Seminar Makalah

“STUDY OF ENGLISH DEPARTMENT SIXTH SEMESTER STUDENT’S REASON TO BE ABSENT IN CERTAIN CLASS”

Conducted by

NURSYAH PUTRIANA KAABA

MUZNA MONOARFA

CINDRA S. HULU

FERNANDO USUMAN

CHAPTER I

INTRODUCTION

1. Basic Consideration

Discuss about students motivation is not only talk about their learn motivation but also include the whole of the factors which influence that. Their motivation is dividing to good motivation and bad motivation. In classroom, absolutely concern to their attitude and their academic ability. Especially in our mini research will observe about students reason to be absent in certain class or subject. Next, the researchers are not only observing the student’s reason to be absent but also search the data about student’s perception to being absent and the benefit for them.

Based on the description above, the researchers are interested in conducting a research about students reason to be absent in certain class. So the researchers formulates the title of this research is “STUDY OF ENGLISH DEPARTMENT SIXTH SEMESTER STUDENT’S REASON TO BE ABSENT IN CERTAIN CLASS”.

1. Problem statement of this research is:

• What is the student’s reasons to be absent in certain class?

2. Hypothesis

Based on the problem statement, the researchers think that student’s reason to be absent in certain class is sick.

2. Objective of Research

The objective of this research is to know what is the student’s reason to be absent in certain class.

3. Significant of Research

The data is collected by observe the sample of student’s reason to be absent in certain class. So, the significant of this research are as follows:

1. To give information to the lecture about the student’s reason to be absent in certain class.
2. To give contribution to the other researchers who will observe about student’s reason to be absent in certain class.

CHAPTER II

LITERALLY REVIEW

1. Influence of Students Interest to Their Motivation in Class

Anne Anastasi and Susana Urbina stated that someone interest and attitude is can influence their academic achievement and work. That is can be the basic theory to observe students motivation in class. Surely there are strong relations between academic result and learning process; in this case their motivation. Direct or indirect it will very close with everything that will be the problems in learning process, include being absent itself.

Next, to know the real sixth semester students condition in classroom especially in being absent, the researchers ask some questions that related with the kinds of motivate. That was agree with the theory of motivate that argued by Agus Susanto.

2. Learning Problems

Learning problems, specifically students learning difficultness are the main point that will be discuss in this research. Example, student’s basic reasons and teacher attitude. It will be very useful to observe teacher attitude too, because to observe learning process is not only talk about student’s problems but also teacher’s problem (Mulyono Abdurrahman: 2002).

CHAPTER III

METHODOLOGY OF RESEARCH

2. METHOD OF RESEARCH

The method used in this research is qualitative method. In this case, the researchers want to know english department sixth semester student’s reason to be absent in certain class.

2. SUBJECT OF RESEACH

The subject of this research is english department sixth semester student.

3.4 TEHNIQUE OF COLLECTING DATA

In collecting data, the researchers are using Cross-Sectional method.

3.4 TEHNIQUE OF ANALYSING THE DATA

In analyzing the data, the researcher use qualitative method. The steps in analyzing the data are following:

1. Designing

Researchers are designing the quistioner.

2. Collecting

Researchers collecting data based on the respondent answers.

3. Analyzing

Researchers analyze the data and converse the data to percent form.

CHAPTER IV

DISCUSSION

The researchers have been got the data by asked some questions in the format of questioner to the 32 sixth semester students of English department. We selected questioner method to collect the data because that is really appropriate with the short time research. This method of collecting data is called Cross-Sectional method (Bimo Walgito:2004:26).

The questioner is contains with 10 questions, which categorized to three short answer-questions and seven multiple choice-questions. This questioner is the mix-form of open questioner and closed questioner. Based on Nurkancana: 1993, there are kind of questioner based on the questions form. The questioner that provided the answer is called closed questioner and the questioner that allow the respondents to answer freely is called open questioner. Then, for our questioner we mix those kinds, to be mix form of open and closed questioner.

