How long will it take for the first issue to be delivered?

the text tells us about a/an ....

how long will be the event last?

This in hand are more valuable than waiting

We need healthy diet to keep healthy

What figurative language that you find in the poem?

In the poem, you see the words : vales, hills, lake, trees, stars and waves.

each of these words is used to appeal to the reader's sense of ...

1. What is the topic of the poster?

2. What is the meaning of the message in the poster?

6. What event show in the poster?

7. When the event be held?

The word “ Enrolling” means …

These kinds of services are offered, except…

What is the genre of the text?

“We will help you master any subject,…”

The synonym of the word “master” is…

Mohammad Hatta was born in Fort De Kock (now known as Bukittinggi) into a prominent and strongly Islamic family. His mother's family was wealthy, and Hatta was able to study Dutch as well as finishing Qur'an after school.

In 1919, Hatta went to the HBS in Batavia. He completed his study with distinction in 1921, and was allowed to continue to study at the Erasmus University

Rotterdam) in Rotterdam, the Netherlands. He took economics as his major and earned a doctorandus degree in 1932.

In the Netherlands, Hatta joined the Indische Vereeniging. In 1922, the organization changed its name to Indonesische Vereeniging and later to its Indonesian translation: the Perhimpoenan

Indonesia.

By the middle of 1927, Perhimpoenan Indonesia's activities had alarmed the Dutch authorities. In June 1927, Dutch authorities raided the residence of the organization's leaders, searching through their rooms and putting Hatta and other four Indonesian activists behind bars. After spending nearly six months in prison, they were taken to trial in the Hague. They were permitted to explain themselves during the hearing, and Hatta took to the opportunity to explain Indonesia's nationalist cause. He made a speech to the court explaining that Indonesia's interests were in conflict with those of the Dutch, and that was why they could not cooperate. Hatta advocated cooperation between Indonesia and the Netherlands, but only if Indonesia was independent and treated as an equal partner, not unequally because of its status as a colony. The speech became famous and it is known as the Indonesia Vrij (Indonesia Merdeka) or Free Indonesia speech.

In 1929, Hatta and other Perhimpoenan Indonesia activists were released. In July 1932, Hatta made his way home to Indonesia.

(source: hhtp://en.m.wikipedia.org>wiki>Mohammad Hatta)

1. What major did Hatta take in his study?

Mohammad Hatta was born in Fort De Kock (now known as Bukittinggi) into a prominent and strongly Islamic family. His mother's family was wealthy, and Hatta was able to study Dutch as well as finishing Qur'an after school.

In 1919, Hatta went to the HBS in Batavia. He completed his study with distinction in 1921, and was allowed to continue to study at the Erasmus University

Rotterdam) in Rotterdam, the Netherlands. He took economics as his major and earned a doctorandus degree in 1932.

In the Netherlands, Hatta joined the Indische Vereeniging. In 1922, the organization changed its name to Indonesische Vereeniging and later to its Indonesian translation: the Perhimpoenan

Indonesia.

By the middle of 1927, Perhimpoenan Indonesia's activities had alarmed the Dutch authorities. In June 1927, Dutch authorities raided the residence of the organization's leaders, searching through their rooms and putting Hatta and other four Indonesian activists behind bars. After spending nearly six months in prison, they were taken to trial in the Hague. They were permitted to explain themselves during the hearing, and Hatta took to the opportunity to explain Indonesia's nationalist cause. He made a speech to the court explaining that Indonesia's interests were in conflict with those of the Dutch, and that was why they could not cooperate. Hatta advocated cooperation between Indonesia and the Netherlands, but only if Indonesia was independent and treated as an equal partner, not unequally because of its status as a colony. The speech became famous and it is known as the Indonesia Vrij (Indonesia Merdeka) or Free Indonesia speech.

In 1929, Hatta and other Perhimpoenan Indonesia activists were released. In July 1932, Hatta made his way home to Indonesia.

(source: hhtp://en.m.wikipedia.org>wiki>Mohammad Hatta)

Why did the Dutch authorities put Hatta behind the bars? Because …

Mohammad Hatta was born in Fort De Kock (now known as Bukittinggi) into a prominent and strongly Islamic family. His mother's family was wealthy, and Hatta was able to study Dutch as well as finishing Qur'an after school.

In 1919, Hatta went to the HBS in Batavia. He completed his study with distinction in 1921, and was allowed to continue to study at the Erasmus University

Rotterdam) in Rotterdam, the Netherlands. He took economics as his major and earned a doctorandus degree in 1932.

