Paradise Lost And Satan Essays - Fallen Angels, Abrahamic Mythology

Paradise Lost And Satan The argument over who is the true protagonist of Paradise Lost, has been brewing for centuries. One would gather that Milton, a Puritan, would have no problem casting God as the hero, and Satan as the antagonist. But looking back in history, Milton saw that most epic heroes had conflicts that prevented them from accomplishing their goals. God and his Son have no conflict, and Adam's story doesn't really begin until the Fall of Man. Therefore, Milton was forced to select Satan as the hero of Paradise Lost because he adheres to the guidelines of epic poetry set by Homer, Vergil and others. There many examples of how Milton uses and edits the tradition of these previous epics in the formation of the Devil as a hero. One of the most basic examples of heroism in epic poetry is the exhortation of the leader to his followers. In The Odyssey, Homer lets Odysseus give a speech that would convince anyone they could survive the journey to the Strait of Messina, "Then we die with our eyes open , if we are going to die, or know what death we baffle if we can.(ln.1243-1245)" After passing the Sirens, the ship approaches the Strait, and the crew sees the twin terrors of Scylla and Charybdis, they are mortified. Odysseus again lifts their spirits with this speech, Garcia 2 "Friends, have we ever been in danger before this? More fearsome, is it now, than when the Cyclops penned us in his cave? What power he had! Did I not keep my nerve, and use my wits to find a way out for us? ... Heads up, lads! We must now obey orders as I give them.(1294-1302)" Here Odysseus shows the true ability of a hero to lead in the face of adversity. Of course Odysseus had the assurance that he would survive the journey and his crew will not, but that does not stop him from leading them. In Paradise Lost, this device is used in the opening scene. After suffering a major defeat at the hands of the Almighty and his angels, Satan awakens in a lake of fire. He first speaks to Beelzebub, his second in command, telling him, "All is not lost, the unconquerable Will, and study of revenge, immortal hate, and courage never to submit or yield: and what else is not to be overcome?... Since by Fate the strength of Gods and Empyreal substance cannot fail, Since though experience of this great event in Arms not worse, in foresight much advance's, We may with more successful hope resolve to wage by force or guile eternal War irreconcilable, to our grand Foe, who now triumphs, and in th'excess of joy sole reigning holds the Tyranny of Heav'n.(106-109,116-124)" Beelzebub, perhaps showing signs of little faith in his leader (like Odysseus' crew), raises some important questions. "What if he our Conqueror, (whom I now of force believe Almighty, since no less than such could have o'erpow'r'd such force as ours) have Garcia 3 left us this our spirit and strength entire strongly to suffer and support our pains, that we may so suffice his vengeful ire, or do him mightier service as his thralls by right of War, whate'er his business be, here in the heart of Hell to work in Fire, Or to do his errands in the gloomy Deep; What can it then avail though yet we feel Strength undiminisht, or eternal being to undergo eternal punishment?(143-155)" Satan, as any good leader would, quickly allays his companion's fear with more speech. During the speech, Satan casts doubts about God's supremacy and boldly states that they are better off where they are, "Here at least we shall be free... Here we may reign secure...Better to reign in Hell, than serve in Heaven.(258-263)" Beelzebub is taken aback by Satan's words and awakens all of the fallen angels. Once Satan has their attention, he rouses these fallen angels with another speech, asking "How such united force of Gods, how such stood like these, could ever know repulse? For who can yet believe, though after loss, that all these puissant Legions, whose exile hath emptied Heav'n, shall fail to re-ascend self-raised, and repossess their native seat.(629-634)" Finally, at the end his speech, Satan sets them all on their course of conflict, "Peace is despaired, for who can think of Submission? War then, War open or understood, must be resolved.(660-662)" The fallen angels respond with a rowdy confirmation, waving their swords in the and hurling defiance at Heaven.