Here is the result of our study. We will explain from number one to ten.

1. We asked about their frequency to be absent from the first year until now, and the result are:

• 40,62 % are often to be absent
• 37,5 % has been absent
• 15,62 % are never absent
• 6,25 % are very often to be absent

2. We asked about what class/classes that they always absent to, and the result are:

• Most respondent are absent in Reading III class
• Secondly, some of them are absent in English Instructional Design class

3. We asked why they be absent in that class, and we asked them to select the most five reasons, the result are:

• 68, 75 % are sick
• 65, 62 % are lazy
• 56, 25 % are wake up late
• 50 % has another important business outside classroom
• 43, 75 % are boring

4. We asked them about another reason that make they absent, and the result are:

• Most of them answered that the lecture explanation are confusing
• Some of them answered that rain is the another reason

5. We asked them about the concrete impact for them to be absent, and the result are :

• 93,76 % are lost the material in that meeting.
• 3, 12 % are mad by the lecture.
• 3,12 % has been decrease/error their mark.

6. We asked them about their feeling when they present in the next meeting after they have been absent recently, and the result are:

• 37, 5 % are worry.
• 25 % are feel something lost.
• 25 % are afraid the lecture will mad to them.
• 18, 75 are feeling ok.

7. We asked them about their other feeling when they present in the next meeting after they have been absent recently, and the result are:

• Most of them answered feel sorry.

8. We asked them about what the lecture do if they absent to their class, and the result are:

• 59, 37 % answered that the lectures ask them about their reason to be absent.
• 40, 62 % answered that the lecture do nothing.
• 12, 5 % answered that the lectures decrease their score.

9. We asked them about the benefit to be absent, and the result are:

• 43, 75 % are feel relax.
• 37, 5 % are can do another thing that you tend to more like.
• 28, 12 % are feeling free at the time.

10. We asked them about what they think about being absent in certain class, and the result are:

• 46, 87 % answered that is totally not good.
• 40, 62 % answered that is normally.
• 12, 5 % answered that they do not have any idea about it.

Overall, based on our result of study, especially for the question that asked about the reason to be absent in that class, the results are:

• 68, 75 % are sick
• 65, 62 % are lazy
• 56, 25 % are wake up late
• 50 % has another important business outside classroom
• 43, 75 % are boring

It means that beside sick, they also influenced by their interest and motivate. That is very agreeing with Anastasi and Urbina’s argument. They think that interest, motivate and attitude has big power to influence someone’s education and work.

Next, about the result of question that asked about what the lecture do if they absent to their class, and the result are:

• 59, 37 % answered that the lectures ask them about their reason to be absent.
• 40, 62 % answered that the lecture do nothing.

It means that, teacher’s attitude especially response to them is can be the reason to make them being absent again and again. Also, the material that seems like not appropriate with students level is make student feel uncomfortable to be in that class. If teacher teach the inappropriate material to the students developments, it can make students difficult to learn (Mulyono Abdurrahman: 2002: 84). For instance, teacher should pay attention to the student, not only who has academic problem but also has motivate problem.

CHAPTER V

CONCLUSION

After observed this study, we can conclude that there are many reasons which influence students frequency to be absent in certain class. There are, sick, lazy, wake up late, having another business outside classroom and boring. It means that not only physical condition that can be factor, but also psychological motivate.

Next, is really important for teacher to pay attention to the always-absent student and also change their learning method. Because if we improve students motivate and teacher attitude, the learning problem will be solved.

