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| Agarwood Chip |
Need Agarwood Chip ? Lots of Oudh Agarwood which may be collected from various islands in Indonesia ( Kalimantan, Papua, Sumatra and Sulawesi Island ). Begin from lower classes such as class AB3, AB2, AB1 Teri and Super Grade. This stock could we set every month continuously.
- Kacang and Teri Class From Papua = 1 ton per month (Kemedangan papua = thousands of pounds per month)
- Kacang and Teri Class From Kalimantan = 50 - 100 kg per month (Kemedangan Class from Kalimantan = Thousands of pounds per month )
- Kacang and Teri Class From Sumatra = 50 - 100 kg per month (Kemedangan Class/ Grade Sumatra = Thousands of pounds per month )
- Kacang and Teri Class From Sulawesi = 50 - 100 kg per month (kemedangan Sulawesi = thousands of pounds per month)
There are many classes of Oudh Agarwood that you can buy . If you are Interested in Being the Buyer Us, Please Contact us at +62 812 20 421 431
I want a relationship with buyers directly rather than by brokers. if you are a broker should not contact us because it would just be a waste of time. We want long-term contracts with buyers from outside Indonesia. If you are interested to establish business with us please contact us on +62 812 20 421 431 or come to our office in :
Jln.Nagrog No. 11 A Ujungberung Bandung
West Java Indonesia
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You Need a oudh woudh? We sell oudh wood, we sell agarwooud, we sell bakhoor oudh, All about Oudh
You Need a oudh woudh? We sell oudh wood, we sell agarwooud, we sell bakhoor oudh, All about Oudh
You Need a oudh woudh? We sell oudh wood, we sell agarwooud, we sell bakhoor oudh, All about Oudh
You Need a oudh woudh? We sell oudh wood, we sell agarwooud, we sell bakhoor oudh, All about Oudh
Agarwood Chip Schema Theory is the source of some questions like: How do readers construct meaning? How do they decide what to hold on to, and having made that decision, how do they infer a writer’s message? The reader brings information, knowledge, emotion, experience, and culture – that is, schemata (plural) – to the printed word, Brown (2001: 299).
Beside that, this idea also support by Clarke and Silberstein in Brown (2001) capture the definition of schema theory as follows: “Research has shown that reading is only incidentally visual. More information is contributed by the reader than by the print on the page. That is, readers understand what they read because they are able to take the stimulus beyond its graphic representation and assign it membership to an appropriate group of concepts already stored in their memories…….Agarwood Chip Skill in reading depends on the efficient interaction between linguistic knowledge and knowledge of the world”.
There are two categories of schemata, as follows Agarwood Chip:
1. Content Schemata include what we know about people, the world, culture, and the universe
2. Formal Schemata consist of our knowledge about discourse structure.
In line with the explanation above, the writer conclude that the use of pre-questioning is to build readers’ content schemata which are related to the background of knowledge.
2.4 Cognitive Factors in Reading Agarwood Chip
According to Harris and Sipay (1980:251) there are several cognitive factors in reading such as perception, attention, memory, and cognitive style.
2.4.1 Perception Agarwood Chip
Perception starts with the stimulation of sense organs such as the eyes and ears, but it is far more than simple sensing. In perceiving, the brain selects, groups, organizes, and sequences the sensory data so that people perceive meaningful experiences that can lead to appropriate responses. Agarwood Chip Among the important characteristics of perception, several seem to have particular relevance for reading, such as follows:
1. Figure and Ground
Normally, one major unit or group of units is perceived clearly against a background that is more vaguely perceived.
2. Closure
Agarwood Chip The abilities to get the correct meaning of a sentence in which not all the words are recognized, and to pronounce a word correctly when some letters are blotted out, are examples of closure.
3. Sequence
In reading, all the stimuli are on the page and sequence is imposed by the reader.
4. Learning
Perception becomes meaningful units as they become associated with learned concepts and their verbal labels.
5. Set
One’s immediate mind set provides an anticipation of what is likely to come that is helpful when the anticipation is correct, but leads to errors when the anticipation is incorrect.
6. Discrimination
Agarwood Chip The abilities to analyze a whole perception into its parts, and to synthesize the parts correctly are basic to success in visual and auditory discrimination of words.
2.4.2 Memory
Agarwood Chip Psychologists distinguish between iconic memory, the fraction of a second that a sensory impression lasts before it fades out. Short term memory, which lasts a view second and long term memory. A distinction is also made rote memory, in which the material may be without structure (as in a sequence of digits), and memory for meaningful material.