Crime and Adolescence essays

Crime and Adolescence essays The printed media and television are the main sources from which people get information about crime news and discussions of topics related to juvenile violence. In order to appreciate the role of the media in effecting peoples attitudes toward violence and other issues, it is important to understand the mechanism that media reports operate by when covering news. First of all, for media coverage of crime to be interesting (and hence financially rewarding for the news organizations through the increase of readers or viewers), reporters and journalists should be very selective and only choose the very odd and gruesome instances of crime. A school shooting that leaves a few dead is a great story. Second, the business-oriented nature of such organizations usually prompts each of the media organizations to investigate what is new in other news agencies and share the heat of breaking news. Mark Fishman (1978) argues in an article titled Crime Waves As Ideology that the product of the busine ss interaction between news organizations is usually the creation of a theme that would be continuously fed with similar events from here and there to keep the story running. So the incident of the school shooting would be supplemented with previous shooting accidents. Even robbery, burglary and other property crimes would be incorporated to exaggerate the problem of juvenile crime and to create what Fishman calls a crime wave pool. A good example of a crime wave that was created by the media was under the theme of crimes against the elderly in New York, 1976. During the months of November and December of that year, journalists continuously reported stories of muggers, murderers, and rapists of elderly people who were usually black or Hispanic youths with long juvenile records. Gruesome elderly murder stories were used frequently. The mayor who was running for re-election criticized the juvenile system, the N.Y.P.D. increased...

The Influence of the Nazi Party. East vs.West Germany. Aftermath of Essay

The Influence of the Nazi Party. East vs.West Germany. Aftermath of the Collapse of Communism - Essay Example Hitler’s authoritative nature and commanding abilities helped him to tackle the problems that resulted due to his dictatorship. The late 1900’s witnessed a series of events which brought about a complete change to the country as well as the governmental policies. (Wollenberg, 1996). Due to this, the German societies felt a sense of fear, since the people of all strata were affected by the political changes. Hitler and his party was able to takeover many industrial establishments and other army camps and this in turn drew the attention of many countries. Apart from all the other reformations, the territorial expansion of Germany and the Persecution of Jews were the ones that created a wave of fear among the other countries. Hitler’s aversion towards the Jews led to a situation where he reformed the policies which treated Jews as people from other countries and they were never given an opportunity to establish their citizenship in Germany. (Beckers, 2003). Hitler c ontinued his commanding movement against the Jews by taking over the businesses from them and treating them like slaves. Jews were not permitted to live in normal places were the German citizens made their living. Instead they were made to stay in a remote place which lacked in even primary and basic facilities. (Lee, 1998). In the later 1940’s, thousands of Jews were killed, as Hitler proposed a shooting order in order to evacuate the Jews. Another most prominent act was the territorial expansion of Germany. The territorial expansion of Germany was initiated years after the First World War. Hitler staged several protests like the ones he implemented in parts of Germany and this was done to threaten the people who lived around Germany to join his army. The Saar region came under Hitler’s control soon after the Versailles Treaty. The German army continued to occupy smaller territories around Germany by invading them. The Nazi party even threatened the government of many places like Austria and brought them under his control. Within a period of six to eight years, Hitler’s government acquired almost all the places that surrounded Germany. His act of threatening the Czechoslovakian government for war pushed them to the extent of surrendering their country and this was approved during the Munich Agreement. (Peery, Berg & Krukones, 2011). Due to the aggressive nature and commanding authority of Hitler, the Nazi party made its presence felt by creating havoc to the neighboring countries by creating a sense of fear. Germany, which was under the control of Hitler, faced greater challenges during the period of Second World War. To be precise, the Second World War led to changes in terms of country’s economic, political and social factors and led to a major reformation, the division of Germany, as East and West. The expansion of Germany during Hitler’s reign brought about a sense of insecurity among the people of Germany. This also sow ed the seeds of enmity and rivalry in the minds of people of other countries. These eventually led to a state where Hitler’s government surrendered after the Second World War. (Ostermann, 2011).During this time, Germany was divided into four major divisions and they were under the control of countries like France, Soviet Union, Great Britain and The United States. This act was not successful and soon the four zones were reformed to be two major zones namely, East and West Germany which was controlled by Soviet Union and United States respectively. These changes brought about changes not only in the political front, but also in the social and economic status. The social inequality and the economic downturn proved to be

Balance Between Good for Society vs. Individual Freedom Essay

