Tenchu II - Birth of the Stealth Assassins

The game is intended as a prequel to the game Tenchu: Stealth Assassins and depicts the series' heroes Rikimaru and Ayame as teens, being taught by their elderly master named Shiunsai as well as another Azuma ninja named Tatsumaru. The game reveals how Rikumaru got the famous scar over his right eye (not depicted in the game's cover).

The Azuma Ninja have served the House of Gohda for countless generations. Now three young ninja, Rikimaru, Ayame, and Tatsumaru, must protect Lord Gohda Matsunoshin against a coup d'état attempt and a mysterious ninja group calling themselves the Burning Dawn.
After the three ninja are accepted into the Azuma clan, they are called to Gohda castle, which is under attack by Lord Gohda's uncle, Motohide. After a bloody battle, which includes the death of Lady Kei, Lord Gohda's wife, and the kidnapping of Princess Kiku, Lord Gohda's daughter, Rikimaru stops Motohide from killing Lord Gohda, but can't stop Motohide from escaping. It turns out that Motohide was working for a rival Lord, Lord Toda. Toda kills Motohide, only to be killed himself and decapitated by Lady Kagami, the leader of Lord Toda's ninja. She is leading a group of rebel ninja group calling themselves the Burning Dawn, consisting of Suzaku, Genbu, Seiryu, and Byakko, the four Lords of the Burning Dawn, and led by Lady Kagami. To make matters worse, the recently made leader of the Azuma Ninja, Tatsumaru, has gone missing. It is later revealed that Tatsumaru has lost his memory and is now part of the Burning Dawn. Rikimaru and Ayame now have to save Lord Gohda, and stop a ninja uprising intended to plunge the country back into the civil war.

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Resident Evil 3 : Nemesis

RE3: Nemesis canonically takes place parallel to RE2. It was developed roughly alongside Code Veronica for the Dreamcast and as such, both games share similar features with one another, such as exploding barrels and the 180-turn. What sets RE3 apart from other games in the series is of course the Nemesis himself. He is stronger than you, faster then you, completely merciless, and is by the far the most intelligent enemy in the original trilogy, and will not stop until you are dead. On top of having new dodge moves, and the fact that enemies can now walk up and down stairs, you will need all your wits to make one last stand in this god-forsaken city.
There are 2 difficulties in this game. Easy and Hard.
Easy mode makes it more accessible to RE4/RE5 fans. Hard Mode is there for RE vets and horror enthusiasts.

This game supports Dual Shock, takes 1 block on the memory card, and some first timers may spend up to 8-10 hours completing it. Completing the game on Hard multiple times will unlock epilogue chapters for various characters from previous games and on top of that you also have the Mercenaries mini-game which you can play for money to unlock infinite ammo for weapons in the main game. So you're really looking at about 50+ hours in terms of re-playability. Happy hunting!

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Digimon World 3

Digimon World 3 (デジモンワールド3, Dejimon Wārudo 3), also known as Digimon World 2003 in Europe and Australia, due to the second game not being available for those regions, is a role-playing video game created by Bandai for the PlayStation. The series is the third installment in the Digimon World series and it was first released on June 5, 2002 in the US and then on July 4, 2002 in Japan and November 15, 2002 in Europe. You play as a child called Junior who enters an online virtual reality MMORPG called "Digimon Online", which is run by the "MAGAMI" corporation. A terrorist attack on the Internet traps Junior and his friends inside the game and he sets out to stop them with his Digimon partners.

Unlike past Digimon World games, battles against wild Digimon are random and the battle system although turn-based is very different from Digimon World 2, the most notable distinction is battles are one on one instead of three on three although you may tag in a different Digimon, battles also feature three types of digivolution; normal, Blast, and DNA digivolution.

Story

Junior, and his friends Ivy and Teddy, log-in to "Digimon Online", where Ivy renames herself "Kail". Soon after Junior arrives, the players are trapped in the game by an error in the system. MAGAMI's "Game Master" publicly assures the players that the situation is under control, and blames the incident on the hacker, Lucky Mouse. Junior proceeds with his adventure as normal and travels to the A.o.A. controlled West Sector, and after defeating the real leader, travels to a secret base of Lucky Mouse, who reveals himself to be Kail's long-lost brother and an agent working against the A.o.A., Kurt, who reveals that MAGAMI is a front for the A.o.A., but soon the A.o.A. arrive and threaten to turn Kail into Oinkmon, if Kurt doesn't give the Vemmon Digi-Egg to the A.o.A. This results in Kurt being turned into Oinkmon and the Vemmon Digi-Egg stolen. Junior leads an attack on the Admin Center, which results in the Game Master being defeated and interrogated. Junior uses a network break to transport himself to the Amaterasu Server, where he defeats two of the A.o.A.'s chiefs and learns more about their plans. He returns to Asuka, defeats the fourth leader, and uses an emergency teleport system to reach MAGASTA, but is unable to prevent the Juggernaut from being unleashed. The Juggernaut is then used by Vemmon to digivolve to Destromon.

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Analysis Lagu (Intro to Literature)

ROMANCE – KUINGIN KAMU

demi semua

yang aku jalani bersamamu

ku ingin engkau jadi milikku

kuingin kau disampingku

tanpa dirimu

kuhanya manusia tanpa cinta

dan hanya dirimu yang bisa

membawa surga dalam hatiku

kuingin

engkau menjadi milikku

aku akan mencintaimu

menjagamu

selama hidupku

dan aku

kan berjanji

hanya kaulah yang kusayangi

ku akan setia disini

menemani

sentuhan mu

bagai kan tangan sang dewi cinta

yang berhiaskan bunga asmara

dan membuatku tak kuasa

di setiap agung gerakmu

tersimpan di hati kecilku

bahwa dirimu

slalu lah untukku

slama ku masih bisa bertahan

slama ku masih bisa bernafas

slama tuhan masih mengijinkan

ku ingin slalu menjagamu..