In the Netherlands, Hatta joined the Indische Vereeniging. In 1922, the organization changed its name to Indonesische Vereeniging and later to its Indonesian translation: the Perhimpoenan

Indonesia.

By the middle of 1927, Perhimpoenan Indonesia's activities had alarmed the Dutch authorities. In June 1927, Dutch authorities raided the residence of the organization's leaders, searching through their rooms and putting Hatta and other four Indonesian activists behind bars. After spending nearly six months in prison, they were taken to trial in the Hague. They were permitted to explain themselves during the hearing, and Hatta took to the opportunity to explain Indonesia's nationalist cause. He made a speech to the court explaining that Indonesia's interests were in conflict with those of the Dutch, and that was why they could not cooperate. Hatta advocated cooperation between Indonesia and the Netherlands, but only if Indonesia was independent and treated as an equal partner, not unequally because of its status as a colony. The speech became famous and it is known as the Indonesia Vrij (Indonesia Merdeka) or Free Indonesia speech.

In 1929, Hatta and other Perhimpoenan Indonesia activists were released. In July 1932, Hatta made his way home to Indonesia.

(source: hhtp://en.m.wikipedia.org>wiki>Mohammad Hatta)

“…putting Hatta and other four Indonesian activists behind bars.”(Paragraph 3). The underlined phrase means ….

Cacti can adapt to hot environments because their anatomical and physiological features ....

What does the third paragraph tell us about?

The word "blooming" in "Many cactus species are night blooming, as ..." is closest in meaning to ....

Who to Blame for Student Brawls

Sadly, cases of students getting involved in brawls have been reported nationwide and recently reports of these brawls have increased in number, causing even more casualties. News about a student in Jakarta who died and two others who were injured in a clash between two neighboring high school is not something new. This is just one example of what has been happening to teens all over Indonesia and how violent these brawls have become. Whose fault is this?.

It is the parents' role to teach students morals and norms, while the school directs them to the acceptable norms and behaviors, besides educating them both socially and academically.Parents need to remind students that every action comes with its consequences, either good or bad.There is an argument that students cannot differentiate right or wrong without parents' and school's assistance.

Moreover, the society also has a strong influence on students.Their circle of friends highly influences them.If they belong to a violent circle, they will grow up into violent people.Peer pressure often forces these students into brawls.

In conclusion, adults should 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.

What is the main idea in paragraph 1 ?

Sadly, cases of students getting involved in brawls have been reported nationwide and recently reports of these brawls have increased in number, causing even more casualties. News about a student in Jakarta who died and two others who were injured in a clash between two neighboring high school is not something new. This is just one example of what has been happening to teens all over Indonesia and how violent these brawls have become. Whose fault is this?.

It is the parents' role to teach students morals and norms, while the school directs them to the acceptable norms and behaviors, besides educating them both socially and academically.Parents need to remind students that every action comes with its consequences, either good or bad.There is an argument that students cannot differentiate right or wrong without parents' and school's assistance.

Moreover, the society also has a strong influence on students.Their circle of friends highly influences them.If they belong to a violent circle, they will grow up into violent people.Peer pressure often forces these students into brawls.

In conclusion, adults should 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.

Why does whatever students do have consequences?

SOAL SBMPTN (2014)

Parents send their children to school with the best of intentions, believing that formal education is what kids need to become productive, happy adults. Many parents do have qualms about how well schools are performing, but the conventional wisdom is that these issues can be resolved with more money, better teach­ers, more challenging curricula, or more rigorous tests. But what if the real problem is school itself? The unfor­tunate fact is that one of our most cherished institu­tions is, by its very nature, failing our children and our society.

Children are required to be in school, where their freedom is greatly restricted, far more than most adults would tolerate in their workspaces. In recent decades, we have been compelling them to spend ever more time in this kind of setting, and there is a strong evi­dence that this is causing psychological damage to many of them. And as scientists have investigated how children naturally learn, they have realized that kids do most deeply and fully, and with greatest enthusiasm, in conditions that are almost opposite to those school.

Compulsory education has been a fixture of our culture now for several generations. President Obama and Secretary of Education Anne Duncan are so enamored of it that they want even longer school days and years. Most people assume that the basic design of today’s schools emerged from scientific evidence about how children learn. But nothing could be further from the truth.