Balance Between Good for Society vs. Individual Freedom - Essay Example Annually, 17,047 cases of Hepatitis A are notified by Health Department About 3.9 million people in the United live with Hepatitis C (National Center of Health Statistics 2009). The responsible agency is a US Department of Health and Human services and Immunology and Virology Agencies. These agencies are responsible for control over the proliferation of diseases and preventive measures against the disease. Vaccination is the medical strategy for stimulating the immune system to protect against a specific disease agent prior to exposure. Provoking an immune response before a natural viral infection occurs acts to "blueprint" inimunologic memory so that cells involved in making the potential antiviral immune response are primed and held alert. When confronted with the fullstrength infectious virus, these primed cells react quickly and with greater intensity than unprimed cells, thus enhancing the host's ability to successfully combat and control the infection. he recent appearance of t he hemorrhagic fever viruses and HIV provide current challenges to a new generation of microbe hunters, as did smallpox, poliomyelitis, measles virus, and yellow fever to medical researchers in the past (Willis and Adelowo 1997). Evolving viruses, whose mutations cause changes in their genomes, combined with the intrusion of human populations in new agricultural and forest lands, generate new infectious agents and new infectious diseases. With the appropriate resources to do the work, talent to undertake the task, and continuing technologic advances, the viruses causing hemorrhagic fevers should be as controllable as smallpox, yellow fever, measles, and poliomyelitis viruses (Smith 2001). The community based organization can help to implement healthcare policies and strategies in urban and local settings. Any program designed for disease prevention must consider the stigma associated with the disease and with healthy life style. The World Health Organization intends to provide simpl e local access to those needing treatment by providing clinics in areas of high leprosy incidence. However, without prior investigation, they could not know that, because of the social stigma, utilization of clinical facilities was not a matter of simple distance or lack of transportation. Psychological research further indicates that efficacy expectations, essential to the sense of being in control and coping with a crisis. Early recommendations of experts in medicine, psychology, education, media, and the community emphasized that an effective prevention program must be designed to be positive--what activities can be enjoyed--and affirming of gay sexuality and employ community members in designing and implementing programs that help those targeted to acquire the new social skills (e.g., negotiating safe sex) required to arrange new behaviors (Smith 2001). In order to pacify the opponents, it is important to remind that an individual lives in a society and cannot be considered in i solation from society and its diseases. Safety concerns and problems can be eliminated by the state and joined actions. This coping mechanism involves developing a personal health schema, including compromising strategies.

Religion and the Meaning of Life Essay Example for Free

Religion and the Meaning of Life Essay According to Frederich Nietzche, â€Å"A man who has a why to live can bear any how†. To me this statement provides massive insight into the human experience: all people need a purpose in life. As humans we need a constructive outlet through which we can invest our thoughts, emotions, efforts and energies. We need something to thrive for and strive toward. Religion, for many people provides this outlet in life in a most positive manner. It allows people to find themselves by losing themselves foremost. Religion encourages service to others, selflessness, forgiveness and ascetic values that allow people to displace personal prejudices and mental barriers that are roadblocks on the path toward self awareness and understanding. Religion teaches that human beings are direct creations of God. Due to this, the religious person places immense gravity into the definition of what it means to be human. To the religious person human life is sacred therefore all human beings are treated as if they are sacred entities. Dignity is vital to this experience and the religious person lives a decent life based largely on the fact that they find it a grave injustice to engage in dehumanizing acts. A dehumanizing act is any action that undermines the value of what it means to be human, and because human life to the religious person is sacred; treating other people and oneself with respect is part of the job description. Religious people also are heavily focused on remaining loyal to traditions and place heavy emphasis on the concept of togetherness through ceremonies, rituals and even celebrations. Religious people congregate and come together in a forum of mutual understanding of one another’s beliefs and values, and respect for the characteristics that make individuals unique. This is how religious institutions have survived throughout the ages. People of all sorts come together based on a mutual understanding of the same truths. The idea of coming together forms a family-like atmosphere that strengthens dynamics within individual households and strengthens interpersonal bonds among all people whom the religious person encounters. The religious person lives a life of kindness, simplicity and dignity highlighted by unity, loyalty and fairness. These concepts are vital to becoming a well integrated person which is the key component to finding one’s purpose and meaning in life. Once a person gains a sense of purpose, the other aspects of their lives fall into place based around what that person chooses to life for. When a person lives for their faith, their lives are based around morals that encourage reverence for all human beings and a genuine perceptive of righteousness. This is why religious people not only have a strong sense of self, but also have unshakable character based in a solid affection for mankind.

