expressions

COMMON EXPRESSION

AND WISE WORD

Expression & Meaning

-Don`t scream loudly

jangan brteriak-teriak

-What are you laughing at

apa yang kamu tertawakan

-Keep it in your mind

ingat baik-baik dalam fikiranmu

-Better leaving unsaid

sebaiknya gak usah di bicarakan

-Cross my hearth

percayalah padaku

-Keep silent / calm down

harap tenang

-Come off it man

jangan berlagak deh

-Don`t tell me what to do

jangan memerintahku

-Don`t waste your time

jangan membuang-buang waktu

-You`re narrow minded

kamu berfikir sempit

-Be open minded

bersikaplah terbuka/dewasa

-It`s none of your business

ini bukan urusanmu

-I have had enough for this

aku muak dengan semua ini

-Just knock it off

jalani aja apa adanya

-Easy to say but difficult to do

mudah di ucapkan tapi sulit di lakukan

-A slander is more dangerous than murder

fitnah lebih kejam dari pada pembunuhan

-Lighting never stikes twice in the same place

kesalahan yang fatal jangan di ulangi lagi

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THE
DIRECTUR OF 1002 HOUSE

MR.MUJIB

GUNUNG ANYAR,SOKO,TUBAN

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READ UP

What is reading comprehension and how does it relate to college learning?

Excerpt from Arieta, C., "College Active Reading Skills," Promoting Academic Success for Students with Learning Disabilities: The Landmark College Guide. Ed. Strothman, S.W.
Notions of reading comprehension have changed dramatically over the decades. Theories of learning have shifted dramatically during the 20th century. We have moved from a behavioral perspective, which dominated the field from the turn of the century to the sixties and seventies, to a holistic or interactive approach, which began in the late seventies, and continues to shape our thinking about reading comprehension today. Practitioners of the interactive model view reading as a cognitive, developmental, and socially constructed task that goes beyond understanding the words on a page. In the past, reading was considered a relatively static activity. Meaning was imbedded in the text, and the reader's job was to understand what was being transmitted via the words on the page. Current research views reading as a more dynamic process in which the reader "constructs" meaning based on information he/she gathers from the text. Reading expert Katherine Maria (1990) defines reading comprehension as:
...holistic process of constructing meaning from written text through the interaction of
(1) the knowledge the reader brings to the text, i.e., word recognition ability, world knowledge, and knowledge of linguistic conventions;
(2) the reader's interpretation of the language that the writer used in constructing the text; and
(3) the situation in which the text is read. (p. 14-15)
College-level reading is much more sophisticated than high school, and in a typical course load, students may encounter a plethora of literary genres that they are required to read, understand, and apply in a meaningful way. Comprehending these texts is crucial for academic success, yet in an average class, there will be little or no attention paid to the reading process or the strategy training that is so important to the learning tasks.


The role of metacognition in the reading process

Metacognition is vital to academic success. When applied to reading tasks, metacognition involves several elements: the ability to recognize errors or contradictions in text, the understanding of different strategies to use with different kinds of text, and the ability to distinguish important ideas from unimportant ones (Nist and Mealey, 1991). While research suggests that many college students lack metacognitive skills (Baker, 1985), intervention studies also indicate that college students can learn to monitor their level of text comprehension by employing a variety of strategies. Studies also show that college-age students are more motivated to use strategies than younger, less experienced students. "Older students seem better able to regulate and control their understanding than do younger children... as children become older, their capacity to use metacognitive skills increases, and their reasons for not using these skills change" (Nist and Mealey, 1991). There are many reading strategies that can help students improve both comprehension and metacognition. This chapter will help faculty to better understand the complex nature of reading as a process, and also to develop comprehension strategies for students (McNeil, 1992).


Schema theory and reading comprehension

Schema theory, now widely accepted as playing a key role in reading comprehension, is based on the assumption that the reader's prior knowledge directly impacts new learning situations. While schema theory has existed in various forms since the 1930's, it has recently re-emerged and has been redefined as an important concept in reading instruction. Reading theorists view schema theory as a "framework" that organizes knowledge in memory by putting information into the correct "slots," each of which contains related parts. When new information enters memory, it not only must be compatible with one of the slots, but it must actually be entered into the proper slot before comprehension can occur (Nist & Mealey, 1991). If we accept this notion, reading shifts from a text-based activity to an interactive process in which the reader constructs meaning by interacting with the text. According to reading specialist John McNeil (1992), schemata are the reader's "concepts, beliefs, expectations, processes — virtually everything from past experiences that are used in making sense of reading. In reading, schemata are used to make sense of text; the printed word evokes the reader's experiences, as well as past and potential relationships" (p. 20).

