INTERNATIONAL CULTURE FESTIVAL

             In this nice occasion, i would like to share my photos with my lovely friends when we were in International Culture Festival (we called FESBUD 2016).
             This event held by Yogyakarta State University 's UKM called Safel on April, 28th 2016.  Took place at Yogyakarta State University Auditorium, this festival started at 13.30pm. It was not free to enter this event,  participants could buy tickets at ticket booth in front of the gate to get entry ticet and culinary coupons.
                In this festival, there are 6 country food and culture stands (like France, Indonesia, Japan, South Korea, and many more), culture exhibitions, scholarship stand, dance and music performances, door prizes, and photoboth. 
                Overall, the foods and cultures are amazing and the Festival was fabulous. Can’t wait for the next International Culture festival.


Disadur dari Laporan GCF 2015 wkwwkwk

CROWDED FAMILY

BY
FADDLY FAUZI ARDIANTO
MARIA VINEKI RIYADINI
IFTI LUTHVIANA DEWI
BEBY WAHYUDINING MUHTININGRUM

INVITATION

BY
MAULA SALSABILA
FITRA TISTA SELFIANA
IFTI LUTHVIANA DEWI

Can Social Pragmatic Skills Be Tested?


dis is such a Linguistic class assignment

Can Social Pragmatic Skills Be Tested?

Contributed by Beverly Vicker

By definition individuals with an autism spectrum disorder have difficulty with what is called the pragmatic aspect of language. Parents and speech language pathologists often ask, “What test will demonstrate that my child (or student) has difficulties with pragmatics?” This question reflects the assumption that there is such an instrument. There isn’t one AND there may never be a singular effective standardized test of pragmatic ability. While this response may come as a shock, it may be more understandable if one knows more about the nature of pragmatics and knows how one can assess pragmatic function.