Revenge and Emotions Essay -- Literary Analysis, Shakespeare

In the world today, many people face family problems every single day, but there are few people who face adversities as tough as those in William Shakespeare’s plays. Coping with family problems can cause a person to do vile things to themselves as well as to others. Shakespeare’s famous play revolves around revenge, which is the desire to do harm in return for a wrong. His play shows how the loss of loved ones can affect people. He builds up the idea that people do harmful things through anger rather than reasoning. In the play Hamlet, the characters face emotions that lead to revenge because they are unable to cope with the death of love ones. Hamlet’s Uncle Claudius kills his father, but he has no knowledge of this. The ghost says, â€Å"I am thy father’s spirit, doomed for a certain term to walk to the night, and for the day confined to fast in fires, till the foul crimes done in my days of nature are burnt and purged away† (I.v.9-33). The ghost tells Hamlet that he is his father and that a foul crime has been committed. He also tells him that the crime is forgotten. Hamlet finds out that his uncle kills his father by pouring poison in his ear while he is sleeping. Ghost says, â€Å"List, list, O, list! If thou didst ever thy dear father love —† (I.v.21-23). At this point, the ghost is saying to Hamlet if he has any love for his father he will avenge his death. The ghost states, â€Å"Revenge his foul and most unnatural murder† (I.v.25). Hamlet’s father is telling him to get revenge for his death. Hamlet ‘s initial reaction is to avenge his father, a reaction that is brought on by a sudden shock of the ghost’s confession.To prove that Hamlet has love for his father he is going to avenge his father’s death. â€Å"Haste me to know’t, that... ...and wounds the king. Hamlet finds out that the king poisoned the drink that killed his mother. Hamlet is full of rage and runs his uncle through with the poisoned sword. Hamlet states, â€Å"Here, thou incestuous, murd’rous damned Dane, drink off this potion. Is thy union here? Follow my mother† (V.ii.304-306). Hamlet makes the king drink the same drink that kills his mother. Hamlet has fulfilled the ghost’s wishes. The theme of revenge reaches its conclusion when Hamlet kills Claudius. Revenge is the core theme in Shakespeare’s Hamlet. Death of loved ones cause the characters to act blindly through anger and emotion which cause them to carry out revenge. Hamlet has opportunities to kill Claudius, but he waits until the time is right to kill him. Hamlet, and the Laertes both accomplishes their task. Their obsession and need for revenge lead them to their downfalls.

