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contoh tugas bahasa indonesia Skrip Drama persahabatan tiga sekawan





 
TIGA SEKAWAN

Judul         : Tiga Sekawan
Tema           : Persahabatan
Pemeran        : 

1. Hitaf Furrahman :Laki-laki berusia 27 tahun Mahasiswa, hitam sawo matang, miskin, dan baik hati tapi temprament
2. Suga Utomo     :laki-laki berusia 23 tahun.Mahasiswa, hitam, pintar, tinggi, baik hati,setia kawan, dan penyabar
3. Awan Darma     :laki-laki,berusia 26 tahun,Mahasiswa, Cakap, putih, tinggi,  kaya.



Scene

          1. Bertempat di kampus UIN Malang
          2. Di rumah Kos


                         Drama Sinopsis:
Hitaf, Suga dan Awan adalah orang asing yang datang dari luar pulau jawa. Dari merekalah  sebuah cerita, mengahadirkan kesetia kawanan bagi pelakonnya. kesetiaan yang dihadirkan oleh tiga sekawan dalam bentuk ikatan persahabatan yang agung, seakan memberi warna baru bagi pelangi. Cerita tiga sekawan ini bermuara di Kampus Uin Malang sejak tahun 2012 silam.
 Hubungan yang didasari oleh rasa saling butuh satu sama lain, itulah yang pada akhirnya memberikan ketidak harmonisan dan berdampak buruk bagi persahabtan mereka.  
Sampai akhirnya, pada tahun 2014 semua itu berubah. Perubahan sikap Hitaf, merekah tanpa sebab yang pasti. Tiba-tiba meledak dan berteriak nggak jelas. Yang pada akhirnya keretakan sebuah persahabtan terjadi. Hitaf, seorang mahasiswa dengan tepramental yang tidak terkendali. Beruntung, masih ada Awan dan Suga yang mau bersahabat dengannya. Semua teman Hitaf, tidak tahan dengan sikap Hitaf dan pergi meninggalkannya tapi tidak dengan mereka.dan kita lihat bagaimana kisah mereka? masih bisakah Awan dan Suga bertahan dengan sifat Hitaf?

PROLOG: Hitaf, adalah seorang dari 10 calon mahasiswa baru yang melakukan registrasi di kampus UIN Malang, bertemu dengan 10 orang yang tidak pernah dikenal sebelumnya membuat dia canggung, ditambah lagi dengan sifatnya yang pendiam dan pemalu tapi pada kenyataanya Hitaf itu memiliki sifat buruk yang terpendam. Tetapi, pada saat itu, ada salah seorang yang duduk di sebelah kirinya, yang nampak kebingungan. Hitaf, kali ini membuka percakapn yang terasa asing itu.
Musim 1:
Hitaf   : Hi....! Nama mu siapa (sambil shaking hand dengannya)
Awan    : Hi bro !! Saya Awan. Eh ! “kamu asli mana?” (dia masih tetap tidaak membuang muka bingungnya itu, dan dalam hati Hatif nampak ingin tertawa)
Hatif   : “Saya datang dari pulau terpencil bro” jauh diseberang pulau sana, emanknya ada apa?” ada yang aneh gitu dengan muka saya. (dengan nada sinis Hitaf menjawab pertanyaan Awan, karena setiap orang yang betemu dengan Hitaf untuk pertama kalinya selalu di tanya, kamu orang papua ya?)
Awan    : “Hahahaha, ngak kok bro, cuman pengen tahu aja!” (dalam hati awan, sesak. mendengar jawaban dari Hitaf), 
Hitaf   : “Eh, kamu asli mana sih? pasti orang jawa ya? (karena warna kulinya yang putih, sehingga Hitaf berfikir demikian)
Awan    : “saya orang sumbawa bro”.
Hitaf   : “Hahaha, serius....! kok kamu putih sih, sedangkan saya hitam” (dengan heranannya sampai dia meniakkan keningnya satu) “Aku loh orang bima”
Awan    : “massa ! pantas kamu......”
Hitaf   : “hahahaha, sialan” (tiba-tiba nama awan dipanggil untuk melakukan validasi, dan kamipun berpisah sampai disitu). “ah! Sambil geleng-geleng kepala dan berkata, “ kok bisa saya lupa minta nomornya”

PROLOG: Pertama dikelas IEC (Intesive English Course), dengan kaget dan tidak percaya. Hitaf dipertemukan dengan awan untuk yang ke dua kalinya. Serta menjadikan Hitaf dan Awan terikat dalam ikatan agung persahabatan. Dan di kelas itu jugalah, salah seorang yang berasal dari perbatasan negeri Malasya, Kalimantan Timur juga menjadi teman sekaligus sahabat. Sehingga tiga sekawan terbentuk.