APPENDIX

STUDY OF STUDENT’S REASONS TO BE ABSENT IN CERTAIN CLASS/SUBJECT

• Read careful every single question
• Answer with the true fact
• Your name and identity will be protected

1. How often you absent in certain class or subject from the first year until now?

1. Never
2. You have been do that
3. Often
4. Very often

2. What class that you always been absent?

Note: Mention one or two certain classes

3. Why you absent in that class/classes?

Note: choose the most five reasons

1. Sick
2. Has another important business outside classroom
3. Boring
4. You did not like the lecture for some reason
5. The lecture is tend to be absent too
6. You not yet do the homework/task
7. You wake up late
8. You did not like the subject/class
9. You have been persuaded or attracted by your friend/s
10. Lazy

4. Do you have another reason/s that make you be absent in that class/classes?

Note: if you have, mention it.

5. The concrete impact for you to been absent in that class/classes is?

1. You lost the material in that meeting
2. The lecture is being mad to you
3. You lost the chance to submit your task or follow the exam
4. Your mark is been decrease/error

6. What do you feel when you present in next meeting after you have been absent recently?

1. You are ok/fine
2. You are worry
3. You are afraid the lecture will mad to you
4. You feels something lost

7. Do you have the other feeling that you feel when you present in next meeting after you have been absent recently?

Note: if you have, mention it.

8. What lecture do if you absent to their class?

1. Nothing
2. The lecture admonish you
3. The lecture ask your reason to be absent
4. The lecture mad to you
5. The lecture decrease your score/mark

Note: choose two and you may add one or another.

9. The benefit for you to be absent is?

1. Feel free at the time
2. You can do another thing that you tend to more like/more important to you
3. You can save the money or use that for other things
4. You have time to relax or take a rest

Note: choose one and you may add.

10. What do you think about being absent in certain class?

1. That is totally not good
2. That is normally
3. That is weird
4. You have no idea about that

REFERENCES

Abdurrahman, Mulyono. 2002. Pendidikan Bagi Anak Berkesulitan Belajar. Jakarta: Departemen Pendidikan dan Kebudayaan & Rineka Cipta

Anastasi, Anne, Susana Urbina. 1998. Tes Psikologi: Indonesian Edition. Jakarta: Prenhallindo & Pearson Education Asia

Kaufeldt, Martha. 2008. Wahai Para Guru, Ubahlah Cara Mengajarmu. Jakarta: Indeks

Nurkancana, Wayan. 1993. Pemahaman Individu. Surabaya: Usaha Nasional

Sujanto, Agus. 2006. Psikologi Umum. Jakarta: Bumi Aksara

Walgito, Bimo. 2004. Pengantar Psikologi Umum. Yogyakarta: ANDI

RPP

Rencana Pelaksanaan Pembelajaran

Sekolah : SMP Negeri 10 Gorontalo

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : VII / II

Aspek/Skill : Writing

Alokasi Waktu : 1 X 30 Menit

1. Standar Kompetensi : 3. Merespon instruksi sangat sederhana dengan tindakan

secara berterima dalam konteks sekolah

2. Kompetensi Dasar : 3.1 mengungkapkan makna dalam teks lisan berbentuk “descriptive”
3. Tujuan Pembelajaran

Pada Akhir Pembelajaran Siswa diharapkan dapat :

• Siswa bisa mampu memahami tentang simple present tense
• Siswa mampu membuat kalimat dalam simple present tense, baik kalimat positive, negative dan interrogative.

4. Materi Pembelajaran : Terlampir
5. Metode pembelajaran : Writing
6. Kegiatan Pembelajaran :

No	Kegiatan	Interaksi	Waktu
1 2 3	Kegiatan Pendahuluan Greeting and Checking Apersepsi, seperti: Whaat time do you usually woke up? Who knows where is the sun rises and sets?	Guru-Siswa Guru-Siswa Guru-siswa	5 menit 15 menit 2 menit 10 Menit
	Kegiatan Inti Menjelaskan materi kepada siswa Mengumpulkan hasil Kegiatan siswa sebagai portofolio
	Kegiatan Penutup Mensummary mata pelajaran pada hari in sekaligus Menayanyakan kesulitan siswa selama proses belajar mengajar Memberikan tugas kepada siswa untuk membuat 5 kalimat lainnya dalm bentuk simple present tense

7. Sumber Belajar : Complete English Grammar (Suryadi 2008)
8. Media Pembelajaran : LCD (Power Point)
9. Penilaian :

1. Pedoman Penilaian

Untuk setiap jawaban yan benar di beri skor 2.