Awareness Of Their Learning Styles Is Important Education Essay

IntroductionBackground of the StudyIn English ‘learning procedure, pupils ‘ consciousness of their acquisition manners is iffiportant for several grounds. First is because there are differences in ways of pupils learn which is called as acquisition manners. Second is that larning manners is an of import factor in English larning due to the activation of pupils ‘ senses such as eyes ( seeing ) , ears ( hearing ) custodies ( touching ) and organic structure ( touching and traveling ) which one of them is more dominant in each person. Therefore, pupils ‘ consciousness of ain acquisition manners can besides assist them to understand their ain failings and strengths in larning procedure. In other words, they will cognize what sort of larning activities make understand lesson easier or vise versa. Third is because pupils ‘ consciousness of ain acquisition manners can assist them fit their acquisition manners with appropriate larning schemes in English acquisit ion in order to accomplish effectual acquisition. This matching is so really important for pupils because it can assist to make interesting and motivational acquisition procedure. Based on the above grounds, it can be said that pupils ‘ consciousness of their ain propensity manners is really of import as it can increase pupils ‘ larning accomplishment in English acquisition. 2 Teaching English to non English pupils can be hard due to pupils ‘ limited interaction to the English in their day-to-day life Therefore, to happen out most appropriate instruction and acquisition manners in English acquisition, instructors should hold the cognition of their pupils ‘ manners in acquisition. Teachers who know their pupils ‘ preferred acquisition manners can fit their instruction manners with pupils larning manners. This is really of import as it consequence greatly to the effectivity of the instruction and acquisition procedure. Students ‘ preferred acquisition manners can assist instructors to fix lesson program and make up one's mind acquisition activities and learning schemes based on consideration of assortment of their pupils ‘ acquisition manners in a peculiar schoolroom. Teachers ‘ consciousness of their pupils ‘ acquisition manners, hence, can be an effectual base in order to make effectual, actuating and interesting larning environment for pupils. In short, the above account shows the importance of carry oning a survey on pupils ‘ preferred acquisition manners in larning English. The survey is of import in order to acquire intended informations sing sort of acquisition manners preferred by pupils in their acquisition in English lessons.2. Problem StatementBased on the above accounts about larning manners, job statement of this survey is stated as follow: 3 What are twelvemonth 2 pupils of SMPN 27 Bekasi acquisition manners penchants in English acquisition?3. Method of the StudySing the research question/problem, this survey has been designed to be a descriptive qualitative 1. A study has been employed as the technique for roll uping the required informations. A set of questionnaire has been used with some SMPN pupils. An interview was besides done to some SMPN pupils. The instruments were aimed at obtaining informations about pupils ‘ larning hordeolums penchants in English acquisition.4. Purpose of the StudyThis survey chiefly aims at look intoing larning manners in English acquisition preferred by twelvemonth 2 pupils of SMPN 27 Bekasi. The acquisition manners are classified into the four sensory modes ( ocular, audile, haptic and kinaesthetic ) . This survey focuses on roll uping informations about pupils ‘ preferred acquisition manner in English lesson.5. Benefit of the StudyInformation about acquisition manners which p referred by twelvemonth 2 pupils of SMPN 27 Bekasi will be utile for instructors of SvWN 27 Bekasi to assist them to advance appropnate interesting, effectual and actuating learning environment which are antiphonal to stuGents neeas 4 because it is based on assortment of pupils ‘ acquisition manners prefererees in their categories. In pattern, instructors of twelvemonth 2 pupils of SMPN 27 Bekasi can make learning activities in their lesson programs based on infonnation about pupils ‘ preferred acquisition manners. Furthermore, twelvemonth 2 pupils of SMPN 27 Bekasi may besides profit from the consequence of this survey as they can happen out theit strengths and failings in larning so that they can happen two ways to larn best in any sort of larning state of affairss. Finally, it is hoped that by utilizing the information about acquisition manners penchants of pupils, both pupils and instructors can hold an effectual relationship in instruction and larning procedure as they can collaborate to accomplish effectual larning based on