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| Agarwood Indonesia |
Agarwood Indonesia We have collectors and team ( Agarwood Hunters) straight into the Forest. Currently our team is spread over 4 Location Kalimantan, and Sorong Merauke Papua, Poso And Mamuju Sulawesi and Sumatra.
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
Lots of Oudh Agarwood which may be collected from various islands in Indonesia. Begin from lower classes such as class AB3, AB2, AB1 Teri and Super Grade. This stock could we set every month continuously.
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
Lots of Oudh Agarwood which may be collected from various islands in Indonesia. 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 (Too Kemedangan papua = thousands of pounds per month)
- Kacang and Teri Class From Kalimantan = 50 - 100 kg per month (Too Kemedangan Class from Kalimantan = Thousands of pounds per month )
- Kacang and Teri Class From Sumatra = 50 - 100 kg per month (Too Kemedangan Class/ Grade Sumatra = Thousands of pounds per month )
- Kacang and Teri Class From Sulawesi = 50 - 100 kg per month (Too kemedangan Sulawesi = thousands of pounds per month)
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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Agarwood Indonesia Speaking is one of the skills in English. So, it plays an important rule in studying the subject, because as we know that English is an international language. Since most of books are written in English, so Indonesians student have opportunity to practice this language in the class. In this case, the teachers must be able to help them to master the language in the limited time. Beside that the students themselves should study hard in order to be able to understand it well. There are the definitions of some words of theme:
2.1. Speaking Agarwood Indonesia
2.1.1 Definition of speaking
Speaking is to express thoughts a loud using the voice or talk (Longman Dictionary of Contemporary English) David P. Harris, in his book “Testing English as a Second Language” defines speaking.
Speaking is a complex skill requiring the simultaneous use of number of different abilities which often develop at different rates. Agarwood Indonesia Either four or five components are generally recognized in analyses of speech process: pronunciation, grammar, vocabulary, fluency and comprehension.
He further says that the definition of speaking as second language: Agarwood Indonesia Student’s skill in speaking a second language our fundamental concern with his ability to communicate informally on everyday subject with sufficient ease and fluency to hold the attention of his listener.
2.1.2. Speaking Ability Agarwood Indonesia
Talking about speaking ability, Robert Lado (1987: 126) says that:
Speaking ability is described as the ability to express one self in life situation, or the ability to report act by using the expression that is in accordance with situation.
Further Jack C.R.S. Rodgers(1963: 92) states that: Agarwood Indonesia Speaking is an important ability for the students who study English as a second language based on four skills in English: Listening, Speaking, Reading and Writing.
2.2. Definition of Game Agarwood Indonesia
According to Jill Hedfield (1984: 27) in his book “A collection of games and activities for intermediate and advance students of English”, a game is activity with rules a goal and element of fun.
Agarwood Indonesia He further classifies the game; they are competitive game and co-operative game.
Competitive game is in which players or team race to be the first to reach the goal and Co-operative game is in which players or team work together toward a common goal.
Further he also states about the game:
The emphasis in the game is on successful communication therefore are to be found at the fluency-accuracy spectrum. Agarwood Indonesia He further states that:
…they provide an opportunity for real communication, albeit within artificially defined limits, and thus constitute a bridge between the classroom and the real words.
2.3. The Role of the Game in Language Program Agarwood Indonesia
According to Jill Hedfield (1984: 45) about that:
Agarwood Indonesia “The inclusion of games as an integral part of any language syllabus provides an opportunity for intensive language, practice offers a context in which language is used meaningfully and as a means, and act as diagnostic tool for the teacher, for using games is simply that they are immensely enjoyable for both teacher and student.
2.4. The Role of Teacher Agarwood Indonesia
The role of the teacher in this game is very important. In this case, teacher is a centre in the classroom. He/she as a monitor, guided during the activities to be done.
Agarwood Indonesia The teacher should never interrupt a game which is flowing successfully in order to correct a mistake in language use. From than with the exchange of ideas. It is better for to the teacher to note the errors and to comment on it later.
Further Jill Hedfield (1984: 53) states that :
Agarwood Indonesia The teacher role’s role in these activities is that of monitor and resource center moving group to group. Listening, supplying and necessary language, nothing errors but not interrupting or correcting. It is a good idea to carry paper and pen and note any persistent errors area of difficulty. Collin w.(1993: 12) in play game with English also said that:… look too agarwood chips here the teacher role, once the group listening in, contributing and if necessary correcting.
2.1. Speaking Agarwood Indonesia
2.1.1 Definition of speaking
Speaking is to express thoughts a loud using the voice or talk (Longman Dictionary of Contemporary English) David P. Harris, in his book “Testing English as a Second Language” defines speaking.
Speaking is a complex skill requiring the simultaneous use of number of different abilities which often develop at different rates. Agarwood Indonesia Either four or five components are generally recognized in analyses of speech process: pronunciation, grammar, vocabulary, fluency and comprehension.
He further says that the definition of speaking as second language: Agarwood Indonesia Student’s skill in speaking a second language our fundamental concern with his ability to communicate informally on everyday subject with sufficient ease and fluency to hold the attention of his listener.
2.1.2. Speaking Ability Agarwood Indonesia
Talking about speaking ability, Robert Lado (1987: 126) says that:
Speaking ability is described as the ability to express one self in life situation, or the ability to report act by using the expression that is in accordance with situation.
Further Jack C.R.S. Rodgers(1963: 92) states that: Agarwood Indonesia Speaking is an important ability for the students who study English as a second language based on four skills in English: Listening, Speaking, Reading and Writing.
2.2. Definition of Game Agarwood Indonesia
According to Jill Hedfield (1984: 27) in his book “A collection of games and activities for intermediate and advance students of English”, a game is activity with rules a goal and element of fun.
Agarwood Indonesia He further classifies the game; they are competitive game and co-operative game.
Competitive game is in which players or team race to be the first to reach the goal and Co-operative game is in which players or team work together toward a common goal.
Further he also states about the game:
The emphasis in the game is on successful communication therefore are to be found at the fluency-accuracy spectrum. Agarwood Indonesia He further states that:
…they provide an opportunity for real communication, albeit within artificially defined limits, and thus constitute a bridge between the classroom and the real words.
2.3. The Role of the Game in Language Program Agarwood Indonesia
According to Jill Hedfield (1984: 45) about that:
Agarwood Indonesia “The inclusion of games as an integral part of any language syllabus provides an opportunity for intensive language, practice offers a context in which language is used meaningfully and as a means, and act as diagnostic tool for the teacher, for using games is simply that they are immensely enjoyable for both teacher and student.
2.4. The Role of Teacher Agarwood Indonesia
The role of the teacher in this game is very important. In this case, teacher is a centre in the classroom. He/she as a monitor, guided during the activities to be done.
Agarwood Indonesia The teacher should never interrupt a game which is flowing successfully in order to correct a mistake in language use. From than with the exchange of ideas. It is better for to the teacher to note the errors and to comment on it later.
Further Jill Hedfield (1984: 53) states that :
Agarwood Indonesia The teacher role’s role in these activities is that of monitor and resource center moving group to group. Listening, supplying and necessary language, nothing errors but not interrupting or correcting. It is a good idea to carry paper and pen and note any persistent errors area of difficulty. Collin w.(1993: 12) in play game with English also said that:… look too agarwood chips here the teacher role, once the group listening in, contributing and if necessary correcting.
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