• Nilai Maksimal 10
• Nilai siswa = jawaban benar x 2 : 3

2. Rubric Penilaian

No	Uraian	Skor	Ket.
1	Answer Questions	10	Each number has 2 skor

Mahasiswa

PPL 1

MUZNA MONOARFA

321408062

Students know the simple present tense

Students are able to conduct sentence in simple present tense

Students are able to change the sentence into negative and interrogative

Students are able to practice simple present tense into their habitual activity

Description :Simple present tense is use to express an activity or situation that indicate:

Habitual action

General truth

For examples : Habitual Action

I take a bath every morning

My father goes to his office everyday

General truth :

The sun rises in the East and sets in the west

Indonesian lies in the South East Asia

positive

1. s+v1+o

negative

s+do does +not + v1+ o

interogative

do does+s+v1+o

add s es pada orang ke tga yaitu he she it

Dalam bahasa Inggris Present Tense atau Simple Present Tense digunakan untuk menyatakan peristiwa atau kejadian, kegiatan, aktivitas dan sebagainya yang terjadi saat ini. Present Tense juga digunakan untuk menyatakan suatu Fakta, atau sesuatu yang tejadi berulang-ulang dimasa KINI. Ingat, PRESENT artinya adalah kini, sekarang.

Rumusnya:
Positif: S + V1 (s/es)
Negatif: S + DO/DOES + NOT + V1
Tanya: DO/DOES + S + V1

Contoh Kalimat Positif:
I drink coffee
She drinks coffe
We drink coffee

Kapan pakai S atau ES dan kapan tidak?
Kalau Subjectnya He, She, It, John, Mufli, Ellen atau Orang ketiga TUNGGAL maka kata kerjanya tambah S atau ES. Tidak sembarang tambah S atau ES juga nih, ada daftarnya. Daftarnya itu bayak sekali, mustahal saya tulis disini, cape dehh nulisnya, Anda musti beli buku Grammar juga. Belajar bahasa Inggris perlu modal, hehe..

Di atas tadi ada istilah Orang Ketiga Tunggal, maksudnya gini: Orang ketiga adalah orang yang kita bicarakan, yang kita omongin. Sedangkan orang pertama ya yang bicara. Orang kedua lawan bicara. Tunggal ya satu. Jadi orang ketiga tunggal adalah orang yang kita bicarakan dan satu saja dia itu. Misalnya kita berdua ngomongin John Scoping. Yang ngomong saya, yang dengar Anda, yang dibicarakan John Scoping (orang ketiga tunggal). Faham ya?

John Scoping belajar Tenses.
John Scoping learnS english.

Tidak bisa LearnES, mengapa? ya memang begitu!. Tetapi yang ini malah tambah ES:

John Scoping goES to School (tambah ES).

Kalimat Tanya Present Tense

Kalimat tanya untuk Present Tense sesuai rumus diatas, atau saya tulis lagi seperti ini:

Tanya: DO/DOES + S + V1

Sama saja pasangannya. Untuk I, WE, YOU, THEY gunakan DO. Untuk SHE, HE, IT, Mufli, Ellen gunakan DOES. Contohnya begini:

Kalimat positifnya: I drink coffee
Kalimat tanya menjadi: DO you drink cofee?

Kalimat positif: She drinks coffe
Kalimat tanya: DOES She drink coffee?

Kalimat tanya seperti diatas disebut juga YES/NO Question. Karena jawabannya memang Yes atau No. Do You drink coffee? “Yes I do” jawabnya. Atau bisa bisa dijawab dengan lengkap: “Yes, I do drink coffee”. Dihilangkan DO nya juga boleh, menjadi kalimat positif lagi: “Yes I drink coffee”.