pupils ‘ preferred acquisition manners.Chapter IILITERATURE REVIEWLearning Styles in English Learning1.1. Learning MannersThe term â€Å" learning manner † was defined in many different ways. Kinsella ( 1995 ) described a learning manner as an person ‘s natural, accustomed, and preferable ways of absorbing, processing, and retaining new information and accomplishments which persist regardless of learning methods or content country ( p.171 ) . In another manner, Ellis ( 1985, cited in Vester, 2006 ) suggests a learning manner as the more or less consistent manner in which a individual perceives, conceptualizes, organizes and recalls information ( available: hypertext transfer protocol: //TEC.candem.rutge rs.edu JALT ) . In add-on, Jester and Miller ( 2000 ) stated that 1s larning manners are the manner they prefer to larn. It does non hold anything to make with how intelligent they are or what skills they have learned. It has to make with how the encephalon works most expeditiously to larn new information. ( available: http/www.metamath.com/isweb/dvclearn.htm ) . Then, larning manners, for the intent of this survey can be defined as a natural manner in which a individual preferred to larn best. It can be more consistent in grownups and less consistent in kids due to the consequence of some factors. Learning manners are ways of larning which include the procedure of absorbing and perceiving, 6 processing ( conceptualized assistance organized ) , and retaining or remember nw information and accomplishments. Learning manners are non affected by how intelligent the individual is, nevertheless, it is about how person ‘s encephalon can work dominantly and most efficaciously and expeditiously when larning new information or accomplishments. The original plants refering the engagement of senses which occur in larning procedure was developed by John Grindler and Richard Bandler in 1970 from the filed of Neurolinguistic Programming ( NLP ) . There are four rules of Neurolinguistic Programmming which are stated as follows ( O'Connor and McDermott 1996 ; Revell and Norman 1997 ) : 1. Results: the ends or terminals. NLP claims that cognizing exactly what you want helps you achieve it. This rule can be expressed as â€Å" cognize what you want. † 2. Rapport: a factor that is indispensable for effectual communication- maximizing similarities and minimising differences between people at a non witting degree. This rule can be expressed as â€Å" set up resonance with yourself and so with others. † 3. Sensoiy sharp-sightedness: noticing what another individual is pass oning, consciously and non-verbally. This can be expressed as â€Å" Use your senses. Look at, listen to and experience what is really go oning, † 4. Flexibility: making things otherwise if what you are making is non working: holding a scope of accomplishments to make something different. This can 7 be expressed as â€Å" Keep altering what you do until you get what you want. Types of acquisition manners used in this survey were drawn from rule 3. The look â€Å" Use your senses such as â€Å" expression at † was meant as ocular ( seeing ) , â€Å" listen to † was meant as auditory ( hearing ) and â€Å" experience † what is really go oning meant as tactile and kinaesthetic ( touch and move ) . † hi linguistic communication acquisition, the consciousness of the activation of senses has been developed by Dunn, Dunn and Prices ( 1975 ) . This theoretical account is categorized into four centripetal modes: ( 1 ) visual ( seeing ) , ( 2 ) auditory ( hearing ) , haptic ( touching or hands-on activities ) and ( 4 ) kinesthetic ( whole organic structure motions ) which classified under physiological stimulations in larning. Ocular scholars learn best though their eyes while audile scholars learn best when they hear them. Tactile scholars learn though their custodies and kinaesthetic scholars learn best through their organic structure motions ( custodies and organic structure ) .1.2. The Importance of Students ‘ Awareness of Their Preferred Learning StylesWhen larning English, pupils besides need to be cognizant of their preferable acquisition manners. Knowledge of larning manners preferred by their ain can assist them to larn English easier. Students who realize their preferab le acquisition manners will cognize their ain strengths and failings in 8 larning. Then, they ‘ will be able to larn efficaciously. Students who are cognizant of their acquisition manners will fell more comfy and motivated in larning through their preferable manners and may seek to other manners in order to get the better of their failings. They can seek other manners of larning in order to develop their acquisition manners. However, in order to be cognizant of their ain acquisition manner penchants, foremost their instructor should aware of his/her pupils larning manners