What is pragmatics and what does it involve?
If one has good pragmatic skills, he or she is able to communicate an appropriate message in an effective manner within a reasonable time frame in a real life situation. Pragmatics is like a cake. The cake is the whole or gestalt that represents the combination of many ingredients. No one ingredient is representative of the edible item, that we call a “cake.” In a somewhat related fashion, as one continues the cake analogy, no singular standardized test of ingredients can effectively capture the essence of the whole or gestalt called “pragmatics.” In order to communicate an appropriate message in a given situation, many ingredients have to mesh in an instantaneous fashion. Within a few seconds or less, the typical communicator must:
  • Note the current social situation in which the communication interaction is occurring, including the nonverbal cues.
  • Pay attention and receive the complete verbal message delivered by the speaker.
  • Analyze the meaning of the verbal and nonverbal messages within the context of the conversational situation.
  • Check the tentative interpretation of the messages against one’s bank of social knowledge.
  • Formulate a response inside one’s head based on the above, after considering several possible options.
  • Draw upon one’s knowledge of vocabulary and grammar.
  • Speak or generate the message in a manner that is understandable to others.
  • Be prepared to receive and analyze the new incoming message response, complete with its nonverbal and hidden messages.
  • Begin the cycle all over again.
This sounds like quite a task, but typical speakers do it all the time with little effort. For the person with an autism spectrum disorder, such situations often represent a serious challenge.
What can contribute to poor social pragmatic skills in a given situation?
The potential for difficulty or lack of effectiveness in any given situation is ample. A person may have difficulty because of one or more of the following reasons. He or she may have:
  • Limited awareness that a message is being directed to him or her.
  • Difficulty distilling the auditory message amid competing incoming sensory stimuli.
  • Difficulty processing the message of the communication partner because the communication partner:
    • Spoke rapidly;
    • Used vocabulary that was unfamiliar to the listener;
    • Spoke about events that were of no interest to the listener;
    • Spoke about unfamiliar events, ideas, or experiences;
    • Used grammar that was too complex for the listener;
    • Used figurative language that made interpretation difficult; or
    • Used gestures that were distracting and meaningless for the listener.
Limited knowledge about the social world, including understanding the mental state/perspective of the communication partner.
  • Difficulty sifting through all the confusing information and meshing it with stored knowledge/social skills training in a rapid fashion.
    One may or may not have had the appropriate social skill knowledge. One may have misread the social setting or been oblivious to certain cues. The important issue, however, is whether one can access that social knowledge on the spot and use it in a real situation to guide a response, even though one might feel confused, anxious, over-stimulated, or rushed.
  • Difficulty planning the response in terms of message intent, vocabulary and syntax.
    Some individuals may experience word-finding problems and have considerable difficulty using mature and complex language forms to express their ideas. Individuals often have difficulty understanding that they must consider the other person’s background and perspective. Too often, the listener furnishes too little information to facilitate meaningful understanding.
  • Delivery of the message may be too rapid or too choppy to be intelligible or understandable.
    Even speakers without ASD “ flub up” in various situations because they are nervous or anxious. The message may be very clear inside the head of the speaker but getting the communication partner to understand the message intent can be a challenge. A smooth and effective delivery style is not always easy.
    So much effort may have gone into formulating the first response that the person with ASD isn’t prepared to begin the process again without more of a break. Other individuals with ASD may be very used to one-turn conversations and not have any expectation that a second response will be expected.
How does one assess pragmatics?
When one considers the complexity of the process listed above, it is understandable why a singular formal test would not accurately identify something as complex and context based as pragmatic problems. Pragmatics represents the whole act of communication and is not simply a sum of the parts.
One might, however, initially identify that an individual has a problem with pragmatics (the whole) and particular situations that present problems by:
    • Observing the person with ASD.
    • Interviewing numerous people about what communication situations are challenging and identification of particular difficulties.
    • Completing inventories or checklists.
    • Using informal situations to sample the person’s ability to deal with specific communication challenges.
For an elementary school age student, this might translate into an observation in the classroom during group instruction and small group sessions, at recess, and in the lunchroom. Parents, teachers, aides and peers might contribute useful information during an interview or through a checklist. The student him or herself also might be able to identify situations that represent a challenge by completing a checklist. Challenging situations could be embedded within the daily routine so that the student might demonstrate how he manages situations such as being overlooked as papers are passed out, someone teasing him, or needing to ask for assistance with a difficult task. This type of data is called qualitative data. This data collection method is used to analyze complex behaviors such as social interaction. Qualitative data can be as legitimate as quantitative data (test scores) for decision-making about programming needs if it has been collected in an appropriate manner.
Does formal testing have a place in the assessment of pragmatic skills?
The Test of Pragmatic Language, for example, attempts to look at the application of social knowledge. The test involves pictured situations and requires responding to static, non-emotional, decontextualized situations. The examiner provides information about the situation and asks what the person might say in that situation. The test can provide some information about social knowledge but one has to understand the limitations. If one has been taught about certain social situations and has good associational recall, one might be able to pass the test. This same person may have significant problems with natural pragmatic situations, however, when he or she is in a real life situation. He or she may have great difficulty coping with emotions and/or may be in sensory overload. He or she might be clueless about the subtleties of the situation. He or she may be unable to manage the demand for a rapid processing of information. And, he or she may be unable to deal with the rapid need for formulation and delivery of an appropriate response. In other words, the test produces false negative data for some children because it cannot capture enough of the holistic demands of real life situations. Emotional state, not measured by the test, can play an important role in how well one can use what he or she knows. The degree of challenge emanating from the demands will differ by individual and by specific situation.
Other types of formal testing might be used if the purpose is clearly defined and the results reviewed within the holistic context that pragmatics represent. For example, if it is suspected that the student has trouble with understanding complex grammar, this could be probed. Intervention focused on only this one underpinning element, however, may or may not improve pragmatic abilities unless coupled with increasing social knowledge. The reverse is also true. If one learns more about social knowledge, one may still be ineffective in real situations because other significant components collectively also impact performance. It may be very important to screen or evaluate selective contributing elements such as vocabulary, word retrieval, event representation skills, and so forth and consider these as one attempts to improve pragmatic skills for a specific individual.
Summary
By definition, individuals with an autism spectrum disorder will have difficulty with social pragmatic function. It does not take formal testing to identify that a social pragmatic problem exists. No singular test can evaluate the complexity of situational pragmatic skills. Passing a test such as the Test of Pragmatic Language can represent a false negative and exclude someone from needed support and intervention. Sometimes information from selective tests or subtests that probe specific elements that contribute to pragmatic competency, however, might be helpful for program design. Scoring within normal limits, however, on any of these tests does not mean that there is no pragmatic disorder but rather that one of the components, under specific conditions, does not seem to be a major problem.