Musim 2:
Awan    : “Hai Taf….!” sapanya kepada Hitaf, sembari merangkul bahunya guna mendekatkan diri.
Hitaf   : “Hai, loh kok kamu di sini?” apa....kamu juga jurusan bahasa inggris?” dengan penasaran dia bertanya
Awan    : (Sejenak Awan tertawa kecil) “loh kenapa?” “emank nggak boleh saya di sini?”
Hitaf   : “Gak, bukan itu. Cuma mau memastikan saja. Lagi sibuk ya..?” ucapnya sambil menggaruk kepala, meskipun tidak terasa gatal.
Awan  : “Sibuk baca buku aja…”
Hitaf   : “Gak ke kantin?”
Awan    : “Gak, ayo sesekali maen sama anak-anak, biar lebih akrab lah Taf.. ke kantin kek, olahraga bareng atau belajar bareng kan enak..”
Hitaf   : “Mereka kan gak bisa diajak belajar! Bisanya Cuma maen aja, gak niat Kuliah. Kamu juga sama..!” “Noh !” sambil menunjuk ke pojok kelas, “ada anak yang agak aneh tuh, tinggi dan juga bertubuh semampai” Merekapun melangkah mendekati si Suga.
Awan    : “Hai”, sapa Awan.
Suga    :  “ya”, Dia hanya menjawab dengan “ya” sambil tersenyum kecil.
Hitaf   : “saya hitaf”, sambil mengulurkan tanganku. “kamu asli mana?”
Suga    : “saya asli kalimantan”, dia menjawab dengan nada canggung.
Hitaf   : “lengkap sudah, kalimantan, Bima dan Sumbawa”, sambil memukul-mukul pundak Suga, dan sambil melihat jam tangannya. “oh sial, waktu sudah menunjukan jam 9.00 nih bro”  “yuk balik” kayaknya dosennya enggak masuk.” Mereka pun bergegas meninggalkan kelas dan langsung ke kantin.

PROLOG: Pertemuan di kelas IEC itu adalah awal dari persahabatan mereka. Dan di tahun selanjutnya mereka bertiga terlihat lebih akur dan sering bersama-sama. Sampailah pada suatu hari, semuanya terlihat berbeda. Hitaf, dialah batu peretak hubungan mereka. Dengan tanpa alasan yang jelas, dia mengamuk. Padahal niat Awan Dan Suga hanya ingin memberikan surprise. Hari special Hitaf, membawa petaka. Padahal persiapan untuk acara birthday party sederhana yang mereka rencanakan.
Musim 3:
Awan dan Suga: “Taf, selamat ulang tahun ya !!” hitaf yang barusan pulang dari kampus karena ada acara, tiba-tiba dikagetkan tumpahan air dari depan pintu kosannya  dan diikuti oleh ucap  selamat ulang tahun dari mereka sambil membawakan kue ulang tahun buat Hitaf.
Hitaf    : “pergi kalian dari sini, apa yang kalian lakukan?” Hitaf mendorong Suga dan Awan, sambil berteriak, “Bulshit kalian semua. Get out of here!” Di sinilah Hitaf tidak bisa menaha amarahnya, sampai dia mengusir sahabat-sahabatnya yang memberikan surprise untuknya, dia mengamuk, kue ulang tahun yang dibawa oleh Suga and Awan dibuangnya. Dengan penuh  kekecewaan mereka berdua pergi tanpa sempat berkata apa-apa, sebab Hitaf tidak memberikan kesempatan itu.
Awan     : “Sug, Hitaf mana? Kok dia enggak masuk kuliah pagi ini?”
Suga     : “saya juga enggak tau, Taf.” Mereka, merasa digantungkan oleh Hitaf. Akhirnya mereka datang ke rumah Hitaf.
Awan: “Assalamualaikum, Hitaf.....hitaf.....” Sambil melihat dijendela kamar kosnya, tapi tidak kelihatan. Sedangkan si Suga hanya mondar mandir saja.
         “Sug, Coba tanyakan ke penghuni kamar itu”. lalu, Suga menanyakan keberadaan Hitaf ke salah satu penghuni kosan itu.
Suga: “permisi”, beberapa kali dia memanggil tapi tidak ada jawaban juga dia ketuk pintunya tetap tidak ada jawaban.

