Berubahlah dgn hati yg ikhlas KERANA ALLAH swt.. by سيتي امينه عبدلله on Saturday, July 30, 2011 at 7:15pm

"Apakah manusia mengira bahawa mereka akan dibiarkan hanya dengan mengatakan, “Kami telah beriman”, dan mereka tidak diuji?" - Surah Al-Ankabut 29:2

Apakah definisi perubahan sebenar dalam diri kita? Adakah hanya dari segi fizikal atau hati nurani? Yang mana akan datang dulu?

Sebenarnya, yang mana datang dahulu itu tidak penting, kerana yang lagi penting adalah hasilnya.

Andai kita rasa, perubahan fizikal seperti melabuhkan tudung dan pakaian itu lebih mudah, maka lakukan itu dahulu, kemudian kita melatih hati ini satu persatu, andai kita merasakan hati ini lagi senang untuk dilatih, maka latihlah ia dahulu.

Kerana perubahan itu datangnya dari hati yang ikhlas, yang tulus. Insya Allah.

Mari mulakan langkah kita bersama, kerana pintu taubat itu sentiasa terbuka.

Manusia sentiasa perlukan perubahan kerana iman kita naik dan turun. Jangan biar jalan kita dihiasi dengan futur.

CRITICAL READING STRATEGIES

7 CRITICAL READING STRATEGIES

1.  Previewing: Learning about a text before really reading it.

Previewing enables readers to get a sense of what the text is about and how it is organized before reading it closely. This simple strategy includes seeing what you can learn from the headnotes or other introductory material, skimming to get an overview of the content and organization, and identifying the rhetorical situation.

 2.  Contextualizing: Placing a text in its historical, biographical, and cultural contexts.

When you read a text, you read it through the lens of your own experience. Your understanding of the words on the page and their significance is informed by what you have come to know and value from living in a particular time and place. But the texts you read were all written in the past, sometimes in a radically different time and place. To read critically, you need to contextualize, to recognize the differences between your contemporary values and attitudes and those represented in the text.  

3.  Questioning to understand and remember: Asking questions about the content.

As students, you are accustomed (I hope) to teachers asking you questions about your reading. These questions are designed to help you understand a reading and respond to it more fully, and often this technique works. When you need to understand and use new information though it is most beneficial if you write the questions, as you read the text for the first time. With this strategy, you can write questions any time, but in difficult academic readings, you will understand the material better and remember it longer if you write a question for every paragraph or brief section. Each question should focus on a main idea, not on illustrations or details, and each should be expressed in your own words, not just copied from parts of the paragraph.  

4.  Reflecting on challenges to your beliefs and values: Examining your personal responses.

The reading that you do for this class might challenge your attitudes, your unconsciously held beliefs, or your positions on current issues. As you read a text for the first time, mark an X in the margin at each point where you feel a personal challenge to your attitudes, beliefs, or status. Make a brief note in the margin about what you feel or about what in the text created the challenge. Now look again at the places you marked in the text where you felt personally challenged. What patterns do you see?  

5.  Outlining and summarizing: Identifying the main ideas and restating them in your own words.

Outlining and summarizing are especially helpful strategies for understanding the content and structure of a reading selection. Whereas outlining reveals the basic structure of the text, summarizing synopsizes a selection's main argument in brief. Outlining may be part of the annotating process, or it may be done separately (as it is in this class). The key to both outlining and summarizing is being able to distinguish between the main ideas and the supporting ideas and examples. The main ideas form the backbone, the strand that holds the various parts and pieces of the text together. Outlining the main ideas helps you to discover this structure. When you make an outline, don't use the text's exact words.

Summarizing begins with outlining, but instead of merely listing the main ideas, a summary recomposes them to form a new text. Whereas outlining depends on a close analysis of each paragraph, summarizing also requires creative synthesis. Putting ideas together again -- in your own words and in a condensed form -- shows how reading critically can lead to deeper understanding of any text.  