penchants. Teacher demands to present the being of single acquisition manners penchants to his/her pupils. It is hoped, by making so, instructors can raise pupils ‘ consciousness of their ain acquisition manners penchants. Kang ( 2005 ) suggests that instructor should assist pupils detect their ain acquisition penchants and supply constructive thoughts about the advantages and disadvantages of assorted manners. Besides, instructors should esteem the acquisition manners penchan ts and encourages their development, while at the same clip making chances from experiment with different ways of acquisition. ( p.7 ) Fro the above accounts, it can be concluded that, pupils can be cognizant of their ain preferable acquisition manners through instructors ‘ consciousness of his/her pupils preferred acquisition manners1.3. Learning Styles-Based English LearningTo provide with pupils ‘ acquisition manners. teacher can fit acquisition activities with acquisition manners penchants features. For illustration, in reading accomplishment, visuat pupils who learn best from what they see can utilize 9 high visible radiation to assist them to read chief thought in each paragraph or they may utilize images as larning AIDSs in larning all linguistic communication accomplishments. Auditory scholars can larn linguistic communication accomplishments if there is much account and ( or ) unwritten direction from instructor. Tactile scholars can utilize method such as Entire Physical Response or they may utilize games on the board or pulling. Kinesthetic scholars need to travel out of schoolroom to larn speech production and composing accomplishment in English larning based on pupils ‘ mode strengths are aimed at easing effectual and interesting acquisition environment for pupils. In add-on, illustrations of English larning based on larning manners are as follows ( available: hypertext transfer protocol: //members.aoLcomlChineseLLC/style3.htm ) : I. In reading and authorship, ocular scholars may larn new vocabulary by rewriting them in notebook and divided them into subject countries, so they can see and read them. In reading, usage colourss to foreground the chief thoughts in text edition. To beef up listening accomplishment, when larning duologues and new vocabulary, seek to utilize both text book cassette tape at the same clip and so merely listen to the tape. 2. In listening and speech production, audile scholars may larn duologues and drills by declaiming them out loud or taping them and play them back. In tinkle and reading, instructors can play soft music to attach to them. 3. in listening and reading, tactile and kinaesthetic pupils can utilize whilelistening and reading activities. For illustration, instructors can inquire pupils to make full in a tabular array while listening to a talk, or to label a diagram while 10 reading In speech production, pupils can hold presentation so that at the same clip they can talk and used their custodies. In composing, they can rewrite the paragraph. The suggestions of larning styles-based English acquisition above are designed to fit with each centripetal perceptual experience. The purposes of them are to make effectual linguistic communication acquisition.2. Features of Junior High School Students.In general, junior high school pupils are adolescents which aged between 12-15 old ages pld. When they were at simple degree, they have ability to prosecute in many activities which required organic structure activation ( games, drama, dance, ete ) . Beyond simple degrees, nevertheless, they have more abilities which developed due to their age. In acquisition, these pupils have characteristic such as they begin to hold the ability to listen to instructors and go more comprehend to instructors ‘ direction and account. Price ( 1980, cited in Kinsella,1995 ) suggest that seemingly, the ability to retrieve three-fourthss of what pupils ‘ hear in a 50- minute period does non develop among many immature scholars before the 6th class, and among under winners non until high school and sometimes non at all ( p.173 ) . Therefore, in general. pupils at secondary degrees have the ability to remember what they hear. This is the ability that they do non hold at simple degrees. .1 aˆ?1T 11 Based on Bruner ‘s theories of acquisition, stated from age 8 old ages old, kids have some abilities. On Bruner ‘s phases, pupils above 8 twelvemonth old have the ability to understand and to utilize symbols to stand for people, topographic points, and things ( hypertext transfer protocol: //tiger.towson.edu/jclingl/Learningtheor.htm ) . At junior high school, these abilities are still eist. They can be seen in signifier of ocular ability. In decision, junior high school pupils have abilities which they have had since they were at the simple degrees. In add-on, they besides have some