PROLOG: Suasana kini semankin hari semakin kacau, hitaf beberapa hari tidak kelihatan, sampai akhirnya mereka memutuskan untuk datang lagi ke rumah kos Hitaf.

Musim 4

Suga     : “Hitaf... Hitaf.... ini kami sahabat mu, tolonglah buka pintunya” kali ini mereka yakin bahwa Hitaf ada di dalam. Tiba-tiba terdengar suara Hitaf
Hitaf    : “kalian tidak akan pernah faham. Tidak akan pernah.”
Awan     : “Apa maksudmu?” Awan bertanya dengan nada ingin tahu
Hitaf    : “bertahun-tahun saya melupan kejadian, malam di mana ulang tahun ibuku. Di acara ulang tahun ibu ku, terjadi kebakaran yang pada akhirnya mengambil ibuku pergi meninggalkanku untuk selama-lamanya, setelah ibuku meninggal bapakku malah meninggalkan ku sebatang kara dan menikah dengan perempuan jalang itu.” setelah menceritakan semua masa lalunya yang kelam tentang tragedi birthday party. Akhirnya dia membuka pintu kamar kosnya. Dan pada akhirnya mereka bertiga baikan lagi sambil berpelukan.
  
Linguistics

kritik buku An introduction to sociolingustics, fourth edition written by Ronald Warhaugh



Reviewer         : Fatihurrahman
Book Title       : An introduction to sociolingustics, fourth edition
Book Author   : Ronald Warhaugh

In this great opportunity, my lecturer Prof.  Dr. H. Mudjia Rahardjo M, Si,. commended us to review the book of An introduction to sociolingustics, fourth edition by Ronald Warhaugh.  Besides, in reviewing a book, it is not better to review without commenting and criticizing it. Therefore, in this time, as a reviewer, I would like giving comments and critics at the end of the reviewing section. To make this reviewing much better, comparing to other books is needed becuase by comparing it, we will gain and enrich the knowledge about the each topic given.  And we can excavate the weakness and the positiveness of the book, as well.
This book is intended as a standard textbook for advanced undergraduate courses and introductory graduate courses in sociolinguistics. Different from previous editions, this newest edition reorganizes the sixteen chapters in the book into Introduction (Chapter 1), four major parts (Chapters 2-15) -- Languages and Communities, Inherent Variety, Words at Work, and Understanding and Intervening -- and Conclusion (Chapter 16). Here are the reviewing.