Reading teachers emphasize three types of schemata:
(1) knowledge of the concepts and processes that pertain to certain subject matter, i.e., science, math, humanities;
(2) general world knowledge i.e., social relationships, causes and effects;
(3) knowledge of rhetorical structures i.e., patterns, rules, structures for organizing text and cues to the reader. The strategies contained in this chapter are rooted in the principles of schema theory and metacognition and view reading as a dynamic process.
While this handbook is intended for college faculty and staff, the goal is for students to develop an awareness of their own reading process and apply effective reading strategies to address the wide range of reading tasks they will encounter.


Understanding the Reader's Role in the Comprehension Process

Since reading is an interactive process that is dynamic and constantly changing, each new task or assignment will alter the learning process, and challenge the reader to be active in her approach to the text. Developing readers are often challenged with the changing nature of reading tasks. They may also lack some of the strategies that expert readers employ as they read. Because of this, students should be encouraged to take an active role in their learning process. Likewise, instructors play an important role in preparing students for the task and can help students become more aware of the reading characteristics they bring to the task.


Have students respond to a personal reading questionnaire at the onset of a reading assignment

One way of fostering students' understanding of their reading strategies is to have them complete a reading questionnaire (see below) before they begin the reading assignment. This exercise builds metacognition and plants the seeds for strategy selection. An activity of this nature could be completed in class, and students could share their plan with a partner or utilize for individual reflection.


Questions for Pre-Reading Reflection

1. What type of reading is this? (Textbook, article/essay, or short story.)
2. Is this type of reading a strength or area of difficulty for you?
3. How long is the reading and how much time do you have to complete it?
4. What is your interest in this reading? How can you relate it to your life?
5. What do you already know about the topic?
6. What are some things you might need to read outside of class to gain more background knowledge?
7. If decoding is a problem for you, are there services on campus, such as a learning center or tutor that might be of help to you?
8. What is the purpose of the reading assignment?
9. My personal reading plan for completing this assignment:
Familiarize yourself with the characteristics of students with learning disabilities and dyslexia
When students with learning disabilities or dyslexia struggle with decoding, they will often have to sound out syllables and words, and tend to read word-for-word rather than in phrases or chunks. Reading word-for-word creates numerous one-word chunks, far too many to be held in working memory and called up later for processing meaning. Furthermore, readers who are consumed by these phonological aspects of the text are unable to devote time to processing at the sentence and paragraph level. When most of their effort goes into decoding the words on the page, there is little energy left over for constructing meaning. Obviously, this type of processing will directly impact comprehension.

Have students read aloud in class to gain a sense of their decoding ability
Reading aloud in class can be a valuable diagnostic tool, and can be built into class activities when new readings are introduced. Since students with a history of reading difficulties might be reluctant to read aloud in class, it is important to create an environment of safety, trust, and respect for all. Have students take turns reading short excerpts from the text and allow students to pass if they indicate discomfort with this activity. These students may opt to read aloud with you privately after class. When reading aloud becomes a familiar part of the class, students will become more comfortable with it, and more willing to participate. Reading aloud (especially using an overhead in addition to texts) also gives an opportunity to model active reading strategies (highlighting significant information, chunking, or making brief summary notes or response symbols in the margin).
• Refer students to appropriate support services and provide copies of course readings to support staff who will assist students with your coursework;
• Allow and encourage the use of assistive technology in completing readings for your course.
There are a number of effective reading software programs that are reasonably priced and easy to install. One that stands out for versatility is the Kurzweil™ assistive reading software. Text can be scanned and the computer reads aloud to the student. Students can interact with the text in a number of ways. Here are some suggestions for helping students to use Kurzweil™ for active learning:
• Use Kurzweil™ for a "read-aloud," but encourage students to follow along with a hard copy and mark the text appropriately with margin notations, questions, and vocabulary notation.
• Use Kurzweil™ for notetaking. It is possible to take two-column notes with this software, extracting main ideas and details. This is another way for students to stay active.
• Use Kurzweil™ for vocabulary development. Unfamiliar words and terms can be noted and the Kurzweil™ can be used as a dictionary. Note: it is important to teach students explicitly to use a dictionary effectively.

