Identification Problem Limitation of the Problem Formulation of the Problem Purpose of the Study Notice

‚‚ ƒ„…†‡ ƒ ˆ ƒ ‰ ‰ Š‚ ‹‰ †ˆŒ Ž …ƒ ˆ …† „ … ƒ ‘† ’‰ … Š “‘” ‰ • … Ž ”ƒ ˆ … ‰ – — ƒ ”†ˆŒ ˜ Š ™š ‘ƒƒ ˆ‰ †Š ˆ Š‚ • Š ‘… › Žˆ „…† Š ˆ ’ œ ƒ  … ‰ ž Ÿ

B. Identification Problem

‰ ƒ ” Š ˆ …  ƒ ”†‰ „ Ž‰ ‰ † Š ˆ †ˆ … ƒ ¡  „ ¢ Œ ‘Š Žˆ ” Š‚ … ƒ ‰ …Ž ” £ ¤ … ƒ ‘ ƒ ‰ ƒ‘ „ ƒ ‘ †”ƒ ˆ … †‚†ƒ ‰ …ƒ š ‘ Š ¡ ’ ƒ ™ ‰ ¡ ƒ ’ Š “ ¥ 1 Ÿ • „ŠŠ ’ „ Ž‘‘ †„ Ž’ Ž ™ ƒ  š ƒ„… ‰ …ƒ ‰ … Ž ”ƒ ˆ …‰ …Š  ‡ ƒ Œ ŠŠ” ‘ƒ  ”† ˆ Œ „ Š ™š ‘ ƒƒ ˆ‰ †Š ˆ † ˆ … ‘Œ ƒ… ’ˆ Œ Ž Œ ƒ Ÿ 2 Ÿ  Š ‰ … Š‚ … ƒ ‰ …Ž ”ƒ ˆ…‰ ‚† ˆ ” ”† ‚ ‚†„ Ž’ …† ƒ ‰ † ˆ Žˆ”ƒ ‘ ‰ … ˆ ”†ˆ Œ Š‚ ‰ Š ‘… ‚ Žˆ „… †Š ˆ’ …ƒ  …‰ Ÿ 3 Ÿ • …Ž ”ƒ ˆ … ‰ – „Š ™ š ‘ ƒ  ƒ ˆ‰ †Š ˆ †‰ ‰ … † ’ ’ ˆ Š… š ‘ Š Œ ‘ƒ ‰ ‰ † ˆŒ ¡ ƒ„Ž‰ ƒ … ƒ ’ „ ¢ Š‚ ƒ   ™ š ’ ƒ ‰  ˆ ” Ž …ƒ ˆ …† „ ™ … ƒ ‘†’‰ Ž‰ ƒ” ¡ £ …ƒ … ƒ „ ƒ‘  ¡ Š Ž … … Š ‰ ƒ ¢ † ˆ ” ‰ Š‚ … ƒ … ƒ  …‰ † ˆ …ƒ  „ †ˆ Œ ’ ƒ  ‘ˆ † ˆŒ š ‘ Š„ƒ ‰ ‰ Ÿ 4 Ÿ œ ƒ  „ †ˆ Œ ‘ ƒ  ”† ˆ Œ „ Š ™ š ‘ ƒ ƒ ˆ‰ †Š ˆ  ¡ Š Ž … ‰ Š ‘… ‚ Žˆ „…† Š ˆ’ …ƒ  … †‰ ˆ Š… ƒ ‰ £ † ‚ …ƒ ‰ …Ž ”ƒ ˆ … ‰ ”Š ˆ Š…  ‡ ƒ †ˆ …ƒ ‘ƒ ‰ … †ˆ ‘ƒ  ”†ˆ Œ Ÿ 5 Ÿ ¦Ž … ƒ ˆ … †„ ™  … ƒ ‘ † ’ ‰ ‘ ƒ ‘‘ ƒ ’ £ Ž‰ ƒ” ¡ £ … ƒ … ƒ „ ƒ ‘ † ˆ …ƒ  „† ˆ Œ ‘ƒ ”†ˆŒ  ¡ Š Ž … ‰ Š ‘ … ‚ Žˆ „…† Š ˆ’ …ƒ  …‰ Ÿ