Schools as we know them today are a product of history, not of research. The blueprint for them was developed during the Protestant Reformation, when schools were created to teach children to read the Bi­ble, to believe Scripture without questioning it, and to obey authority figures without questioning them. When schools were taken over by the state, made compulsory, and directed toward secular ends, the basic structure and methods of teaching remained unchanged. Subsequent attempts at reform have failed because they have not altered blueprint. The top down, teach­ and ­test method, in which learning is motivated by a system of reward and punishments rather than by curiosity or by any real desire to know, is well designed for indoctrination and obedience train­ing but not much else. It is no wonder that many of the world’s greatest entrepreneurs and innovators either left school early (like Thomas Edison) or said they hat­ed school and learned despite it, not because of it (like Albert Einstein).

Question: What is the topic of the text above?

SOAL SBMPTN (2014)

Parents send their children to school with the best of intentions, believing that formal education is what kids need to become productive, happy adults. Many parents do have qualms about how well schools are performing, but the conventional wisdom is that these issues can be resolved with more money, better teach­ers, more challenging curricula, or more rigorous tests. But what if the real problem is school itself? The unfor­tunate fact is that one of our most cherished institu­tions is, by its very nature, failing our children and our society.

Children are required to be in school, where their freedom is greatly restricted, far more than most adults would tolerate in their workspaces. In recent decades, we have been compelling them to spend ever more time in this kind of setting, and there is a strong evi­dence that this is causing psychological damage to many of them. And as scientists have investigated how children naturally learn, they have realized that kids do most deeply and fully, and with greatest enthusiasm, in conditions that are almost opposite to those school.

Compulsory education has been a fixture of our culture now for several generations. President Obama and Secretary of Education Anne Duncan are so enamored of it that they want even longer school days and years. Most people assume that the basic design of today’s schools emerged from scientific evidence about how children learn. But nothing could be further from the truth.

Schools as we know them today are a product of history, not of research. The blueprint for them was developed during the Protestant Reformation, when schools were created to teach children to read the Bi­ble, to believe Scripture without questioning it, and to obey authority figures without questioning them. When schools were taken over by the state, made compulsory, and directed toward secular ends, the basic structure and methods of teaching remained unchanged. Subsequent attempts at reform have failed because they have not altered blueprint. The top down, teach­ and ­test method, in which learning is motivated by a system of reward and punishments rather than by curiosity or by any real desire to know, is well designed for indoctrination and obedience train­ing but not much else. It is no wonder that many of the world’s greatest entrepreneurs and innovators either left school early (like Thomas Edison) or said they hat­ed school and learned despite it, not because of it (like Albert Einstein).

Question: What is the purpose of the text?

SOAL SBMPTN (2014)

Parents send their children to school with the best of intentions, believing that formal education is what kids need to become productive, happy adults. Many parents do have qualms about how well schools are performing, but the conventional wisdom is that these issues can be resolved with more money, better teach­ers, more challenging curricula, or more rigorous tests. But what if the real problem is school itself? The unfor­tunate fact is that one of our most cherished institu­tions is, by its very nature, failing our children and our society.

Children are required to be in school, where their freedom is greatly restricted, far more than most adults would tolerate in their workspaces. In recent decades, we have been compelling them to spend ever more time in this kind of setting, and there is a strong evi­dence that this is causing psychological damage to many of them. And as scientists have investigated how children naturally learn, they have realized that kids do most deeply and fully, and with greatest enthusiasm, in conditions that are almost opposite to those school.

Compulsory education has been a fixture of our culture now for several generations. President Obama and Secretary of Education Anne Duncan are so enamored of it that they want even longer school days and years. Most people assume that the basic design of today’s schools emerged from scientific evidence about how children learn. But nothing could be further from the truth.

Schools as we know them today are a product of history, not of research. The blueprint for them was developed during the Protestant Reformation, when schools were created to teach children to read the Bi­ble, to believe Scripture without questioning it, and to obey authority figures without questioning them. When schools were taken over by the state, made compulsory, and directed toward secular ends, the basic structure and methods of teaching remained unchanged. Subsequent attempts at reform have failed because they have not altered blueprint. The top down, teach­ and ­test method, in which learning is motivated by a system of reward and punishments rather than by curiosity or by any real desire to know, is well designed for indoctrination and obedience train­ing but not much else. It is no wonder that many of the world’s greatest entrepreneurs and innovators either left school early (like Thomas Edison) or said they hat­ed school and learned despite it, not because of it (like Albert Einstein).