6.  Evaluating an argument: Testing the logic of a text as well as its credibility and emotional impact.

All writers make assertions that they want you to accept as true. As a critical reader, you should not accept anything on face value but to recognize every assertion as an argument that must be carefully evaluated. An argument has two essential parts: a claim and support. The claim asserts a conclusion -- an idea, an opinion, a judgment, or a point of view -- that the writer wants you to accept. The support includes reasons (shared beliefs, assumptions, and values) and evidence (facts, examples, statistics, and authorities) that give readers the basis for accepting the conclusion. When you assess an argument, you are concerned with the process of reasoning as well as its truthfulness (these are not the same thing). At the most basic level, in order for an argument to be acceptable, the support must be appropriate to the claim and the statements must be consistent with one another.  

7.  Comparing and contrasting related readings: Exploring likenesses and differences between texts to understand them better.

Many of the authors we read are concerned with the same issues or questions, but approach how to discuss them in different ways. Fitting a text into an ongoing dialectic helps increase understanding of why an author approached a particular issue or question in the way he or she did.

ISTIKHARAH CINTA..Siapakah jodohku?Ya Allah jika dia tercipta utkku permudahknlh ursn kami..

ISTIKHARAH SI SOLEH DAN SOLEHAH

♥•♥•♥ Ya Allah,

Sesungguhnya aku memohon pertunjuk dari-Mu,

Berilah aku pilihan yang terbaik buat ku,

Dengan ilmu yang ada pada-Mu,

Dan aku memohon kekuasaan-Mu,

Untuk menyelesaikan urusan ku dengan keizinan kudrat-Mu.

♥•♥•♥ Dan aku jua memohon kepada-Mu,

Sebahagian dari kurniaan-Mu yang agung,

karena sesungguhnya Engkau Maha Kuasa,

Sedangkan diri hamba-Mu ini pernuh dengan kekhilafan,

Dan Engkau jua Maha Mengetahui,

Sedangkan diri hamba-Mu ini penuh dengan kejahilan,

Dan Engkau jualah Maha Mengetahui perkara yang ghaib.

Yang telah Kau tetapkan buat ku…

♥•♥•♥ Ya Allah,

sekiranya Engkau tahu bahwa fulan/fulanah itu,

Adalah lebih baik untuk diri ku, agama ku, dan kehidupan ku,

Serta lebih baik pula akibatnya di dunia dan akhirat,

maka takdirkanlah dan mudahkanlah fulan/fulanah bagi ku,

kemudian berkahilah aku dalam urusan jodoh ini.

♥•♥•♥ Dan sekiranya Engkau tahu bahawa fulan/fulanah itu,

Adalah lebih buruk untuk diri ku, agama ku, dan kehidupan ku,

serta lebih buruk pula akibatnya di dunia dan akhirat,

Maka jauhkanlah fulan/fulanah dari ku,

Dan jauhkanlah aku dari urusan ini,

Dan takdirkanlah kebaikan untuk ku di mana pun,

Kemudian jadikanlah aku redha menerimanya..

♥•♥•♥ Dengan ini, aku bersujud pada mu ya Allah,

Mengharap dan merintih kepada-Mu,

Air mata yang mengalir ini,

Ku biarkan ia menitis demi mengharap kasih sayang mu,

Yang manakah terbaik buat ku,

Sesungguhnya hidup ku dan jua mati ku,

Adalah semuanya Hanya kerana-Mu,

Moga Kau mengasihani diri ku yang mendambakan petunjuk-Mu.

Ameen Allahumma Ameen Ya Rahman Ya Raheem Ya Robbal Alameen..

pesanan untuk diriku : Sukar untuk mencari diri mu kerana diri mu bagaikan permata bernilai di antara ribuan kaca menyilau. Tapi, aku pasti jika nama mu yang tertulis di Luh Mahfuz untuk diri ku, nescaya rasa cinta itu akan Allah terbitkan dari dalam diri kita.

Tugas pertama ku bukan mencari diri mu tapi mensolehahkan diri ku. Sukar untuk mencari soleh diri mu andai solehah ku tidak setanding dengan kesolehan mu. Janji Allah pasti ku pegang dalam misi mencari diri..

Hakikat CINTA dalam ISLAM..