Analysis of “Kuingin Kamu”

1. Diction: This song use the simple language so can be easy to understanding. It also uses the good word that used to appeal a girl.
2. Rhyme

Ø  Paragraph 1  : a,b,b,b

Ø  Paragraph 2  : a,b,b,a

Ø  Paragraph 3  : a,b,b,b,b

Ø  Paragraph 4  : a,b,b,b,b

Ø  Paragraph 5  : a,b,b,b

Ø  Paragraph 4  : a,a,a,a

Ø  Paragraph 5  : a,a,a,b

3. Speaker         : a man that falling in love with a woman.
4. Spoken           : a woman, the speaker’s lover.
5. Figurative Language

Ø  Simile :

sentuhan mu, bagai kan tangan sang dewi cinta

Ø  Apostrophe :

dan hanya dirimu yang bisa, membawa surga dalam hatiku

6.    Imagery

a.    Tactile Imagery

sentuhan mu, bagai kan tangan sang dewi cinta

b.    Visual imagery

di setiap agung gerakmu

yang berhiaskan bunga asmara

membawa surga dalam hatiku

SECONDHAND SERENADE – FALL FOR YOU

The best thing about tonight's that we're not fighting

Could it be that we have been this way before

I know you don't think that I am trying

I know you're wearing thin down to the core

But hold your breath

Because tonight will be the night that I will fall for you

Over again

Don't make me change my mind

Or I won’t live to see another day

I swear it's true

Because a girl like you is impossible to find

You're impossible to find

This is not what I intended

I always swore to you I'd never fall apart

You always thought that I was stronger

I may have failed

But I have loved you from the start

So breathe in so deep

Breathe me in

I'm yours to keep

And hold onto your words

Cause talk is cheap

And remember me tonight

When your asleep

ANALYSIS OF “FALL FOR YOU”

1.    Diction            : This song use “so sweet” word.

2.    Rhyme            :

a.    Paragraph 1  : a,b,a,b

b.    Paragraph 2  : a,b,c,c,a,d,c,c

c.    Paragraph 3  : a,b,a,a,b

d.    Paragraph 4  : a,b,a,c,d,b,a

3.    Speaker         : A men that falling in love with a women.

4.    Spoken           : A woman, a speaker lover.

5.    Figurative Language

a.    Simile :

Because a girl like you is impossible to find

b.    Personification

And hold onto your words

But hold your breath

c.    Metaphor

You're impossible to find

d.    Hyperbole

So breathe in so deep

Cause talk is cheap

I know you're wearing thin down to the core

6.    Imagery

Visual Imagery

I know you're wearing thin down to the core

Or I won’t live to see another day

 

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CLASSROOM ACTION RESEARCH (CAR)

Classroom Action Research (CAR) is a systematic investigation with the aim of informing practice in certain situations. CAR is a way for instructors to find what works best in their own classroom situations, thus allowing decisions about teaching. CAR includes a seven-step process is managed. Instructors can complete a small project in one semester, while the project is more ambitious in scope may require planning ahead or collect data over several semesters.

From this picture, the first step is "Identify Problem Areas". Teachers often have several questions they want to investigate, however, important to limit questions to one that is meaningful and can be done within the confines of their daily work. The second step is to "Review of the Literature". You need background information on your question, but a brief review of secondary sources is adequate for these purposes. One good source of information is the general books on teaching, often available through the teaching and learning center. The third step is to plan "Research Strategy". There is no single best strategy for data collection. Depending on your research question, you might collect data about individual students or entire classes. You might describe a single situation, looked at the relationship between different types of data, or find a cause and effect relationships.

The fourth step is the "Collecting data". The data collection is an important step in deciding what action should be taken. There are many techniques for collecting data: interviews, checklists, portfolios, individual files, diaries / journals, field notes / observation records, logs, pupil-teacher discussion / interaction, questionnaires, audio tapes, video recording, still photography, time- on-task analysis, case studies. Step Five is to "Analyze Data". In using qualitative research, you will collect and analyze at the same time. These processes inform each other. Open to new ways of thinking as you learn more from your data. Sixth is "Taking action based on the results". Your research findings should inform your teaching decisions. If the new strategy of improving student learning, you will continue to use it in the context of teaching. If it does not improve student learning, you may return to your old strategies, or continue to test new strategies. The last step is “Share Your Findings”. Teaching can be a solitary activity, with successes and failures rarely acknowledged to others.

Improve your teaching. CAR will help you find what works best in your own classroom situation. This is a strong integration of teaching and scholarship that provides a solid basis for instructional decisions. CAR easily master the technique provides insight into teaching that produces continuous improvement.

There I can tell you about the Classroom Action Research. I hope this is help you.

REFFERENCES

• http://teachersnetwork.org/TNLI/Action_Research_Booklet.pdf
• http://academic.udayton.edu/FacDev/Newsletters/EssaysforTeachingExcellence/PODvol14/tevol14n7.html
•  http://www.sf-teacher.org/sf-teacher-news/esn-classroom-action-research.html
• Angelo, T., & Cross, P. (1993). Classroom Assessment Techniques (2nd ed.) San Francisco: Jossey-Bass.
• Bruning, J., & Kintz, B.L. (1997). Computational Handbook of Statistics (4th ed.) New York: Longman.
• Cross, P., & Steadman, M. (1996). Classroom Research: Implementing the Scholarship of Teaching, San Francisco: Jossey-Bass.
• Nilson, L.B. (1998). Teaching at its Best. Bolton, MA: Anker Publishing. 
  

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Based on a work at vheejhe.blogspot.com.
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