other abilities i.e. the ability to remember and grok what they hear. All abilities above are integrated at the degree of junior high school.3. Learning Styles and Junior High School StudentsIn general, Junior high pupils have develop all four centripetal modes at the clip they start rate 7. The four modes develop in sequence. When they were at first degree of simple school, they largely learn best through tactile and kinaesthetic acquisition manners. At the 2nd class, they start to develop ocular acquisition manners. Finally at the 6th class of simple school, most pupils have developed the ability to grok lessons through their hearing ( auditory ) . Price ( 1980, cited in Kinsella,1995 ) stated that mode sfrenh evolve and by and large go more incorporate th age. Children are basically more haptic and kinaesthetic in the primary classs but with clip their penchants evolve 12 from psychomotor ( larning through touching and experimenting ) to ocular at about 2nd class and eventually auditory at the terminal of simple school. Apparently, the ability to retrieve three-fourthss of what pupils ‘ hear in a 50-minute period does non develop among many immature scholars before the 6 class, and among under winners non until high school and sometimes non at all ( p.173 ) . In decision, kinaesthetic, haptic, ocular and audile acquisition manners have developed wholly at junior high school. Although, for some underperformers, audile learning manner does non develop at junior high school degrees. For them, the ability to larn through their hearing seems to be extended or may non be developed even until they finish high school.Chapter ffiMethodologyThis survey focuses on pupils ‘ preferred acquisition manners in English acquisition. it aims at happening replies to the undermentioned research inquiries: What are twelvemonth 2 pupils of SMPN 27 Bekasi preferred larning manners in English acquisition? To happen reply to the inquiries, this descriptive qualitative survey employed a study as the technique of informations aggregation.1. Population and SamplePopulation of this survey covers all twelvemonth 2 pupils of SMPN 27 Bekasi. 92 twelvemonth 2 pupils from two categories ( VlI1-l and VTIU-2 ) in SMP ( c 27 Bekasi were involved as samples of this survey. 2. Time and Topographic point of The Study The research was conducted on 24 November 2006 until 15 December 2006 at SMPN 27 Bekasi.3. Data Collection1. Instruments1- ,‘314 For informations aggregation intents, a set of questionnaire has been developed with mention to Learning Style Analysis, Junior Version taken from website hypertext transfer protocol: //www.creativelearning.com. In add-on, interviews were besides done to six pupils from category VIII1 and Vffl-2. The questionnaire has two parts. Part I, consists of three inquiries aims at arousing information on respondents ‘ background i.e ; . ( 1 ) name ( 2 ) age and ( 3 ) degree of instruction and name of category. Part II consists of 20 inquiries about larning manners in four linguistic communication accomplishment. Questions figure I to 5 represented ocular acquisition manner, figure 6 to 10 are for audile learning manner while figure 11 to 15 are for haptic learning manner and the last five inquiries are for kinaesthetic acquisition manner. The questionnaire has been designed in Indonesian to avoid respondents ‘ misconstruing inquiries related to concept which is possible due to the limited exposures to English in their mundane acquisition. It is expected that this scheme will increase the dependability of the obtained responses. The 90 two transcripts of questionnaires which were distributed to respondents through their instructor were all returned to the research worker. Based on the consequence, some interesting and utile informations can be observed. 15 Interview to stiidents were besides done in order to happen out pupils ‘ acquisition manners penchants in four linguistic communication accomplishments in English acquisition. They were asked 20 inquiries which were same as the inquiries on the quesiioniaire. Based on the interview, some interesting findings were besides can be observed.3. Datas AnalysisSimple frequence analysis has been employed to treat informations. Obtained information was tabulated and per centum value of each class was calculated. The consequences were so analyzed and interpreted with regard to the research inquiries. The following are Numberss of specific stairss of the analysis: 1. Distributing questionnaires to pupils. 2. Interviewing the pupils. 3. Tabling Numberss of responses from questionnaire and interview. Then, ciphering them in per centum value. 4. Showing the per centum values in signifier of tabular arraies. 5. Synchronized the consequence of each per centum value. 6. Describing pupils ‘ acquisition manners penchants qualitatively.