C. Limitation of the Problem

œ † ‰ ‰ … Ž ” £ † ‰ ‚ Š „ Ž‰ ƒ” Š ˆ … ƒ ƒ‚‚ƒ„… † ‡ ƒ ˆ ƒ ‰ ‰ Š‚  Ž … ƒ ˆ …† „ ™  …ƒ ‘†’‰ …Š “  ‘” ‰ ‘ ƒ  ”†ˆ Œ „Š ™ š ‘ ƒƒ ˆ‰ † Š ˆ Š‚ …ƒ ‰ … Ž ”ƒ ˆ … ‰ Ÿ œ ƒ ‘ ƒ ‰ ƒ ‘ „ „Š ˆ ” Ž „… ƒ” †ˆ …ƒ ‰ ƒ„Š ˆ ” Œ ‘ ”ƒ §Žˆ †Š ‘ †Œ ‰ „ŠŠ ’ †ˆ • ¨ ¦ ’ ©ª‰ ‘ Š§Š ˆ Œ • ‘ † ¤ « ƒ š Š ¢Ÿ

D. Formulation of the Problem

‰ ƒ ” Š ˆ …ƒ ¡  „ ¢ Œ‘Š Ž ˆ ” Š‚ …ƒ ‰ …Ž ” £ …  … ™ ƒ ˆ … †Š ˆ ƒ” š ‘ ƒ ‡ † Š Ž‰ ’ £ ¤ …ƒ ‘ ƒ ‰ ƒ  ‘„ ¬ Ž ƒ ‰ … †Š ˆ „ˆ ¡ ƒ ‚Š ‘ ™ Ž’ … ƒ” ‰ ­ ® ‰ … ƒ ‘ƒ ˆ £ ƒ ‚‚ ƒ „… † ‡ ƒ ˆ ƒ ‰ ‰ Š‚ Ž‰ †ˆŒ Ž …ƒ ˆ … †„ ™ … ƒ ‘† ’‰ … Š “ ‘ ” ‰ ‰ … Ž ”ƒ ˆ …‰ – ‘ ƒ ”†ˆ Œ „Š ™ š ‘ ƒƒ ˆ‰ † Š ˆ Š‚ ‰ Š‘… ‚ Ž ˆ „…† Š ˆ ’ …ƒ  …‰ ?

E. Purpose of the Study

¯°± ²³´² µ¶ ±¶ µ · ¸°¹¶ ¶ ¸ ³ º » ¼ ´± ¸ µ ½ ± ¸ ¸°± ¹ ¾ · µ ´ ¿ ¼¸¹µ¾ ¼Àµ ³¸ ¸ °± ± ·· ± Á¸ ¹ ± ¾±¶ ¶ µ · ³ ¶ ¹ ¾½ ¼ ³¸°± ¾ ¸¹ Á ¿ ¼¸± ´ ¹ ¼ à ¶ ¸ µ Ä ¼ ´º ¶ ¶ ¸ ³º ±¾ ¸ ¶ Å ´±¼º ¹ ¾ ½ Á µ¿ ²´ ± ° ±¾¶ ¹µ¾ µ · ¶ °µ ´¸ ·³ ¾ Á ¸¹µ¾¼ à ¸ ±Æ ¸ ¶ Ç