Question: Which of the following has the closest meaning to the word "qualms" (Line 4).

It was the dawn of science and technology. Anything seemed possible even the creation of life itself. Victor Frankenstein becomes obsessed with this idea and works relentlessly to prove his theories; but the glory he imagined becomes a living nightmare - not only for him, but for hos friends and family too.

Mary Shelley’s gothic horror story-frankenstein - was first published in 1818 and has been the inspiration behind numerous stage productions and films - many of which strayed a long way away from her original masterpiece. Classical comic presenting a full-colored graphic remains true to this classic tale, bringing the original story to life which has never been created before.

This graphic novel is available in two versions: Original Text and Quick Text editions. The Original Text stays faithful to Shelley's original text, while the Quick Text brings the story up to date by presenting the text into a more simplified style so that the tale is accessible to all readers.

The quick Text edition will allow you to soak up a general feeling for characters and locations, while the Original Text version will help you easily slip into the language in which the novel was written.

Even if you're not studying the original, this graphic novel is worth buying. It's a great story, and should be one that everyone has the chance to read. Now, thanks to this release, even those who don't particularly like to read too much are given the chance to find this tale and hopefully it may encourage them to search out the original book too.

As with the previous classical comics, the presentation is first class. The best grade glossy paper really helps to set this graphic novel head and shoulders above the usual comic book releases on the market. Not only, that you also get a pretty comprehensive biography of Shelley; Mary Shelley's family Tree; a feature that explains what life was like in the year of the book's release; and a brief

Look on how Frankenstein has been adapted to many different formats over the years.

The main idea for the third paragraph is ....

It was the dawn of science and technology. Anything seemed possible even the creation of life itself. Victor Frankenstein becomes obsessed with this idea and works relentlessly to prove his theories; but the glory he imagined becomes a living nightmare - not only for him, but for hos friends and family too.

Mary Shelley’s gothic horror story-frankenstein - was first published in 1818 and has been the inspiration behind numerous stage productions and films - many of which strayed a long way away from her original masterpiece. Classical comic presenting a full-colored graphic remains true to this classic tale, bringing the original story to life which has never been created before.

This graphic novel is available in two versions: Original Text and Quick Text editions. The Original Text stays faithful to Shelley's original text, while the Quick Text brings the story up to date by presenting the text into a more simplified style so that the tale is accessible to all readers.

The quick Text edition will allow you to soak up a general feeling for characters and locations, while the Original Text version will help you easily slip into the language in which the novel was written.

Even if you're not studying the original, this graphic novel is worth buying. It's a great story, and should be one that everyone has the chance to read. Now, thanks to this release, even those who don't particularly like to read too much are given the chance to find this tale and hopefully it may encourage them to search out the original book too.

As with the previous classical comics, the presentation is first class. The best grade glossy paper really helps to set this graphic novel head and shoulders above the usual comic book releases on the market. Not only, that you also get a pretty comprehensive biography of Shelley; Mary Shelley's family Tree; a feature that explains what life was like in the year of the book's release; and a brief

Look on how Frankenstein has been adapted to many different formats over the years.

The original text of Frankenstein graphic story makes the readers ....

It was the dawn of science and technology. Anything seemed possible even the creation of life itself. Victor Frankenstein becomes obsessed with this idea and works relentlessly to prove his theories; but the glory he imagined becomes a living nightmare - not only for him, but for hos friends and family too.

Mary Shelley’s gothic horror story-frankenstein - was first published in 1818 and has been the inspiration behind numerous stage productions and films - many of which strayed a long way away from her original masterpiece. Classical comic presenting a full-colored graphic remains true to this classic tale, bringing the original story to life which has never been created before.

This graphic novel is available in two versions: Original Text and Quick Text editions. The Original Text stays faithful to Shelley's original text, while the Quick Text brings the story up to date by presenting the text into a more simplified style so that the tale is accessible to all readers.

The quick Text edition will allow you to soak up a general feeling for characters and locations, while the Original Text version will help you easily slip into the language in which the novel was written.

Even if you're not studying the original, this graphic novel is worth buying. It's a great story, and should be one that everyone has the chance to read. Now, thanks to this release, even those who don't particularly like to read too much are given the chance to find this tale and hopefully it may encourage them to search out the original book too.

As with the previous classical comics, the presentation is first class. The best grade glossy paper really helps to set this graphic novel head and shoulders above the usual comic book releases on the market. Not only, that you also get a pretty comprehensive biography of Shelley; Mary Shelley's family Tree; a feature that explains what life was like in the year of the book's release; and a brief

Look on how Frankenstein has been adapted to many different formats over the years.