Qualitative data is legitimate and can be gathered through various means. Individuals will differ in terms of how effective they are in specific situations, with specific partners, and as the mental and emotional demands of situations change. The complexity of pragmatics must be considered as intervention programs are designed. 

HOW TO HAVE A SLIMMER LOOK FOR A PUDGY GIRL

By : IFTI LUTHVIANA DEWI
Hey youuuuuuuu you lets take a look for my article. I wrote dis on my writing class yeah. sebenernya writing class itu kalo suruh buat apapun itu biasanya aku buatnya pake katakata yang terlalu tinggi dan hoax hoax gitu, sekali kali lah bikin yang agak bermanfaat buat yang kadang iri sama poto gua yaang badannya kliatan kurus gitoh. so here is


It will be difficult for you who have pudgy body to choose clothes that you want to wear. If you’re such a girl that really think of your appearance, you certainly will try hard to choose the clothes so that you can step forward beautifully as well as makes you look slim. The followings are tips and tricks how to choose clothes for a pudgy girl.

The first tip is wearing clothes with vertical stripes. Small vertical stripes will create visual illusion. It can help you to have taller impression and it can reduce your fatter look. If you wear clothes with horizontal stripe or you like to wear clothes with big pattern, it makes you became fatter indeed.


The second tip is do not wear either it loose clothes or tidy clothes. There are many pudgy girls in this world do a same mistake that is wearing the loose clothes for hiding her body shape. Actually, wearing tidy clothes or too small clothes is also not appropriate, since it makes your fat in your whole body look be gathered. So, choose and wear clothes that are fit and suitable with your body shape. Avoid wearing straight and expand clothes that surely make you look bigger. If it is needed, you can use corset for shaping your body and it is better if you wear a blouse that can cover your thighs. 

The last tip is wearing dark color. Black or navy are the first options in selecting clothes color. Dark clothes are able to hide saggy parts of the body, especially your belly and waist. Therefore, it will give you slimmer impression. On the other hand, bright color makes everyone around you just focus on you and your body (you guys know lah kalo pake baju warna ngejreng gitu lu kliatan kek gimana). Dark clothes are also proper to be woren in every occasion and they are easily matched with other colors. Nowadays, there are many dark clothes available with many long sleeve’s designs. Using the long sleeve like this can cover your arm’s fat. Yet sometimes, using dark color will make your appearance look plain. So you could add some accessories or use bright color’s shoes.
Choosing suitable clothes for pudgy girl is hard but it does not mean that pudgy girl cannot be stylish like the other slim girls (like me of course). However, the important key is you should be confident with everything that you wear. 