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YOUNG GENERATION RESPONSIBILITY

If we see young generation doesn`t forbid something what they want they are free to do something.but we must obey government rules so in the fact,freedom doesn`t free to do anything without rules,we have limitations which we can not break.

There are many persons become victims of AIDS because has minimal control in our life,every 1th of September our country always celebrates international aids day in Indonesia aid contraction from acquired immune deficiencies syndrome. It can happen because of many factor.such as: Changing partner sex,impure blood transfuse,mother`s milk and changing needle inject with aids victim’

In addition to VOA are isolatet by society.and it is problem country.

For example If we have friend who get AIDS I am sure we do not to meet or talk in along time because we are afrait the firus will infact our body.

As matter of fact the fact AIDS will not to infact us,as long as we do not do some factors in above.

As human being who has moral.

We must embrace VOA because they are human too or we have to give transmission and prevention to VOA and society and we give support to VOA like giving some advice.

As far we know live in our life without control long by long become bad persons imaginations so we need it in our life.

The solve this problem :

We must be able to manage our life and education because the wise people said someone who able to manage so we are success.

So we must not spend our time to do useless think.

We have to use our manage to study more and more.

don`t forget we need manager our selves from our parent.

May we will be success to our future.

Young generation is hope of nation

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exam

1002 ENGLISH STUDY CENTER

GOLDEN ENGLISH

GUNUNG ANYAR SOKO TUBAN

THE EXAM OF A CLASS

Makam syh.GENDU Street – Gunung Anyar - Soko – Tuban – Jawa Timur. CMU : 08563286247

Names 1…….

2…….

1.THE EXAM OF GRAMMAR

a. A year has twelve months.

The example of…………………….…tense.

b. Nu`mah biasanya pergi kesekolah denganku

………………………………………………

c. Apakah dia mandi setiap hari ?

……………………………………………..

d. Lihat…! mereka sedang memotong rumput di kebun. ………………………………..

……………………………………………..

e. Lilik sudah mengunjungi temanya.

…………………………………………….

f. Arifin sudah bekerja selama 2 minggu.

..……………………………………………

g. Apakah susi pergi kebojonegoro kemarin ?

…………………………………………….

h. Aku menonton TV kemarin malam.

……………………………………………

i. You had ……………………...him.

j. I had been ………………………you.

3.THE EXAM OF VOCABULARIES

-Brush up ………………………………

-Put on ………………………………

-Prepare ………………………………

-Bangun dengan buka mata…………….

-Ride ……………………………...

-Berhias ……………………………….

-Get on-Over sleep …………………………….

-Fall sleep ……………………………..

-Merapikan ……………………………

4.THE EXAM OF EXPRESSIONS

-What do I get………………………

-Antri dong….!.................................

-Geser sedikit ……………………

-Aku kangen kamu…………………

-Never mind ………………………

2.Conversation under the title “ENGLISH’ 5.THE EXAM OF ORAL

Boy :………………………….? a.

Girl :………………………….. b.

Boy :………! ……………..…. c.

Girl :………………….………. d.

Boy :………………….………. e.

Girl :………………….………. f.

STORY ABOUT

………..…………………………………………………………………………

INTRODUCTORY MANUAL
FOR


The 10 Keys to Successful Trading

Technical Analysis Applications for the Currency Markets
I am your constant companion,
I am your greatest helper or your heaviest burden.
I will push you onward or drag you down to failure.
I am at your command.
Half of the tasks that you do you might just as well
Turn over to me and I will do them quickly and correctly.
I am easily managed; you must merely be firm with me.
Show me exactly how you want something done.
After a few lessons, I will do it automatically.
I am the servant of all great people
And the regret of all failures as well.
Those who are great, I have made great.
Those who are failures, I have made failures.
I am not a machine but I will work with all its precision
Plus the intelligence of a person.
Now you may run me for profit or you may run me for ruin.
It makes no difference to me.
Take me, train me, be firm with me and
I will lay the world at your feet.
Be easy with me and I will destroy you.
I am called Habit!
Author Unknown

INTRODUCTORY MANUAL
TABLE OF CONTENTS
Chapter 1: What is the FOREX?
Chapter 2: A Trader’s Vocabulary.
Chapter 3: Reading Candlestick Charts.
Chapter 4: Types of Orders.