2.4.3 Attention Agarwood Chip
According to Harris and Sipay (1980:277) attention based on the cognitive is the ability to attend and concentrate is basic to efficiency in perception, learning, and memory.
Related to this study, it means the person can maintain focus on particular stimuli and disregard or suppress other stimulation that reaches him at the same time, thus maintaining a stable figure in the focus of attention, against a non interfering background.
2.4.4 Cognitive Style Agarwood Chip
Cognitive style refers to the tendency to prefer certain ways of handling cognitive tasks to other ways. The preferred may be a relatively strong aptitude or a fairly consistent behavioral tendency. Agarwood Chip Some explorations of cognitive style seem relevant to the understanding of reading disabilities.
2.5 Reading as a Process of Predicting
Agarwood Chip Reading has been considered only as a visual activity, because we do with the eyes. But, in The Book of Study Skills for Students of English, Yorkey (1982:100) stated reading is not only a visual activity. It is more than just simply run your eyes accumulating information as each words, phrase, and sentences is progressively recognized. Reading is also an active process of predicting what is likely to come next. Agarwood Chip Our brain processes the visual information from our eyes, rapidly forming and revising hypotheses about the form and content of what you are reading.
Thus, in this study the writer conclude that pre-questioning as the strategy to build up and to rise the students’ skill in predicting what will face by them in the whole text.
2.6 Some Factors that Influence Students’ Reading Comprehension Achievement
There are two factors that influence the students’ reading comprehension achievements and they are related one another, they are: internal factor and the external factor.
2.6.1 The Internal Factor Agarwood Chip
The internal factor means the factor which come from the reader himself (Kahayanto, 2005:13). Or usually known as personal factor, because the factor has existed inside the reader. This factor dealt with self-motivation and interest.
2.6.1.1 Motivation Agarwood Chip
Motivation plays an important role in comprehending the text. The students will be motivated to read when they fell that they need something from the text. Brown (2001:75) divided the motivation theory into two kinds, they are: intrinsic and extrinsic motivation.
Agarwood Chip Edward Deci in Brown (2001:76) defined intrinsic motivation, as follow:
“Intrinsically motivated activities are ones from which there is no apparent reward except the activity itself. People seem to engage in the activities for their own sake and not because they lead to an extrinsic reward. It is aimed at bringing about curtaining internally rewarding consequences, namely, feelings of competence and self-determination.”
Agarwood Chip On the other one, extrinsic motivation defined by him as extrinsically motivated behaviors that carried out in anticipation of a reward from outside and beyond the self. Such as; money, prizes, grades, and even certain of positive feedback.
2.6.1.2 Interest Agarwood Chip
Interest is being one of the important factors in order to increasing the students’ comprehension achievement in reading. If one has interest to read, it means that he or she will get a good achievement. On the other side, if the reader has no any interest to read, it can influence his or her achievement.
In line with the explanation of motivation and interest above, in this study the writer interested to use pre-questioning to build up the students’ motivation and interest, and also want to see the effect of using pre-questioning in relationship with the students’ reading comprehension achievements. Agarwood Chip Because, it is impossible for the students to understand the text if he or she has no interest and motivation to read. So, it can be concluded that the good interest and motivation result the good achievement of the students. Look to its Dehnal Oudh
Beside that, this idea also support by Clarke and Silberstein in Brown (2001) capture the definition of schema theory as follows: “Research has shown that reading is only incidentally visual. More information is contributed by the reader than by the print on the page. That is, readers understand what they read because they are able to take the stimulus beyond its graphic representation and assign it membership to an appropriate group of concepts already stored in their memories…….Agarwood Chip Skill in reading depends on the efficient interaction between linguistic knowledge and knowledge of the world”.
There are two categories of schemata, as follows Agarwood Chip:
1. Content Schemata include what we know about people, the world, culture, and the universe
2. Formal Schemata consist of our knowledge about discourse structure.
In line with the explanation above, the writer conclude that the use of pre-questioning is to build readers’ content schemata which are related to the background of knowledge.
2.4 Cognitive Factors in Reading Agarwood Chip
According to Harris and Sipay (1980:251) there are several cognitive factors in reading such as perception, attention, memory, and cognitive style.
