involved in braw can suffer from
many things.Mention it! Injuries and deathes.
• 7.)Student who involved in brawling will be labeled.
What label is it? Bad boy /girl.

79. • 8.)What is the effect for school who have students
who involved in brawling? The school will have bad
reputation and people will be reluctant to send
their children to study there.
• 9.)What can the students do to avoid brawling? By
filling their spare time with useful things that
interest them.
• 10.)What else that is important for student? That is
choose the right friend who could lead them to the
right path.

80. • 11.)What are the effects to parents who have
children who involved in brawling? They might be
depressed, ashamed, and useless.
• 12.)What is the effect to students who involved in
brawling? They will be isolated from the
environment.
• 13.)Who should play a role to solve the protracted
problems of brawling? Parents,school, society, and
the government.

81. • 14.)What must parents, teachers, school, and adult
people do? Seta good example and make sure that
students are on the right track.
• 15.)If the students are on the right track, what will
they get? They will save and effects for their
brighter day.
• 16.)How can the school authority impacts to reduce
brawling? By providing a facility to aspirate
students’ aggresion and counseling facility.

82. • 17.)What can parents do to avoid their children
from brawling? Rasing their children with love
andtrust, teaching them norms and moral values,
strengthening and applying the religions in real
life, encouraging them to be responsible and
discipline, and giving them appreciation for their
good deed.
• 18.)What is the simple action that school can
initiate? By greeting, respecting, valuing, and
treating the students equally.

83. • 19.)What do students usually do in the adolescence
stage? They are always curious and theywant to
know a lot of things.
• 20.)Some students consider violence as
entertainment. What do you think about this? I
think these students have lost their minds.

84. Vocabularies of Student Brawls
• 1.)Merely = hanya
• 2.)Encourage = mendorong
• 3.)Aggresion = serangan
• 4.)Conducive = kondusif
• 5.)Nurture = memelihara
• 6.)Initiate = mengawali
• 7.)Brawl = pertengkaran
• 8.)Nationwide = seluruh negeri
• 9.)Fracas = pertengkaran
• 10.)Juvenile = muda

85. • 11.)Ascribe = menganggap disebabkan oleh
• 12.)Deliquency = pelanggaran
• 13.)Determine = menentukan
• 14.)Hostile = bermusuhan
• 15.)Insult = menghina
• 16.)Hence = oleh karena itu
• 17.)Reluctant = enggan
• 18.)Path = jalan
• 19.)Authority = kebijakan
• 20.)Wise = bijak

86. 20 Vocabs that Might We Found
• 1.)Breakthrough = pemecahan
• 2.)Peagant = pertunjukkan besar
• 3.)Whirlwind = angin
• 4.)Fleeting = singkat
• 5.)Forth = ke luar
• 6.)Spacious = luas
• 7.)Cramp = sempit
• 8.)Shabby = buruk
• 9.)Overwhelming = menggampangi
• 10.)Dingy = kotor
• 11.)Anxious = gelisah
• 12.)Deliberate = disengaja

87. • 13.)Resolve = memutuskan
• 14.)Resentment = kebencian
• 15.)Whiz = mendesis
• 16.)Prodigy = keajaiban
• 17.)Inherit = mewarisi
• 18.)Loan = pinjaman
• 19.)Persuade = meyakinkan
• 20.)Emphasize = menekankan
• Source : Interchange Third Edition, Student’s Book
2. Cambridge University Press .