A Traders Mission And Goal
It is the mission of the trader to become a financially successful long-term
trader. This can be achieved when the trader adopts and accepts The 10 Keys
of Successful Trading. The trader must commit to live by the three disciplines
that create the successful trader.


1. The trader must believe in The 10 Keys to Successful
Trading and merge them into his personality. His
success is dependent on creating a trading plan, and
maintaining the discipline to TRADE THE PLAN!
2. The trader must commit himself to continued education
and learn as much as he can about technical analysis and
the psychology of successful trading. He must use logic,
and not his emotions, in trading. The trader must learn to
trade in control, not out of control!
3. The trader must map out a sound plan of equity
management to insure a return on his investment. A
successful plan is to trade no more than 20% of a margin
account and risk no more than 5 to 10% of that account on
any single trade.


Levels Of A Trader
LEVEL ONE: Beginner Trader - To study and paper trade for a
minimum of one month with imaginary money, gaining the
experience required to establish a track record of profitable
performance.
LEVEL TWO: Advanced Beginner - To trade one or two lots with
real money, working through emotions and establishing a track
record of making money.
LEVEL THREE: Competent Trader - To trade in control with
equity management, achieving a financial return.
LEVEL FOUR: Proficient Trader - To trade based on my belief,
education, and experience and achieves a financial return.
LEVEL FIVE: Expert Trader - To mechanically execute profitable
trades with no emotion.
CHAPTER 1 - WHAT IS THE FOREX?
_ FOREX = FOReign EXchange
_ You can trade 24 hours a day
_ The FOREX is larger than all other financial markets COMBINED
The Foreign Exchange (FOREX) market is a cash (or “spot”) interbank market
established in 1971 when floating exchange rates began to materialize. This
market is the arena in which the currency of one country is exchanged for those
of another and where settlements for international business are made.
The FOREX is a group of approximately 4500 currency trading institutions,
including international banks, government central banks and commercial
companies. Payments for exports and imports flow through the Foreign
Exchange Market, as well as payments for purchases and sales of assets. This
is called the “consumer” foreign exchange market. There is also a “speculator”
segment in the FOREX Companies, which have large financial exposures to
overseas economies participate in the FOREX to offset the risks of international
investing.
Historically, the FOREX interbank market was not available for small speculators.
With a previous minimum transaction size and often-stringent financial
requirements, the small trader was excluded from participation in this market. But
today market maker brokers are allowed to break down the large interbank units
and offer small traders the opportunity to buy or sell any number of these smaller
units (lots).


Commercial banks play two roles in the FOREX market:

(1) They facilitate transactions between two parties, such as companies
wishing to exchange currencies (consumers), and
(2) They speculate by buying and selling currencies. The banks take positions
in certain currencies because they believe they will be worth more (if “buying
long”) or less (if “selling short”) in the future. It has been estimated that
international banks generate up to 70% of their revenues from currency
speculation. Other speculators include many of the worlds’ most successful
traders, such as George Soros.
The third category of the FOREX includes various countries’ central banks, like
the U.S. Federal Reserve. They participate in the FOREX to serve the financial
interests of their country. When a central bank buys and sells its or a foreign
currency the purpose is to stabilize their own currency’s value.
The FOREX is so large and is composed of so many participants, that no one
player, even the government central banks, can control the market. In
comparison to the daily trading volume averages of the $300 billion in the U.S.
Treasury Bond market and the approximately $100 billion exchanged in the U.S.
stock markets, the FOREX is huge, and has grown in excess of $1.5 trillion daily.
The word “market” is a slight misnomer in describing FOREX trading. There is no
centralized location for trading activity (“pit”) as there is in the currency futures
(and many other) markets. Trading occurs over the phone and through the
computer terminals at hundreds of locations worldwide. The bulk of the trading is
between approximately 300 large international banks, which process transactions
for large companies, governments and for their own accounts. These banks are
continually providing prices (“bid” to buy and “ask” to sell) for each other and the
broader market. The most recent quotation from one of these banks is
considered the market’s current price for that currency. Various private data
reporting services provide this “live” price information via the Internet.
There are numerous advantages for parties wishing to trade in the FOREX.
They include:
Liquidity: In the FOREX market there is always a buyer and a seller! The
FOREX absorbs trading volumes and per trade sizes which dwarfs the
capacity of any other market. On the simplest level, liquidity is a powerful
attraction to any investor as it suggests the freedom to open or close a
position at will 24 hours a day.
Once purchased, many other high-return investments are difficult to
sell at will. FOREX traders never have to worry about being “stuck”
in a position due to lack of market interest. In the 1.5 trillion U.S.
dollar per day market, major international banks a “bid” (buying) and
“ask” (selling) price
Access: The FOREX is open 24 hours daily from about 6:00 P.M.
Sunday to about 3:00 P.M. Friday. An individual trader can react to news
when it breaks, rather than waiting for the opening bell of other markets
when everyone else-has the same information. This allows traders to take
positions before the news details are fully factored into the exchange
rates. High liquidity and 24 hour trading permit market participants to take
positions or exit regardless of the hour. There are FOREX dealers in every
time zone, in every major market center (Tokyo, Hong Kong, Sydney,
Paris, London, United States, etc.) willing to continually quote buy and sell
prices.
Since no money is left on the market “table,” this is what is referred
to as a “Zero Sum Game” or “Zero-Sum Gain.” Providing the trader
picks the right side, money can always be made
Two-Way Market: Currencies are traded in pairs, for example dollar/yen,
or dollar/Swiss franc. Every position involves the selling of one currency
and the buying of another. If a trader believes the Swiss franc will
appreciate against the dollar, the trader can sell dollars and buy francs
(“selling short!’). If one holds the opposite belief, that trader can buy
dollars and sell Swiss francs (“buying long”). The potential for profit exists
because there is always movement in the exchange rates (prices).
FOREX trading permits profit taking from both rising and falling
currency values in relation to the dollar. In every currency trading
transaction, one of the sides of the pair is always gaining and the
other side is losing.
Leverage: Trading on the FOREX is done in currency “lots.” Each lot is
approximately 100,000 U.S. dollars worth of a foreign currency. To trade
on the FOREX market, a “margin account” must be established with a
currency broker. This is, in effect, a bank account into which profits may
be deposited and losses may be deducted. These deposits and
deductions are made instantly upon exiting a position.
Brokers have differing margin account regulations, with many
requiring a $1,000 deposit to “day-trade” a currency lot. Day-trading
is entering and exiting positions during the same trading day. For
longer-term positions, many require a $2,000 per lot deposit. In
comparison to trading in stocks and other markets, which may
require a 50% margin account, FOREX speculators excellent
leverage of 1% to 2% of the $100,000 lot value. The trader can control
each lot for I to 2 cents on the dollar!
Execution Quality: Because the FOREX is so liquid, most trades can be
executed at the current market price. In all fast moving markets, slippage
is inevitable in all trading (stocks, commodities, etc.), but can be avoided
with some currency broker’s software, which informs you of your exact
entering price just prior to execution. You are given the option of avoiding
or accepting the slippage. The huge FOREX market liquidity offers the
ability for high quality execution.
Confirmations of trades are immediate and the Internet trader has only to
print a copy of the computer screen for a written record of all trading
activities. Many individuals feel these features of Internet trading make it
safer that using the telephone to trade. Respected firms such as Charles
Schwab, Quick & Reilly and T.D. Waterhouse offer Internet trading. They
would not risk their reputations by offering Internet service if it were not
reliable and safe. In the event of a temporary technical computer problem
with the broker’s ordering system, the trader can telephone the broker 24
hours a day to immediately get in or out of a trade.
Internet brokers’ computer systems are protected by “firewalls” to keep
account information from prying eyes. Account security is a broker’s
highest concern. They have taken multiple steps to eliminate any risk
associated with transacting on the Internet.
A FOREX Internet trader does not have to speak with a broker by
telephone. The elimination of the middleman (broker salesman)
lowers expenses and makes the process of entering an order faster
and has eliminated the possibility for misunderstanding.
_ Execution Costs: Unlike other markets, the FOREX does not charge
commissions. The cost of a trade is represented in a Bid/Ask spread
established by the broker. (Approximately 4 pips)
_ Trendiness: Over long and short historical periods, currencies have
demonstrated substantial and identifiable trends. Each individual currency
has its own “personality,” and each offers a unique historical pattern of
trends, providing diversified trading opportunities within the spot FOREX
market.
_ Focus: Instead of attempting to choose a stock, bond, mutual fund or
commodity from the tens of thousands available in those markets, FOREX
traders generally focus on I to 4 currencies. The most common and most
liquid are the Japanese Yen, British Pound, Swiss Franc and the new
EURO. Highly successful traders have always focused on a limited