2.4.1 Perception Agarwood Chip
Perception starts with the stimulation of sense organs such as the eyes and ears, but it is far more than simple sensing. In perceiving, the brain selects, groups, organizes, and sequences the sensory data so that people perceive meaningful experiences that can lead to appropriate responses. Agarwood Chip Among the important characteristics of perception, several seem to have particular relevance for reading, such as follows:
1. Figure and Ground
Normally, one major unit or group of units is perceived clearly against a background that is more vaguely perceived.
2. Closure
Agarwood Chip The abilities to get the correct meaning of a sentence in which not all the words are recognized, and to pronounce a word correctly when some letters are blotted out, are examples of closure.
3. Sequence
In reading, all the stimuli are on the page and sequence is imposed by the reader.
4. Learning
Perception becomes meaningful units as they become associated with learned concepts and their verbal labels.
5. Set
One’s immediate mind set provides an anticipation of what is likely to come that is helpful when the anticipation is correct, but leads to errors when the anticipation is incorrect.
6. Discrimination
Agarwood Chip The abilities to analyze a whole perception into its parts, and to synthesize the parts correctly are basic to success in visual and auditory discrimination of words.
2.4.2 Memory
Agarwood Chip Psychologists distinguish between iconic memory, the fraction of a second that a sensory impression lasts before it fades out. Short term memory, which lasts a view second and long term memory. A distinction is also made rote memory, in which the material may be without structure (as in a sequence of digits), and memory for meaningful material.
2.4.3 Attention Agarwood Chip
According to Harris and Sipay (1980:277) attention based on the cognitive is the ability to attend and concentrate is basic to efficiency in perception, learning, and memory.
Related to this study, it means the person can maintain focus on particular stimuli and disregard or suppress other stimulation that reaches him at the same time, thus maintaining a stable figure in the focus of attention, against a non interfering background.
2.4.4 Cognitive Style Agarwood Chip
Cognitive style refers to the tendency to prefer certain ways of handling cognitive tasks to other ways. The preferred may be a relatively strong aptitude or a fairly consistent behavioral tendency. Agarwood Chip Some explorations of cognitive style seem relevant to the understanding of reading disabilities.
2.5 Reading as a Process of Predicting
Agarwood Chip Reading has been considered only as a visual activity, because we do with the eyes. But, in The Book of Study Skills for Students of English, Yorkey (1982:100) stated reading is not only a visual activity. It is more than just simply run your eyes accumulating information as each words, phrase, and sentences is progressively recognized. Reading is also an active process of predicting what is likely to come next. Agarwood Chip Our brain processes the visual information from our eyes, rapidly forming and revising hypotheses about the form and content of what you are reading.
Thus, in this study the writer conclude that pre-questioning as the strategy to build up and to rise the students’ skill in predicting what will face by them in the whole text.
2.6 Some Factors that Influence Students’ Reading Comprehension Achievement
There are two factors that influence the students’ reading comprehension achievements and they are related one another, they are: internal factor and the external factor.
2.6.1 The Internal Factor Agarwood Chip
The internal factor means the factor which come from the reader himself (Kahayanto, 2005:13). Or usually known as personal factor, because the factor has existed inside the reader. This factor dealt with self-motivation and interest.
2.6.1.1 Motivation Agarwood Chip
Motivation plays an important role in comprehending the text. The students will be motivated to read when they fell that they need something from the text. Brown (2001:75) divided the motivation theory into two kinds, they are: intrinsic and extrinsic motivation.
Agarwood Chip Edward Deci in Brown (2001:76) defined intrinsic motivation, as follow:
“Intrinsically motivated activities are ones from which there is no apparent reward except the activity itself. People seem to engage in the activities for their own sake and not because they lead to an extrinsic reward. It is aimed at bringing about curtaining internally rewarding consequences, namely, feelings of competence and self-determination.”
Agarwood Chip On the other one, extrinsic motivation defined by him as extrinsically motivated behaviors that carried out in anticipation of a reward from outside and beyond the self. Such as; money, prizes, grades, and even certain of positive feedback.
2.6.1.2 Interest Agarwood Chip
Interest is being one of the important factors in order to increasing the students’ comprehension achievement in reading. If one has interest to read, it means that he or she will get a good achievement. On the other side, if the reader has no any interest to read, it can influence his or her achievement.
In line with the explanation of motivation and interest above, in this study the writer interested to use pre-questioning to build up the students’ motivation and interest, and also want to see the effect of using pre-questioning in relationship with the students’ reading comprehension achievements. Agarwood Chip Because, it is impossible for the students to understand the text if he or she has no interest and motivation to read. So, it can be concluded that the good interest and motivation result the good achievement of the students. Look to its Dehnal Oudh
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