F. Significance of the Study

¯°¹ ¶ ¶ ¸ ³º» °µ ² ± ·³ Ãà » Ä ¹ à à ½ ¹ ± ¶ µ¿ ± À ±¾±· ¹ ¸ ¶ ¸µ È 1 É ¯±¼ Á ° ±´ ¯°± ¸±¼ Á °± ´ Á ¼¾ ±¾ ´ ¹ Á ° ¸°± ¹ ´ ¸± ¼Á °¹ ¾ ½ ¶ ¸´ ¼ ¸ ±½ » ¸µ ¸±¼ Á ° ´ ± ¼ º ¹¾½ Á µ¿ ²´ ±°± ¾¶ ¹ µ¾ ³ ¶ ¹¾ ½ ¼ ³ ¸°±¾ ¸ ¹ Á ¿¼ ¸ ± ´ ¹¼ à ¶ ¹¾ ´ ± ¼ º ¹¾½ Á à ¼¶ ¶ Ê ±¶ ²± Á ¹ ¼ Ãà » ¼ Àµ ³¸ ¶ °µ ´ ¸ · ³ ¾ Á¸¹µ¾¼ à ¸±Æ ¸ ¿ ¼ ¸ ± ´ ¹ ¼ à ¶ Ç 2 É Ë ¸ ³º ± ¾ ¸¶ ¯°± ¶ ¸³º ±¾ ¸¶ Á ¼¾ ½ ± ¸ ¶ µ¿ ± ¹¾ ²³¸ ¸ µ ± ¾ Á µ ³´¼ ½ ± ¸°± ¹ ´ ´ ± ¼ º ¹ ¾ ½ Á µ¿ ²´ ± °±¾¶ ¹µ¾ ¼Àµ ³¸ ¶ °µ ´¸ ·³ ¾ Á ¸¹µ¾¼ à ¸ ± Æ ¸ À » ³ ¶ ¹¾ ½ ¼ ³¸ °±¾ ¸¹ Á ¿¼ ¸ ± ´ ¹ ¼ à ¶ Ç 3 É Ì ±¶ ± ¼ ´Á ° ± ´ Í ¸ ¹¶ ±Æ ² ± Á¸ ± º ¸ °¼ ¸ ¸°± ´ ±¶ ±¼ ´Á °± ´ Ä ¹ Ãà Π¾µ Ä °µ Ä ¸µ ¸ ±¼ Á ° ´±¼º ¹ ¾ ½ Á µ¿ ²´ ±°± ¾¶ ¹ µ¾ ¸µ Ä ¼ ´ º ¶ ¼ ³¸ °±¾ ¸ ¹ Á ¿ ¼¸± ´ ¹ ¼ à ¶ Ç Ï°±¾ ¸ °± ´ ±¶ ± ¼ ´ Á ° °¼¶ ¼ À± ¾ ±· ¹ ¸ Ê ¹ ¸ Á ¼¾ À± ¼¾ ±Æ ² ± ´ ¹ ± ¾ Á± · µ ´ ¸ °± ´ ±¶ ± ¼ ´ Á ° ± ´ ¸µ Î ¾µ Ä Ä °± ¸ °± ´ ¸° ± ¿ ± ¸ °µ º ´ ± ¶ ±¼ ´ Á °± º ° ¼¶ ¼ ½ µµ º ¹¾ · à ³ ±¾ Á ± Ç ¯° ±¾ Ê ¸ °± ´± ¶ ±¼ ´Á °± ´ Á¼¾ ³ ¶ ± ¸°¹¶ ¿± ¸°µ º · µ ´ ¸ ±¼ Á °¹¾ ½ ¹ ¾ ¸ °± ·³¸³´± Ç Ð ÑÒ ÓÔ Õ Ö × ØØ Ù Ø Õ Ö ×ÓÕ Ú ×Ö × Ö VIEW A. Reading