muke ndiri aja yg dijadiin contoh, ih jadi malu

How to Teach a Cat Tricks



Tricks, clickers, commands … Those are just for dogs, right?
Thinkstock
Contrary to popular belief, cats are trainable. You can teach them useful behaviors as well as novelty tricks. You can even train them to compete in agility tournaments.
There are some differences between the way cats and dogs are trained, of course. Cats aren’t as likely to be motivated by praise as dogs. Cats are also less instinctively driven to work in partnership with their human companions. But that doesn’t mean they’re not superstars in waiting. With the right methods — and a little creativity on your part — your cat will soon amaze you with the things he can learn.
Remember: Cats respond to positive reinforcement, not negative punishment
Cats should only be taught new behaviors with positive, reward-based training. Punishment and dominance are not healthy methods, nor are they effective. “Punishment creates stress, and stress is one of the most common causes for problem behaviors in cats, including eliminating outside of the litter box and compulsive grooming,” says the ASPCA website. So with that in mind, here are some steps to get you started:
 1. The best reinforcements you can use are treats — but not just any treats. ”My foster cats love to train with me,” says Jane Harrell, Petfinder’s senior producer and long-time cat foster mom. “But they won’t work for just anything. They want the soft, gooey, stinky treats.” And Jane’s fosters aren’t alone. Many cats need something special to motivate them. This means you should toss the kibble back in the cat food bin and look through your cabinets for the good stuff your cat loves. Diced chicken or turkey, low-sodium tuna, meat-flavored baby food and commercial cat treats might be effective, depending on your cat’s individual preferences.
2. Get your cat used to receiving rewards in response to specific behaviors. Start with a simple trick to show your cat that good things happen during your training sessions.
3. Practice, practice, practice… but not too much. Repeat this training process several times in a row so that your cat learns why he’s getting rewarded.
You don’t want to wear your cat out or bore him, but you do want to drive home the relationship between a particular reward and behavior — as well as the command associated with that behavior. Petplace.comrecommends teaching only one command or trick at a time and limiting sessions to 10 to 15 minutes of practicing. You will, however, want to repeat the routine again the next day and continue it on a regular basis so that your cat doesn’t forget what he’s learned.
4. Try using a clicker to reinforce timing and – eventually — cut down on treats.
It’s important for your cat to be rewarded as soon as she performs the desired action, but it can be difficult for many people to time their rewards precisely with their cat’s behavior. A clicker can help with timing by introducing a sound that tells the cat that what they just did was good.  To teach your cat what the clicker means, “charge” the clicker by clicking and treating your cat without requesting any action. After a few times your cat will learn that the clicker noise means good things are coming and, eventually, the clicker can be its own reward. You now have an aid for perfecting the timing of a reward.
5. Once your cat has fully mastered his first trick, move on to others. Using treats and your clicker, you can introduce common tricks like “down,” “stay” and “come.” But feel free to get creative. You might also want to consider teaching your cat practical behaviors like how to walk on a leash.
If you’re committed to teaching your cat tricks but are having trouble with the process, contact a trainer in your area. Just be sure that he or she has expertise in working with cats. Also be certain that anyone you hire shares your belief in positive reinforcement.
Additional Sources for Reference

NEW WPAP








CONTOH NASKAH DRAMA PERSAHABATAN+UNSUR INTRINSIK EKSTRINSIK


Analisis Unsur Intrinsik dan Ekstrinsik
Drama
 







Disusun Oleh :
1.       Aurum Wanda Dewana
2.       Fajri Febriani Muslih
3.       Henu Angger Subekti
4.       Ifti Luthviana Dewi
5.       Muhammad Huda Widodo
6.       Primastutik Yulia Arumsari