Ya, memang benar kalau Present Tense ini lebih rumit dibandingkan dengan Present Continuous Tense karena tiba-tiba kok pake DO, eh untuk orang ketiga tunggal pakai DOES segala, hehe.. Kalau dalam Present Continuous Tense nanti tinggal dibalik doang.

Ngapain sih belajar ginian? Ya agar bahasa inggris Anda lebih terstruktur dan punya landasan kuat untuk belajar lebih lanjut nanti. Misalnya Anda perlu menulis untuk blog Anda dalam bahasa Inggris untuk menjalankan bisnis periklanan periklanan Adsense, malu dong kalau tensesnya kacau kan? Belum tau apa itu Google Adsense? Wah wah.. hehe.. Nanti buka di sini ya: Pengantar Belajar Google Adsense.

Ok deh, itu tadi sedikit selingan. By the way bus way langganan Artikel saya dong seputar Internet Marketing dan Bisnis Online ya. Caranya ada di milinglist Yahoo: http://groups.yahoo.com/group/artikelblog. Loh kok bisnis lagi? haha.. enak tau bisnis internet itu, menulis-menulis doang dapat duit, seperti saya bikin blog Tenses Bahasa Inggris ini, dapat teman banyak. Banyak teman kan banyak rejeki, ya toh? ya kan?. Ok ok, kita lanjutkan pelajaran.

Nah, kalau tadi kan Kalimat Tanya Present Tense yang jawabannya Yes atau No doang. Gimana kalau pertanyaan yang jawabannya panjang atau yang jawabannya kalimat? Yah, tinggal tambahkan saja When, Where, Why, Who, What, dsb di depannya. Contohnya begini:

-When Do you drink coffee?
Contoh jawaban: I drink coffee everyday.

-What does she drink?
She drinks coffee la yau!

Gampang kan? Ya kan? hehe.. Kalau Anda sering praktekkan dalam bahasa inggris sehari-hari maka tentu saja akan terasa mudah. Silahkan berkreasi dengan kalimat-kalimat Anda dalam Present Tense ya.

Ok, begitu dulu pelajaran Present Tensenya. Kalau ada pertanyaan tentang Present Tense silahkan masukkan lewat komentar di bawah ini. Boleh juga kalau Anda ingin menambahkan, caranya silahkan masukkan di komentar juga. Kalau itu sangat keren dan merupakan tambahan pelajaran maka bisa jadi posting ini saya edit lalu tulisan anda dikomentar tersebut saya pindahkan ke bagian content. Anda yang membaca pertanyaan orang lain dan rasanya rela untuk menjawab, silahkan juga loh ya. Jangan pelit ilmu. Liat tu saya udah ngetik panjang untuk berbagi dengan Anda, cie.. Oh ya by the way bus way lagi, jangan lupa jadi teman saya di facebook ya, alamat facebook saya disini: http://mufli.net/fb

Thank you banyak Anda telah setia mengikuti pelajaran saya tentang Present Tense kali ini. Silahkan pelajari juga Tenses yang lain dari menu di sebelah kanan ya.

Poetry Tugas

CHAPTER I

INTRODUCTION

A. DEFINITION OF POETRY

What is poetry ?

There are as many definition of poetry as there are poet.

• William Wordsworth

“Poetry as the spontaneous overflow of powerful feelings”.

• Emily Dickinso

“If I read a book and it makes my body so cold no fire ever can warm me, I know that is poetry”.

• Dylan Thomas

“Poetry is what makes me laugh or cry or yawn, what makes my toenails twinkle, what makes me want to do this or that or nothing”.

Poetry is an imaginative awareness of expressed through meaning. Sound, and rhythmic language choice so as to evoke an emotional response. Poetry has been known to employ meter and rhyme, but this is by no means necessary. Poetry is an ancient form that has gone through numerous and drastic reinvention over time. The very nature of poetry as an authentic and individual mode of expression makes it early impossible to define.