1. The Definition of Reading

Û Ü ÝÞßàá ß â Ýãäåæ å àÞ Üçâ æÝ àÞß à á è çß ææÜ à æÜ é æ . êë ß â â ì ß íí ß â Þäîß à Ý æ Ü Þ æ ä Ü é Ü ç ï ßâ Ü æëÜ Ü ð Ü â ÝàÞ æ ëÜ ãçÝ ß à ñ Û ÜÝÞßàá ï äà â ß â æ â ä ò æ è ä ç Ü í Ý æÜ Þ ó ç ä ï Üâ â Ü â , è äçÞ ç Ü ï ä á àß æßäà Ý àÞ ï äî ó ç Ü ë Ü àâ ßäà ñ ôâ æëÜ äàÜ ä ò ò ä å ç â ìßí íâ æë Ý æ í Ü Ý ç à Ü Þ Ýæ æ ëÜ â ï ë ääí , ç Ü ÝÞßà á ã Ü ï äî Ü â äà Ü ä ò æ ëÜ ßî ó ä ç æ Ýà æ â ì ß íí â æ ä ã Ü ï äî ó ç ÜëÜ àÞ Ü Þ ã ð æ ë Ü â æå Þ Ü à æ â . ô ïï äç Þß à á æ ä õ ßí ã Ü çâ æÜ ß à äà ëÜ ç ãääìö ÷ ø ù h n iqu es a n d úø so u rces in T ea chin g úø a d in g , û Û ÜÝÞßàá ßâ Ý ï äî ó í Ü é ßà ò äç î Ýæßäà ó ç ä ï Ü ââ ßà á â ìßíí ßà èë ß ï ë æëÜ ç Ü ÝÞ Ü ç ßà æ Ü çÝ ï æâ èß æ ë æ Ü é æ ßà ä çÞ Ü ç æä ç Ü ï ç Ü Ý æÜ î Ü Ý àß à á ò å í Þß â ï ä å ç â Ü 1 . Reading is the most important foreign language skill, because the other skills like listening, speaking and writing involving reading as their part of activity. Reading also means as dealing with language messages in written or printed form 2 or it can be stated that reading is the ability to draw meaning from the printed page and can be interpreted the information from the texts appropriately. The best way to understand reading is see it as a process of active guessing and understanding the texts in which the readers use some clues to understand the text. Harmer also stated on his book, üýþ to T ea ch ÿ ish , reading is useful for other purposes too: any exposure to English provided students understand it more or less is a good thing for English students . 3 From that definition, it can be concluded that reading is the process of people to learn and to get knowledge by understanding of the text or printed words, in written form and have many purposes which related with other skill in English. 1 Sandra Silberstein, T echn iqu es a n d eso u rces in T ea chin g ea d in g , Oxford: Oxford University Press, 1994, p. 6. 2 John S. Hedgcock and Dana R. Ferris, T ea chin g ea d ers o f n g lish tu d en ts, T exts, a n d o n texts, New York: Routledge, 2009, p. 15. 3 Jeremy Harmer, How to Teach English, Harlow: Longman, 1998, p. 68.

2. Definition of Reading Comprehension

Reading comprehension is the way of readers in getting information from the text relatively. Not all readers are capable to comprehend the text quickly, that ability normally taken by fluent readers because they usually have the habit of reading. According to Susan E. Israel and Gerald G. Duffy Reading comprehension is only a subset of an ill-defined larger set of knowledge that reflects the communicative interaction among the intentions of the authorthe speaker, the content textmessage, the abilities and purpose of the readerlistener, and the contextsituation of the interaction . 4 This ability makes the students construct meaning from a given written text. It is not a static competency, because it depends on the purpose of reading and the text is involved. It means that the purpose of reading the kinds of the text is related each other. When we read a text, the ability to identify the idea of the text is the important point after we know the topic of that text. After read the text, the readers hopefully know what the text means because reading comprehension is a process of connecting the topic of the text to student s prior knowledge. 5 The process of comprehension is like making a cake, that mental process in achieving something and to check that a step has not been missed. To comprehend the text of reading, the students must be able to predict the text. Although they do not know the vocabulary, but it is hoped they know the key of the text. Some processes happen when you are reading, as you read your brain tells your eyes what to look in order to make connections. To be successful in reading comprehension, students need to actively comprehend what they read. It means that the readers must be able to decode the words or recognize words from the text that they read. 6 In conclusion, reading comprehension is the ability to comprehend the meaning of the text with a set of knowledge which reflect communicative interaction which including a good 4 Susan E. Israel and Gerald G. Duffy, n b o o k o f esea rch o n ea d in g o m p rehen sio n , New York: Routledge, 2009, p. 32. 5 John T. Guthrie, n g a g in g d o lescen ts in ea d in g , Thousand Oaks: Corwin Press, 2008, p. 11 6 Judy Willis, T ea chin g the ra in to ea d , Alexandria: ASCD, 2008, p.128. mental process. It also needs a good reading skill to reach the ability of understanding the texts to identify and decode the idea of the text.