number of investment options. Beginning FOREX traders usually will
focus on one currency and later incorporate one to three more into their
trading activities.
_ Margin Accounts: Trading on the FOREX requires a margin account.
You are committing to trade and take positions today. As a speculator
trader you will not be taking delivery on your product that you are trading.
As a Stock Day Trader, you will only hold a trading position for a few
minutes to a few hours, and then you need to close out your position by
the end of the trading session.
All orders must be placed through a broker. To trade stocks you will need
a stockbroker and to trade currencies you will need a Forex currency
broker. Most brokerage firms have different margin requirements. You
need to ask them their margin requirements to trade stocks and
currencies.
A margin account is nothing more than a performance bond. All traders
need a margin account to trade. When you gain profits, they place your
profits into your margin account the same day you profited. When you lose
profits, they need an account to take out the losses you incurred that day.
All accounts are settled daily.
A very important part of trading is, taking out some of your winnings or
profits. When the time comes to take out your personal gains from your
margin account, all you need to do is contact your broker and ask them to
send you your requested dollar amount, and they will send you a check.
They can also wire transfer your money.
Chapter 3
READING CANDLESTICK CHARTS
In the Seventeenth century, the Japanese developed a method to analyze the
price of rich contracts. This technique is called “candlestick charting. Steven
Nison is credited with popularizing the candlestick chart and has become
recognized as the leading authority on the interpretation of the system.
Candlesticks chart the price fluctuations of a product. A candlestick can
represent any period of time. A currency trader’s software can provide charts
representing anywhere from five minutes to one week per candlestick.
Candlestick charts do not involve any calculations. They simply chart price
movements in a given time period. Each candlestick displays four important
pieces of information, which show the price fluctuations during the time period of
the candle. In much the same way as the more widely-known bar chart, a candle
give us the opening price, the closing price, the highest price and the lowest price
of the time period. Candlesticks are easier to use because they more clearly
demonstrate the relationship between the opening and closing prices.
Because candlesticks display the relationship between the open, high, low and
closing prices, they cannot be used to chart securities that have only closing
prices.
The interpretation of candlestick charts is based on patterns. Currency traders
use primarily the relationship of the highs and lows of the candlewicks over a
given time period. However, some patterns can be identified to anticipate price
movements. There are two types of candles: the bullish pattern candle and the
bearish pattern candle.
A white or empty body
displays the bullish candle
pattern. It occurs when
prices open near the low
price and close near the
period’s high price.
A black or filled body
displays the bearish
candle pattern. It occurs
when prices open near the
high price and close near
the period’s low price.
Bullish Candlestick Formations
Hammer - The hammer is a bullish pattern if it
occurs after a significant downtrend. If the line
occurs after a significant uptrend, it is called a
hanging man. A small body and a long wick identify
a hammer. The body can be clear or filled in.
Piercing Line - This is a bullish pattern. The first
candle is a long bear candle followed by a long bull
candle. The bull candle opens lower than the bear’s
low but closes more than halfway above the middle
of the bear candle’s body.
Bullish Engulfing Lines - This pattern is strongly
bullish if it occurs after a significant downtrend (it
may serve as a reversal pattern). It occurs when a
small bearish (filled-in) candle is engulfed by a large
bullish (empty) candle.
Morning Star - This is a bullish pattern signifying a
potential bottom. The star indicates a possible
reversal and the bullish (empty) candle confirms this.
The star can be a bullish (empty) or a bearish (filledin)
candle.
Bullish Doji Star - This star indicates a reversal and
a doji indicates indecision. Thus, this pattern usually
indicates a reversal following an indecisive period.
You should wait for a confirmation before trading a
doji star.
Bearish Candlestick Formations
Long Bearish Candle - A long bearish candle
occurs when prices open near the high and close
lower near the low.
Hanging Man - This pattern is bearish if it occurs
after a significant uptrend. If this pattern occurs after
a significant downtrend, it is called a hammer. A
hanging man is identified by small candle bodies and
a long wick below the bodies (can be either clear or
filled in).
Dark Cloud Cover - This is a bearish pattern. The
pattern is more significant if the second candle’s
body is below the center of the previous candle’s
body.
Bearish Engulfing Lines - This pattern is strongly
bearish if it occurs after a significant uptrend (it may
serve as a reversal pattern). It occurs when a small
bullish (empty) candle is engulfed by a large bearish
(filled-in) candle.
Evening Star - This is a bearish pattern signifying a
potential top. The star indicates a possible reversal
and the bearish (filled-in) candle confirms this. The
star can be a bullish (empty) candle or a bearish
(filled-in) candle.
Doji Star - This star indicates a reversal and a doji
indicates indecision. Thus, this pattern usually
indicates a reversal following an indecisive period.
One should wait for a confirmation (like a evening
star) before trading a doji star.
Shooting Star - This pattern suggests a minor
reversal when it appears after a rally. The star’s
body must appear near the low price, and the candle
should have a long upper wick.
Neutral Candlestick Formations
Spinning Tops - This is a neutral pattern that occurs
when the distance between the high and low, and
the distance between the open and close, are
relatively small.
Doji - This candle implies indecision. The open and
close are the same.
Double Doji - This candle (two adjacent doji
candles) implies that a forceful move will follow a
breakout from the current indecision.
Harami - This pattern indicates a decrease in
momentum. It occurs when a candle with a small
body falls within the area of a larger body. This
example a bullish (empty) candle with a large body is
followed by a small bearish (filled-in) candle. This
implies a decrease in the bullish momentum.
Reversal Candlestick Formations
Long-legged Doji - This candle often signifies a
turning point. It occurs when the open and close are
the same, and the range between the high and the
low is relatively large.
Dragonfly Doji - This candle also signifies a turning
point. It occurs when the open and close are the
same, and the low is significantly lower than the
open, high and closing prices.
Gravestone Doji - This candle also signifies a
turning point. It occurs when the open, close and
low prices are the same, and the high is significantly
higher than the open, close and low prices.
Stars - Stars indicate reversals. A star is a candle
with a small real body that occurs after a candle with
a much larger real body, where the real bodies do
not overlap (the wicks may overlap).
You can also interpret stock charts using candlesticks as shown below for BancOne Corporation.