SMA NEGERI 1 BANTUL
Jalan Wakhid Hasyim Bantul, Bantul, Yogyakarta



·      Naskah Drama
Dendam Menghancurkan Persahabatan
Siang itu saat jam istirahat, empat orang siswa dan siswi yang sudah bersahabat sejak lama yaitu Melia, Rara, Florina, Fira dan Salsa sedang duduk santai di kantin.
Meisya : “Eh, kalian mau pesan minuman apa ?”
Rara                : “Aku es jeruk dong.”
Salsa                : “Aku juga es jeruk.”
Meisya                        : “Yaudah, semuanya es jeruk aja ya, biar sama.”
Florina             : “Iya gitu aja biar nggak kelamaan buatnya.”
Meisya                        : “Oke deh.” (sambil bangkit dan memesan minuman)
Fira                  : “Minumnya biar aku aja ya yang bayar. Udah lama banget nggak nraktir  kalian nih.”
Rara dkk          : “Makasih ya Hen.” (terlihat sangat senang)
Bel tanda masuk berbunyi.
Florina             : “Eh udah bel tuh. Ke kelas yuk !” (sambil berdiri)
Meisya dkk      : “Yuk !” (seraya bangkit dan mengajak teman yang lain)
Di kelas, pelajaran sudah di mulai. Ibu guru telah berada di depan kelas untuk melanjutkan pelajaran minggu lalu.
Guru                : “Anak-anak, seperti yang sudah Ibu tugaskan minggu lalu, kita akan belajar membuat telur asin. Silahkan kumpul dengan anggota kelompok masing-masing. Kemudian keluarkan barang-barang yang sudah ibu suruh bawa dan letakkan di atas meja.”
Florina             : “Kalian bawa barang yang udah dibagi kemarin kan ?”
Fira dkk           : “Bawa dong.” (mengeluarkan barang-barang dan menaruhnya di atas meja)
Salsa                : “Kok abu gosoknya banyak banget sih. Kita kan Cuma butuh dikit.”
Meisya            : “Emang segitu kok abu gosoknya.”
Fira                  : “Tapi setauku enggak sebanyak ini. Ini sih berlebihan.”
Rara                : “Emang segitu kok Hen.”
Florina             : “Kok kalian nggak percaya sih ? Bener kata Meisya dan Rara, abu gosoknya emang segitu.” (sedikit kesal)
Salsa                : “Tapi nggak sebanyak itu Flor. Iya kan Hen ?”
Fira                  : “Iya, nggak sebanyak itu. Sini biar aku aja yang ngerjain !” (mengambil abu gosok)
Meisya            : “Biar aku aja! Kalian itu nggak tau.” (mengambil abu gosok dari tangan Fira)
Melia, Rara, Florina, Fira dan Salsa saling berebut abu gosok dan akhirnya semua abu gosoknya tumpah dan mereka terjatuh.
Guru                : “Apa-apaan ini ? Kenapa abu gosoknya tumpah dan berantakan seperti ini ? Sekarang kalian bersihkan sampai bersih dan nilai kalian Ibu kurangi.” (terlihat marah)
Fira                    : “Gara-gara kalian sih, nilai kita jadi dikurangin !” (bicara pada Florina, Meisya dan Rara)
Rara                : “Kok jadi kita sih yang disalahin ? Itu semua kan gara-gara kamu!”
Salsa                : “Ini gara-gara kamu!”
Florina             : “Kalian sih ngrebut abu gosoknya ! Jadi kita yang kena impasnya.”
Mereka saling menyalahkan satu sama lain tanpa ada satupun yang mau mengalah dan minta maaf. Persahabatan mereka terpecah. Fira dan Salsa menjauh dari Florina, Meisya dan Rara. Mereka saling berencana untuk membalas dendam.
Saat itu pelajaran Bahasa Indonesia, mereka sedang belajar di perpustakaan.
Florina               : “Eh eh eh, kalian kasih buku ini ke Salsa sama Fira. Biar mereka dimarahin sama Bu Guru. Biar tau rasa.” (berbisik-bisik dengan Meisya dan Rara sambil menyobek buku perpustakaan)
Meisya              : “Nih ada buku. Bu Guru nyuruh kalian baca.” (memberikannya dengan malas-malas)
Rara                  : “Ibu Guru! Lihat deh, Salsa sama Fira ngrobek buku perpustakaan !” (setengah berteriak sambil menunjuk Salsa dan Fira)
Guru                  : “Apa yang kalian lakukan sama buku itu ? Dasar anak nakal, selalu saja berulah. Sekarang kalian ibu hukum untuk merapikan buku di perpustakaan ini!” (sangat marah)
Fira                    : “Tapi bukan kita Bu pelakunya. Kita Cuma dijebak.”
Guru                  : “Tidak usah banyak alasan ! Jalani saja hukuman yang Ibu berikan!”
Salsa                  : “Baik Bu.”
Saat di kelas, Ibu Guru sedang menjelaskan pelajaran, namun Florina, Meisya dan Rara justru ramai sendiri dan mengobrol di kelas. Ibu Guru yang melihatnya menjadi jengkel dan marah karena merasa tidak dihargai.
Guru                : “Rara, Florina, Meisya ! Apa yang sedang kalian lakukan ? Ibu sedang menerangkan tapi kalian justru ramai sendiri. Sudah merasa pintar ?”
Meisya                        : “Engenggak Bu. Maafkan kami.”
Guru                : “Kalian Ibu hukum karena terlalu sering berbuat onar. Sepulang sekolah, kalian bertiga bersihkan kelas sampai bersih.”
Florina             : “Ta tapi Bu”
Guru                : “Tidak ada tapi-tapian. Lakukan saha tugas kalian.”
Sepulang sekolah, Florina, Meisya, dan Rara melaksanakan hukuman yang diberikan Ibu Guru. Setelah selesai, Salsa dan Fira menghampiri mereka bertiga.
Florina             : “Mau apa kalian ? Mau mengejek kami ?”
Fira                  : “Kita capek musuhan terus terus sama kalian. Lebih baik kita baikan dan bersahabat lagi.”
Rara                : “Benar kata Fira. Kita jadi sering dihukum karena saling mecoba balas dendam.”
Meisya            : “Aku juga setuju dengan mereka.”
Salsa                : “Aku juga.”
Florina             : “Sebenernya, aku juga ngerasa kaya gitu. Kalo gitu, maafin kami ya.”
Fira dan Salsa: “Iya, maafin kita juga ya. Kita sahabatan lagi kan ?”
Rara                : “Tentu. Jangan pernah marahan lagi kaya kemarin ya.”
Mereka berlima akhirnya saling bermaafan dan kembali bersahabat seperti dahulu. Tidak ada permusuhan lagi diantara mereka.