B. ELEMENTS OF POETRY

Alliteration

Two or more words which have the same initial sound.

Assonance

A partial rhyme which has the same internal vowel sounds amongst different words.

Metaphor

A comparison which does not use the words like or as.

Repetitions

The repetition of the same word throughout the poem to emphasize significance.

Rhyme

The repetition of sounds within different words, either end sound, middle or beginning.

Rhythm

The flow of words within each meter and stanza.

Simile

A comparison using the words like or as.

Style

The way the poem is written. Free-style, ballad, haiku, etc. Includes length of meters, number of stanzas along with rhyme techniques and rhythm.

Symbol

Something that represents something else through association, resemblance or convention

Theme

The message, point of view and idea of the poem.

Metonymy

the use of something closely related for the thing actually meant.

Synecdoche

the whole is replaced by the part.

Personification

A figure of speech in which human attributes are given to an animal, an object, or a concept                                           

Allegory or Parable

A poem in the form of a narrative or story that has a second meaning beneath the surface one. evoke  

Paradox

A statement or situation containing apparently contradictory or incompatible elements, but on closer inspection may be true.

Hyperbole

A bold, deliberate overstatement not intended to be taken literally, it is used as a means of emphasizing the truth of a statement. This is relatively rare in Frost.

Understatement

The presentation of a thing with underemphasis in order to achieve a greater effect.

Irony Verbal irony

is a figure of speech when an expression used is the opposite of the thought in the speaker's mind, thus conveying a meaning that contradicts the literal definition.

CHAPTER II

DISCUSSION

Analysis of poetry “TO MY DEAR AND LOVING HUSBAND” by ANNE BRADSTREET

TO MY DEAR AND LOVING HUSBAND

If ever two were one, then surely we.
If ever man were lov'd by wife, then thee.
If ever wife was happy in a man,
Compare with me, ye women, if you can. 

I prize thy love more than whole Mines of gold
Or all the riches that the East doth hold.
My love is such that Rivers cAnneot quench,
Nor ought but love from thee give recompetence. 

Thy love is such I can no way repay.
The heavens reward thee manifold, I pray.
Then while we live, in love let's so persever
That when we live no more, we may live ever.

1. Approach

To analyzing this poem, I use the several approaches. This is will help me to indentifying and understanding this poem. There are several approaches in a poetry include structural / objective approach, expressive approach pragmatics, semiotic. To analyzing the poem “To my Dear and Loving Husband” I use the structural /objective approach because this approach to analyze a poem based on the elements contained in the poem. This approach is very appropriate to the poem, because the poem is clearly visible elements contained therein.

2. Kind of poetry that use in this poem

Ballad is the literary a long poem that tells a story like love or adventure

3. Theme

“To my dear and Loving Husband’ the author written poem that about her love to her husband that can change until her husband died. Her husband who she always to love forever.

4. Structure of Poem

Based on this poem. This poem have structure of stanza and line, this poem has 3 stanza and have 4 line in each stanza. All of the stanza of this poem tell that this poem clearly demonstrates the love she had for her husband, more so of her desire to love him. I think that she was a real lonely person, and she wrote this poem to show him how much she wanted him to be there with her to spend as much time with her as he could. She clearly demonstrates that she felt she probably didn't get enough love from him, as it explains towards the end of the poem that she says to live as much in life as you can, and the importance of it.

5. Rhyme of the poem

This poem just using form of rhyme. Example :

If ever two were one, then surely we.
If ever man were lov'd by wife, then thee.  AABB
If ever wife was happy in a man,
Compare with me, ye women, if you can. 

I prize thy love more than whole Mines of gold 
Or all the riches that the East doth hold.  AABB
My love is such that Rivers cAnneot quench,
Nor ought but love from thee give recompetence. 