3. Kinds of Reading

Studying about reading cannot be separated by kinds of reading. Because reading skill is trained by studying some texts to get the detail information; short texts, longer texts and complete books. There are two kinds of reading, extensive reading and intensive reading.

a. Extensive Reading

Extensive reading is a form of learning form meaning focused input. Extensive reading is one kinds of reading with one of the function is to find the general information without any helping from some sources such as dictionary or others. In extensive reading, reading is a source of learning and a source of enjoyment. It can be a goal in its own right and a way of reaching others goal. Extensive reading provides the conditions for fluency development of a course depending on the level of the books that the learners read. Extensive reading generally involves rapid reading of the large quantities of material or longer reading to understand the whole book. The function of extensive reading is to take general understanding of the text. The reader has to read and understand the content for the meaning.

b. Intensive Reading

Intensive reading is the activity of intensive study of the texts that can increase learners knowledge of language features and their control of reading strategy. Intensive reading focuses on comprehension of particular text and it will be useful when reading other texts. It is also called as aclose reading means that when a reader read a short passage heshe must give all the attention into vocabulary, reading text, and organization. According to Nuttall the aim of intensive reading is to arrive at an understanding, not only of the text means, but of how the meaning is produced 7 . In intensive work on a reading text, the how is as important as the what which can be used by the students to train the strategy that can go on to use with other text. These are the following aspects which influence the following aspect of intensive reading. 1. Comprehension In comprehension intensive reading can aim the understanding a particular text. 2. Vocabulary Learners attention can be drawn to useful words, underlying the meaning and use of these words for later study. 3. Grammar Difficult grammatical features can be explained and analysed. 4. Cohesion Learners can practice to interpreting of the text, what pronouns refer to, conjunction relationships between sentences are, and how different words are used to refer to the same idea. 5. Regular and irregular sound-spelling relations This can be done by teaching of phonics, spelling rules, and reading aloud. 6. Information structure Certain texts contain certain kinds of information. Learners can be helped to identify these different kinds of information. 7. Genre features Intensive reading can focus on how the text achieves its communicative purpose through these features and what this communicative purpose is. 7 Christine Nuttall, h in g ea d in g kills in a o reig n n g u a g e , Oxford: Heinemann, 1996, p. 38. 8. Strategies 8 Intensive reading can be used to help learners develop useful reading strategies.