“…Rasa hormat adalah asas penting menjalin

hubungan cinta yang suci sesuai dengan aturan

Allah swt. Hormat kepada perintah Allah, ajaran

Rasul serta hormat ke atas hak dan maruah di

antara pasangan amat dititik beratkan ke arah

satu hubungan yang berkekalan.

Seorang lelaki yang jujur terhadap cinta dan kasih

sayang yang terjalin terhadap seorang wanita

tidak sewenang-wenangnya menyentuh tangan

wanita atau memegang erat tubuhnya. Wanita

bukannya objek yang boleh diperalatkan.

Jika ini terjadi, seorang wanita perlu berfikir,

apakah pasangan seperti ini mampu melindungi

dan menjaga maruahnya apabila berkahwin

nanti?

Jika hari ini haknya tergadai kerana seorang yang

dinamakan kekasih, apa kesudahan yang bakal

berlaku satu hari nanti?…”

______________________________________

Istilah cinta amat popular dan menjadi satu

ungkapan setia di bibir-bibir remaja yang

menganggapnya satu kalimah suci dan bererti.

Ada yang berbangga memiliki seorang kekasih

yang setia dan mula memasang angan-angan

untuk mendirikan rumah tangga bersama

pasangan pilihan.

Fanomena ini berlanjutan dari bangku sekolah

lagi malah adakalanya membawa kepada

sesuatu di luar jangkauan

Cinta perlu

difahami. Semestinya seorang remaja

perlu memahami kehendak dan definisi yang

tepat.

Tanya pada diri, sama ada cinta hanya sekadar

gelojak perasaan serta rasa tertarik antara satu

sama lain cukup untuk menjelaskan maksudnya?

Di dalam artikel bertajuk Hakikat Percintaan

Dalam Islam, rasa hati yang dinamakan cinta

merupakan satu perasaan yang semulajadi di

alami oleh setiap insan baik muda mahupun tua.

Allah telah menganugerahkan manusia naluri

untuk meneruskan keturunan (salah satunya,

menyukai pasangan berlainan jantina) atau

dikenali dengan gharizah Al-Nau’.

Ini merupakan salah satu naluri manusia dari yang

tiga iaitu gharizah Al-baqa’ (naluri untuk

meneruskan kehidupan dan mempertahankan),

gharizah Al-Tadayyun (naluri untuk menyembah

dan beragama) dan gharizah Al-Nau’.

Jadi adanya perasaan itu sememangnya sudah

fitrah manusia dan perkara ini wajar dan tidak

haram di

sisi Islam.

Dalam keadaan ini, manusia perlu memahami

kedudukan cintanya dan ke mana hala tuju

seterusnya.

Malangnya remaja hilang punca dan meletakkan

satu kesimpulan yang mudah tentang hakikat

cinta.

Cinta perlu difahami sebagai satu rasa kasih

sayang yang penuh rasa hormat, tanggungjawab,

kesetiaan, komitmen, keikhlasan, bermaruah dan

ada matlamat.

Jika ciri-ciri ini tidak ada dalam apa yang

dikatakan sebagai cinta, maka hubungan

sedemikian sekadar satu permainan dan kepura-

puraan sahaja.

Konsep cinta dalam Islam meletakkan satu aturan

yang sistematik dan teratur tanpa mengabaikan

hubungan antara manusia dan Allah.

Atas dasar ini, Islam meletakkan cinta pada satu

kedudukan yang bermaruah dan bernilai baik bagi

pihak lelaki dan perempuan.

Ke mana hala tujunya destinasi cinta remaja?

Adakah setakat mengisi usia remaja dan

adakalanya putus di tengah

jalan?

Mungkin destinasi cinta remaja yang diingini lebih

kepada konsep ala Barat yang disifatkan penuh

romantis dan indah.

Mulianya cinta berlandaskan Islam kerana cinta

yang dibina bermatlamat. Kerana ingin mendapat

kasih sayang tuhan, manusia sedia berkongsi

rasa cinta dan kasih sayang sesama insan.

Kerana inginkan kasih sayang tuhan jualah,

masing-masing ingin selamat-menyelamatkan

antara satu sama lain dari segi hubungan dan

kehidupan di dunia untuk mengejar sesuatu yang

abadi di akhirat.