In Chapter 1, Introduction, Wardhaugh tries to mention and indroduce some important issues in sociolinguistics fields. This chapter talks about the nature of knowledge of a language, the variations of each language and the relationship between language and its speakers in a certain situation. He also mentaion some poins which related to the sameness and the disctinction between sociolinguistuisc and sociology of language.
In the chapter 2 about Languages, Dialects, and Varieties. After exploring the nature of the knowledge of a language he then, in this chapter, he explains about the definition of language and dialect. Yet, actually he got a bit confused in finding the certain definition about both two terms. Therefore, Wardhaugh constrains his focusing on social dialects where the language used in its people.
Then, in chapter 3 and 4, he goes on to the next topics which about some terms which related to the language used in vorious ways. Those terms are Pidgins and Creoles, and Codes. Yet,  Before proposing the definition of them. He gives his readers about the basic concept of lingua franca. The obejct of lingua franca that he takes in the language used by aboriginal peoples in North America (see Taylor, 1981, for a description of this and other aboriginal lingua francas). Then, he explains both terms and its characteristics. In finding of it characteristics he does an investigation . A pidgims is a language with no native speakers" (p. 60) and "a creole is often defined as a pidgin that has become the first language of a new generation of speakers" (p. 61)
then, in the chapter 4, he explain about Code. It then provides a brief review of bilingualism and multilingualism. So then, in impact to the two concept of codes, they are code switching and code-mixing. Yet, in this chapter he merely explains about code swithing.
Chapter 5-6, Speech Communities, and  Language Variation, firstly he  introduces various definitions of speech communities given by different scholars. For example, for Hymes, speech community is a local unit characterized by common locality and primary interaction. It then discusses the reality that individuals may belong to intersecting communities in different contexts. In the end this chapter surveys the issues of networks and linguistic repertoires.In so doing some crucial concepts involved in the study of regional variation, e.g., isoglosses, are introduced. The author then talks about the linguistic variable, "a linguistic item which has identifiable variants.”
Chapter 7 and 8, is about Findings and Issues, primarily surveys classic studies in variationist sociolinguistics. The first is an early study conducted by Fischer in a New England community in 1958. The second is the groundbreaking and also most often cited study done by Labov in New York City. While chapter 8 focuses on the issue in variationist sociolinguistics, language change. The chapter first presents the traditional view of language change, according to which "the only changes that are important in a language are those that can be demonstrated to have structural consequences" (p. 189). The further he explains indeed about language in progres which all about language change when speakers use language.
Chapter 9, is all about Words and Culture. In  talking about words or language then we cannot be separated it with its culture because  both are two things that come up together. The chapter goes on with the discussion of taxonomies, particularly folk taxonomies.
Chapter 10, in this chapter focuses on  Ethnographies, which is concerned with the rules of communication in case of communication in difference native people or social cuntural of the society. This chapter introduces the ethnography of communication, which focuses on the illustration of Hymes' model of SPEAKING.
In Chapter 11 and 12  are much more focus on Solidarity and Politeness, Talk and Action. Ronald Warhaugh, in talking about Solidarity and Politeness, firstly he  familiarizes the classic study of the use of 'tu' versus 'vous' in French,  the use of them means politeness in communication. While in chapter 12 talks about Talk and Action. Then he firstly familiarizes the theory of speech act which developed by Austin and Sealer. The theory of speech act proposed  by them is that the language can be used to do things. Then, he corporates with Grice’s ideas, which involves the variable of quantity, quality, relation, and manner.
In Chapter 13 discusses all about  Gender, the author starts with the discussion about the differences gender in language usega. For example, there is a view that women's speech is trivial, although this is a high suspect of bias. Wardhaugh then surveys possible explanations of gender differences in language use, one of which claims that the difference may be a result of different socialization and acculturation patterns.
Chapter 14 is titled Disadvantage. In the beginning of this chapter Wardhaugh discusses codes again, but this time elaborated codes and restricted codes associated with Bernstein. Then the author discusses the issue of African American vernacular English (AAVE).
In Chapter 15, Planning, the author first discusses a number of issues related to language planning. Then, he surveys various linguistic situations in the world in order to provide the sociolinguistic background against which several instances of language planning are discussed.
In the last Chapter (16) is merely about the conclusion of the entirely topics, starting in the chapter 1 till chapter 15,  which can be conlcuded that in learing about sociolinguistics is not as easy as it seems.

Comment and Critic
            What I can criticize this excelent textbook is about the language use and the way he explains the topic by proposing immediately examples which make the readers easier in understanding the earlier explanation. Ronald Warhaugh is a very cleaver author because he wrote the book in very simplest language in a very familiar words usage. This actually the book that can be recomended to all of the linguistics students. We do not need to read the book many times, we just need to read once till twice times reading and understanding the contens of the book. It is quite different when I tried to read and undestand the other books.
            In comparing to the other books, I have read the book of  “The Routledge Handbook of
Sociolinguistics Around the World” and as a student of foreign language I have dificulty understanding the contens of the book, despite I read it more than twice because the language use makes me confused and  I am sure to say, it is hard to be understood by the foreign language learner. Therefore the book of  “An Introduction to Sociolinguistics, Fourth Edition” which is written by Ronald Warhaugh is very useful for the foreign language learner and let alone they as a native language learner. Eventhough, the book is intended as a standard textbook for advanced undergraduate courses and introductory graduate courses in sociolinguistics. Yet, according to me, it is also suitable for the basic learner.
            This book may have function as an indispensable reference book to anyone who is interested in the study of language in society or especilly for those who are as the advanced learner in undergraduated course, whether they use English as the first language acquisation or their mother though and or as the second language and even the one who is as a foreign language learner.  
In addition to, in each chapter a discussion section immediately the author gives the instances by his own observing and surveying of each  topic and by comparing to the other previous author which is explained in the same topics. In the case of proposing the immediately examples, it makes the reader easier to understand the definition which explain earlier. This pattern of organization facilitates the understanding of the issues covered by the preceding topic. There are more advantages of  Warhaugh’s book which makes it different with the other sociolinguistics book is that, at the end of each chapter is a section titled Further Reading, which provides a very helpful pointer to the major works related to the topics covered in that chapter, due to making the reader easier to get the other sources which can enrich their knowledge about each topic. It differs this book with
Linguistics
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