“... many of which strayed a long way away from ... “ (paragraph 2).

The underlined word can be replaced with

A Story From The Farm Yard Two roosters were fighting fiercely to be the king of the farm yard. One finally gained advantage and the other surrendered.

The loosing rooster slunk away and hid itself in a quiet corner. The winner flew up to a high wall, flapped its wings and crowed its victory, as loud as it could.

Suddenly, an eagle came sailing through the air and carried it off, with its talons. The loosing rooster immediately came out of its corner and ruled the farm yard from then on.

From the text we know that ....

A Story From The Farm Yard Two roosters were fighting fiercely to be the king of the farm yard. One finally gained advantage and the other surrendered.

The loosing rooster slunk away and hid itself in a quiet corner. The winner flew up to a high wall, flapped its wings and crowed its victory, as loud as it could.

Suddenly, an eagle came sailing through the air and carried it off, with its talons. The loosing rooster immediately came out of its corner and ruled the farm yard from then on.

What can we learn from the story?

Mouse Deer and Mr. Crocodile

One day, a mouse deer was walking by the river. He was very starving because he hadn't eaten since morning. It was midday. But he found nothing in the land but dying trees. "Huh... I hate this branches, I don't like it!"

Across the river, there was green grassland, with young leaves. 'Hmm.. it seems delicious' imagined the mouse deer, 'but how can I get there? I can't swim, the current is very rapid?'

The mouse deer was figuring out the way how to reach there. Suddenly, he jumped to the air,'aha.: he then walked to the edge of the river. He didn't see the reflection because the water flowed very fast. He dipped one of his fore legs into the water. A few moment later, appeared Mr. Crocodile showing his sharp teeth. He then laughed, "Ha... ha... ha, you can't run away from me, You'll be my tasty lunch!" said the crocodile.

"Of course I can't. You are very strong, Mr. Croco," replied the mouse deer frightenedly. Then, the other crocodiles approached moving slowly.They approached the edge of the river.

"But, before you all have a party, I wonder how many your members are there in the river. If I know your number exactly, I can distribute my meat evenly,"said the mouse deer.

"Oh...o, great, good idea! But we are a large group, I can't count it precisely," Mr. Croco moaned. "Leave it to me, and I can make it for you!" Now, can you ask the others to line up, from one edge to the other edge of the river? The mouse deer requested. Then the crocodiles arranged themselves in line from one edge to the other edge of the river. The mouse deer jumped to the body of one crocodile to the others while he was counting, 'one, two, three; and so forth up to ten. Then at last he arrived at grassland, and he thanked to the dumb crocodiles.

Why did mouse deer want to go across the river?

Mouse Deer and Mr. Crocodile

One day, a mouse deer was walking by the river. He was very starving because he hadn't eaten since morning. It was midday. But he found nothing in the land but dying trees. "Huh... I hate this branches, I don't like it!"

Across the river, there was green grassland, with young leaves. 'Hmm.. it seems delicious' imagined the mouse deer, 'but how can I get there? I can't swim, the current is very rapid?'

The mouse deer was figuring out the way how to reach there. Suddenly, he jumped to the air,'aha.: he then walked to the edge of the river. He didn't see the reflection because the water flowed very fast. He dipped one of his fore legs into the water. A few moment later, appeared Mr. Crocodile showing his sharp teeth. He then laughed, "Ha... ha... ha, you can't run away from me, You'll be my tasty lunch!" said the crocodile.

"Of course I can't. You are very strong, Mr. Croco," replied the mouse deer frightenedly. Then, the other crocodiles approached moving slowly.They approached the edge of the river.

"But, before you all have a party, I wonder how many your members are there in the river. If I know your number exactly, I can distribute my meat evenly,"said the mouse deer.

"Oh...o, great, good idea! But we are a large group, I can't count it precisely," Mr. Croco moaned. "Leave it to me, and I can make it for you!" Now, can you ask the others to line up, from one edge to the other edge of the river? The mouse deer requested. Then the crocodiles arranged themselves in line from one edge to the other edge of the river. The mouse deer jumped to the body of one crocodile to the others while he was counting, 'one, two, three; and so forth up to ten. Then at last he arrived at grassland, and he thanked to the dumb crocodiles.

" .... But we are a large group, I can't count it precisely," The underlined word has closest meaning with ....