Thy love is such I can no way repay.
The heavens reward thee manifold, I pray.  AABB
Then while we live, in love let's so persever
That when we live no more, we may live ever.

6. Tone of poem

The writer want to composed both as a meditation on his own feelings of loneliness and loss of her husband.

7. Imagery

I think this poem talks about the love that she feels for her husband that means everything to her and that she will love him while she lives and after death too because her love is forever and ever as she choosed to feel it.that she is daring any woman to love her husband more than god i think that she has to much love for her man that no one can stop her from loving him as much as her.

I think also that this poem is clearly demonstrates the love she had for her husband, more so of her desire to love him. I think that she was a real lonely person, and she wrote this poem to show him how much she wanted him to be there with her to spend as much time with her as he could. She clearly demonstrates that she felt she probably didn't get enough love from him, as it explains towards the end of the poem that she says to live as much in life as you can, and the importance of it.

8. Form

She use ballad."To My Dear and Loving Husband" is an intensely felt expression of wifely love and devotion that achieves its effect through the use of paradox - seeming contradictions that are nevertheless true. One example is the opening line: "If ever two were one, then surely we." The commonplace notion of marital union receives novelty with the omission of a predicate in the main clause.

The device is sustained throughout next two lines expressing first the depth of her love and then her marital bliss.

If ever man were loved by wife, then thee;
If ever wife was happy in a man

Bradstreet shifts to simile and hyperbole at line 5.

I prize thy love more than whole mines of gold,
Or all the riches that the East doth hold.
My love is such that rivers cannot quench,
Nor ought but love from thee give recompense.

She returns to paradox in her final couplet.

Then when we live, in love let's so persever,
That when we live no more we may live ever.

The archaic verb "persever" imports the idea of abiding continuity transcending death. In addition it repeats the key term "ever," used in each of the poem's thee opening lines as well as the concluding line.

BIOGRAPHY

Anne Bradstreet was born in Northampton, England, in the year 1612, daughter of Thomas Dudley and Dorothy Yorke;  Dudley, who had been a leader of volunteer soldiers in the English Reformation and Elizabethan Settlement, was then a steward to the Earl of Lincoln;  Dorothy was a gentlewoman of noble heritage and she was also well educated.

At the age of 16, Anne was married to Simon Bradstreet, a 25 year old assistant in the Massachusetts Bay Company and the son of a Puritan  minister, who had been in the care of the Dudleys since the death of his father.

Anne and her family emigrated to America in 1630 on the Arabella, one of the first ships to bring Puritans to New England in hopes of setting up plantation colonies. The journey was difficult; many perished during the three month journey, unable to cope with the harsh climate and poor living conditions, as sea squalls rocked the vessel, and scurvy brought on by malnutrition claimed their lives.  Anne, who was a well educated girl, tutored in history, several  languages and literature, was ill prepared for such rigorous travel, and would find the journey very difficult.

Their trials and tribulations did not end upon their arrival, though, and many of those who had survived the journey, either died shortly thereafter, or elected to return to England, deciding they had suffered through enough.  Thomas Dudley and his friend John Winthrop made up the Boston settlement's government;  Winthrop was Governor, Dudley Deputy-Governor and Bradstreet Chief-Administrator. 

The colonists' fight for survival had become daily routine, and the climate, lack of food, and primitive living arrangements made it very difficult for Anne to adapt.  She turned inwards and let her faith and imagination guide her through the most difficult  moments; images of better days back in England,  and the belief that God had not abandoned them helped her survive the hardships of the colony. 

Having previously been afflicted with smallpox, Anne would once again fall prey to illness as paralysis took over her joints; surprisingly, she did not let her predicament dim her passion for living, and she and her husband managed to make a home for themselves, and raise a family.  Despite her poor health, she had eight children, and loved them dearly.  Simon eventually came to prosper in the new land, and for a while it seemed things would not be so bad.