·         Unsur Intrinsik

o  Judul                       : Dendam Menghancurkan Persahabatan
o  Tema                      : persahabatan
o  Latar                       :
-          Tempat            : kantin, ruang kelas, perpustakaan
-          Waktu              : siang hari, saat istirahat, saat pelajaran, saat pulang sekolah
-          Suasana           : bahagian, haru, marah, kesal
o  Alur                         : maju
Permulaan               : Florina, Meisya, Rara, Slasa dan Fira mereka dalah lima orang siswi di salah satu sekolah yang sudah bersahabat sejak lama.
Pengenalan masalah: Salsa dan Florina saling berargumen menganai jumlah abu gosok yang akan mereka gunakan, Fira membela Salsa sedangkan Meisya dan Rara membela Florina.
Puncak masalah       : Persahabatan mereka terpecah menjadi dua. Salsa dengan Fira sedangkan Florina dengan Meisya dan Rara. Dua kubu yang dulunya sahabat itu saling mencoba untuk membalas dendam.
Penurunan                : Akhirnya mereka sadar bahwa permusuhan mereka hanya disebabkan oleh hal yang sangat kecil, mereka lalu saling minta maaf.
Penyelesaian            : Mereka berlima bersahabat kembali.
o  Bahasa                    : mudah dipahami dan menggunakan bahasa sehari-hari.
o  Tokoh                      : Florina, Meisya, Rara, Salsa Fira, Guru
o  Penokohan              :          
-          Florina : keras kepala, tidak mau mengalah, pemaaf
-          Meisya            : pemaaf
-          Rara    : pemaaf
-          Fira      : pemaaf
-          Salsa    : keras kepala, tidak mau mengalah, pemaaf
-          Guru    : tegas, bijak

·         Unsur Ekstrinsik
§  Nilai Moral :
o   Jangan saling menyimpan dendam kepada teman maupun kepada orang lain.
o   Rendah hati terhadap siapapun.
o   Suka memberi dan mengasihi antar sesama teman. 


§  Nilai sosial :
o   Menjaga persahabatan di antara teman merupakan hal penting
o   Pendapat masing-masing orang berbeda-beda maka seharusnya kita menghormati dan menghargai masing-masing pendapat tersebut.
§  Nilai budaya :
o   Siapa yang berbuat salah maka dia yang akan mendapat hukuman.
o   Seseorang yang berbuat salah kepada orang lain maka dia yang harus meminta maaf.












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