4. The Purpose of Reading

Reading is one of the activities that usually do by people in everywhere and every time. Many people have different purposes when they are reading a text or a book, it can be for searching information or for reading pleasure. Because of this condition, the purposes of reading are become complex and vary. Many experts have different idea about definition and explanation of reading. As Jo McDonough and Christopher Shaw in their book quote usefully classifies reading into: a. Getting general information from the text b. Getting specific information from a text c. For pleasure or for interest 9 McDonough and Shaw divide the purpose of reading above, getting general it is mean that the reader want to know about the information from that book in generally. The reader wants to know about all of the important information from that book text. While, getting specific information means that the reader want to know the detail of the text, to know when or where something happen, to know what is happening or has happened in detail information which written in the text. The last is reading for pleasure or interest, in this purpose the reader just want to feel relax and for their enjoyment in leisure time. William Grabe and Fredricka L. Stoller state in their book about the purposes of reading as follows: a. Reading to search for simple information and reading to skim b. Reading to learn from texts 8 I . S. P. Nation, h in g ea d in g a n d Writin g , New York: Routledge, 2009, p. 27. 9 Jo McDonough and Christopher Shaw, teria ls a n d tho d s in T ea chers u id e , Oxford: Blackwell Publishing, 2003, p. 90. c. Reading to integrate information, write and critique texts d. Reading for general comprehension 10 The first purpose is as same as with the purpose of reading above that is for search or gets the information. Because most people believe that this is a common reading ability. It can use scan or skim. Scan is the ability to see the keywords for specific piece of information or a specific word in the text. Same with scan, skim is a common part of reading task and it is useful skill in reading ability. Skim needs a good combination of strategy in reading also a good basic reading comprehension skill. The second is reading to learn from texts, it occurs in academic and professional context. It includes about the main idea, rhetorical frames, and link about the prior knowledge of the reader itself. The third is reading to integrated information, write and critique texts. This purpose require critical evaluation of the information which being read, so the reader can integrate the information for the reader s goal. Meanwhile reading to write and critique text need ability to compose, select, and critique the information from the text. The last is reading for general comprehension, it is the most basic purpose of reading. This ability usually occurs automatically by fluent reader. Francoise Grellet said in her book that the reasons for purpose of reading are reading for pleasure and reading for information in order to find out something or in order to do something with the information you get. 11 Reading become the activity to spending leisure time and also gets the information from the text after we read it. In generally the idea of purpose of reading by some experts above have similarity. They agree that the first and the basic purpose of reading are to get information and general comprehension from the text, which can use scan and skim technique. Reading also can be a pleasure activity in leisure time. Based on the 10 William Grabe and Fredricka L. Stoller, h in g n ese a r c hin g ea d in g , Harlow: Longman, 2002, p. 13. 11 Grellet.lo c + c , -+ explanation above, we can conclude that the purpose of reading is depending by the readers. It can be established by the readers before doing reading activity. . h o r t 1 u n 2 tio n 34 5 e xt

1. The Understanding of Text

Talking about reading, it cannot be separated with text as the material. Because, for centuries text have the important role in language teaching, especially in teaching reading. Because reading need text to be read. Based on Floriasti cited by Anderson, text are pieces of written or spoken language created for a particular purpose and context. 12 That definition tells us that text is not always in written form. It can be spoken text, not always in printed form because it can be a word or as thick as a book. When the words put together although spoken or written but the meaning is to communicate meaning, the text is created. Reading intent of a text can affect to the nature of the information that required from text. Text is valuable as units of communication rather than sentences. 13 The text aims at convincing the reader to know the purpose, and giving him information. When we use language for various purposes, numerous of text is resulted. There were many several of text types, so the text types that were given to the students were various, such as narrative, recount, procedural, functional, and descriptive. The important thing about text is text should be communicative to convey the meaning. In conclusion, text is a product of language not only about words or sentence but also convey about the meaning on it because it can be written or spoken.