Tragedy struck once more, when one night the Bradstreet home was engulfed in flames; a devastating fire which left the family homeless and devoid of personal belongings.  It did not take too long for them to get back on their feet, thanks to their hard work, and to Simon's social standing in the community.

While Anne and her husband were very much in love, Simon's political duties kept him traveling to various colonies on diplomatic errands, so Anne would spend her lonely days and nights reading from her father's vast collection of books, and educating her children.  The reading would not only keep her from being lonely, but she also learned a great deal about religion, science, history, the arts, and medicine; most of all, reading helped her cope with life in New England.

Anne Bradstreet was especially fond of poetry, which she had begun to write herself; her works were kept private though, as it was frowned upon for women to pursue intellectual enlightenment, let alone create and air their views and opinions.  She wrote for herself, her family, and close circle of educated friends, and did not intend on publication.  One of her closest friends, Anne Hutchinson, who was also a religious and educated woman had made the mistake of airing her views publicly, and was banished from her community.

However, Anne's work would not remained unnoticed... Her brother-in-law, John Woodbridge, had secretly copied Anne's work, and would later bring it to England to have it published, albeit without her permission.  Woodbridge even admitted to it in the preface of her first collection,  "The Tenth Muse Lately Sprung Up in America, By a Gentlewoman of Those Parts", which was published in 1650.  The book did fairly well in England, and was to be the last of her poetry to be published during her lifetime.  All her other poems were published posthumously.

Anne Bradstreet's poetry was mostly based on her life experience, and her love for her husband and family.  One of the most interesting aspects of her work is the context in which she wrote; an atmosphere where the search for knowledge was frowned upon as being against God's will, and where women were relegated to traditional roles.  Yet, we cAnneot help but feel the love she had for both God, and her husband, and her intense devotion to both, and to her family, despite the fact that she clearly valued knowledge and intellect, and was a free thinker, who could even be considered an early feminist.

By Anne Bradstreet's health was slowly failing; she had been through many ailments, and was now afflicted with tuberculosis.  Shortly after contracting the disease,  she lost her daughter Dorothy to illness as well, but her will was strong, and perhaps, as a reflection of her own acceptance of death, she found solace in thinking of her daughter in a better place.  

Soon thereafter, Anne Bradstreet's long and difficult battle with illness would be at an end, and she passed away on September 16, 1672, in Andover, Massachusetts, at the age 60.

CHAPTER III

CONCLUSSION

Conclussion

In her poem "To My Dear and Loving Husband," Anne Bradstreet expresses her profound love and undying affection for her husband. Bradstreet makes a point to enlighten her husband of her devotion and longing as opposed to duty, which leaves the question whether or not she reflected the Puritan lifestyle of her time. She conveys this message through figurative language and declarative tone, using imagery, repetition, and paradoxes.

Anne Bradstreet's poem, To My Dear and Loving Husband, shows her profound love and undying affection for her husband. For a Puritan woman who is supposed to be reserved, Bradstreet makes it her obligation to enlighten her husband of her devotion. She conveys this message through her figurative language and declarative tone by using imagery, repetition, and paradoxes. Over and over again she expresses her adoration for him with imagery. "I prize thy love more than whole mines of gold, Or all the riches that the east doth hold. My love is such that rivers can not quench,..." (5-7). Bradstreet is declaring there is nothing as powerful as the love she shares with her husband which is untouchable and eternal. These three lines may also be viewed as a hyperbole. Love can completely change a person.

Constructive

I can take the constructive that all the poem which describe about love like sad, falling in love or maybe loneliness, it always with the feeling of the reader. That must back to the writer’s feeling. And especially for this poem, the hoped from the writer, that the reader can understand what the constructive which the writer mean.

http://www.poemofquotes.com/articles/elements-of-poetry.php

http://www.westga.edu/~scarter/Figurative_Language1.htm

http://www.frostfriends.org/figurative.html

http://www.brighthub.com/education/k-12/articles/32225.aspx