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praying

PRAYING

Ilahi…..Save me by torture of the hell

Ilahi…. Show me to a lot of straight ways

Ilahi….add me much knowledge of useful

Ilahi….show me to plenty of granted works

I ask you forgiveness my almighty god

You are the God of all creators in the world

I ask you forgiveness my almighty god

From my great deal of guilties that I have worked

1002 English course

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COMMON EXPRESSION

AND WISE WORD

Expressions&Meaning

Don`t scream loudly

jangan brteriak-teriak

What are you laughing at

apa yang kamu tertawakan

Keep it in your mind

ingat baik-baik dalam fikiranmu

Better leaving unsaid

sebaiknya gak usah di bicarakan

Cross my hearth

percayalah padaku

Keep silent / calm down

harap tenang

Come off it man

jangan berlagak deh

Don`t tell me what to do

jangan memerintahku

Don`t waste your time

jangan membuang-buang waktu

You`re narrow minded

kamu berfikir sempit

Be open minded

bersikaplah terbuka/dewasa

It`s none of your business

ini bukan urusanmu

I have had enough for thi

aku muak dengan semua ini

Just knock it off

jalani aja apa adanya

Easy to say but difficult to do

mudah di ucapkan tapi sulit di lakukan

A slander is more dangerous than murder

fitnah lebih kejam dari pada pembunuhan

Lighting never stikes twice in the same place

kesalahan yang fatal jangan di ulangi lagi

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