2. The Understanding of Short Functional Text.

Short Functional Text or factual text is a short text that contains the command, direction, something to do or not to do that can be a prohibition, invitation, Greeting 12 Tri WahyuniFloriasti,Developing Character Building Through Multicultural Reading Text,T he 6 sia n 7 o n feren ce o n 89 n g u a g e 8: a rn in g ,2012. p. 5 13 J. House, Text , in Bernard Spolky, 7 o n cise ; n cyclo p ed ia o f ; d u ca tio n a l 8= g u istics, Oxford: Elsevier, 1999. p. 599. Cards, short message, shopping list, warning notice, announcement, and others that contain meaning and use in everyday communication. While the essay texts in the form of descriptive, narrative, recount, report, and the procedure is a lengthy text that can be categorized into Long Functional Text The term is not raw not commonly used. 14 Short Functional text is a transcription that meant to help the reader to accomplish an everyday task. Based on Halliday and Hasan states, a text can be said as functional. By functional, it means that language in a text is doing something in a context. 15 Examples of functional text might include a recipe for cooking; directions to a location; a memo notifying of a change in a companys address, or a stores opening time; a schedule of event times and locations during a seminar; a directory of addresses, phone numbers or e-mail addresses; directions on a test; a menu from a restaurant; a pamphlet notifying the public of a grand opening, store closing, or a foreclosure; or a how-to manual just to name a few. Functional text is used for everyday information. Its presents information or ideas and aim to show, tell or persuade the audience. 16 It is called functional because it helps you function in your day-to-day life. For example, if I want to make chocolate chip cookies, I will read a recipe. If I want to know my friends phone number, I will look in a phone book. If my English teacher gives a test, I will need to read the directions. 14 http:www.smpn1depok.commediapembelajarandaryantokelas8bahasainggrismateri1sh ort_functional_text.html 15 M.A.K. Halliday and RuqaiyaHasan, ? h ? s ? , o n teks, d a n T eks A B sp ek C a sp ek a ha sa d a la m D a n d a n g a n E em io tik E o sia l , Terj.AsrudinBaroriTou, Yogyakarta: GadjahMada University Press, 1994. p. 13. 16 Mark and Kathy Anderson, T ext T yp es in F n g lish, South Yarra: Macmillan, 1997. p. 3. 2.Kinds of Short Functional Texts A. Announcement Announcement is an important or official statement that informs people about something.Examples of announcements: a. School Announcements b. Wedding Announcement ANNOUNCEMENT There will be a flag ceremony next Monday. All students must wear white uniforms. Do not be late. Principal To: All grade IX Students From: Headmaster Please choose one of the activities: swimming, painting or singing. Report to your class teacher or class captain which activity you choose. Mr. Lowrence James Fox And Miss Eleanor Rebecca Smith Announce their marriage on Saturday, the sixth of November two thousand and ten Chesterfield, Derbyshire c. Outdoor Program Announcement G H IJ vertisement Advertisement is a picture andor set of words used to persuade people to buy a product or use of service, or that gives information about a job that is available. Examples of advertisements: Weekend Outbound Let s have weekend outbound If you re the nature lovers, please join us on our program. It will be held on Sunday, 26 September 2010 in Puncak Campsite. The opening ceremony will be held at 7.am. If you are interested, please come and join us. Contact us and register your group of four. Wear your blue jeans and white T-shirt. Don t forget to bring necessary equipments, foods and drinks are provided by the committee. The Chairman, SecondaAlthaf Contact person: MikaelaAhnaf 085814143801 Jl. Kintamani 75, Bekasi. Grand Opening Special offer HAPPY-HAPPY MALL ALL ITEMS 50 Start from 28 th November until 8 th December 2010 KL M re e tin g KN r O s A greeting card is a card, with a picture in front and a message inside, that you send to someone on their birthday or on a special occasionholiday. An example of a greeting card: HAPPY BIRTHDAY May your wish come true.. URGENTLY REQUIRED AN ENGLISH TEACHER  Male max 35 years old  S1 in English Education program  3 to 5 years working experience Send your application not later than October 31 st , 2010 to: SMAN 101 Bekasi, JalanBekasi Raya No. 12 PQ R h o r t Message A short message is a written piece of information that you sendleave to another to another person. Examples of short messages:

E. Notice

A notice is a sign or printed statement that gives information or a warning to people. Examples of notices: Hey Tina, I don t think I can meet you tonight because I have to pick up my grandma at the airport. Tony Dear Vera, Meet me in the library after school. I have something to show you. Please be there. Angga Please switch off the light when you don t use it. WAIT FOR LIFT DOORS TO CLOSE BEFORE PRESSING BUTTON S T U VW tio n A caution is a warning or piece of advice telling you to be careful. An example of caution

G. Invitation Cards