Cinta yang dibina bukan cinta kosong tetapi cinta

yang punya pengertian yang luhur dan hanya

dapat dirasakan dengan jiwa yang bersih yang

sentiasa mencari tuhan..

Sedikit teguran dan nasihat kepada sahabat2 seperjuangan..

Assalamualaikum..

Ketahuilah oleh mu..sungguh hebat dugaan dan ujian khas nya bagi kaum wanita..bagi sahabat2 khususnya bg kaum hawa amnya..peliharalah adab semasa keluar rumah..sungguh hendak menyidai baju,buang sampah..pakai lah baju yg menutup aurat..jngn lupa pakai tudung..jangan benarkan sedikit pun aurat mu terdedah..jika ada kaum lelaki yg mahu berjumpa..digalakkan berjumpa dikedai makan..elakkan didepan rumah..kelak menimbul fitnah..seterusnya..jika mahu kekedai..pakai lah seelok pakaian muslimah..bagi pandangan yg positif kepada penduduk..biarlah orang laen pakai mencolok mata..usah diikuti mereka..

*Biarlah orang kutuk kita pakai BAJU KETINGGALAN ZAMAN , asal kita tak pakai BAJU AKHIR ZAMAN (:
*Tak semua perempuan yg bertudung itu baik TAPI semua perempuan yg baik pasti bertudung =)

SUBHANALLAH! RENUNG 2 KAN LAH..

Jom kita sama2 hayati hadis-hadis dibwh..

"Sesungguhnya seorang gadis yang telah berhaid tidak boleh baginya menzahirkan anggota badan kecuali pergelangan tangan dan wajah saja.."

(Petikan dari Hadis Riwayat Muslim dan Bukhari.)

“Wahai Asma’: Sesungguhnya wanita yang telah haid tidak layak baginya terlihat dari tubuhnya kecuali ini dan ini…” (wajah dan telapak tangan) [HR. Abu Dawud, no. 3580]

"Barangsiapa memakai pakaian yang berlebih-lebihan terutama yang menjolok mata , maka Allah akan memberikan pakaian kehinaan di hari akhirat nanti.."
(Petikan dari Hadis Riwayat Ahmad, Abu D , An Nasaii dan Ibn Majah.)

PAKAIANKU NILAI SYURGAKU.. MASYA-ALLAH! 

Hijab with a bad attitude... is not Hijab!

Hijab with tight clothes on... is not Hijab!

Hijab with hair on the side... is not Hijab!

Hijab with 5 layers of makeup... is not Hijab!

Hijab is beautiful... So make it look beautiful..      

therefore, Wear laa a hijab with lillahita'ala..^_*

-Jazakallahu khairan-

KEJOHANAN OLAHRAGA TAHUNAN IPGKBA 2012

Even my house doesnt win the 1st place but i'm so impressed that we manage to win almost of the event carried on at the last day.. especially the cheer leading we won the 1st place, the marching we won 2nd place and  house decoration we won 1st place.. and lastly our maskot also win the first place.. hehe i love my yellow house! everyone had gave their very best during the sports day.. good job!! ^^

Our marching team.. we won 2nd place woo... sooooo happppyyyy!!! 

Language Description Subject: SVA

Subject Verb Agreement

Source from: http://www.grammaruntied.com/agreement/agreement.html

Subject verb agreement can be one of the more challenging aspects of writing. While short clauses provide for an easily identifiable subject, longer clauses with extensive phrases can make proper subject verb agreement more of a challenge.

The first and most important rule in subject verb agreement is that the verb must agree with the intended number of the subject.

To accomplish that task, follow two occasionally not so simple tasks.

1. Identify the real subject
2. Determine whether subject is singular or plural

The first step is often made difficult by phrases and/or sentence structure that work to obscure the true subject.

Prepositional phrases are one of the main culprits in the misidentification of the true subject of the clause. Remember, objects cannot be subjects, so the object of a preposition cannot be a subject of a clause.

1. Among the constitutional rights we cherish is freedom.
   1. AMONG is a preposition; therefore, RIGHTS is the object of the preposition. FREEDOM is the subject of the sentence.
2. The group of protesters is blocking the entrance to the building.
   1. OF is a preposition; therefore, PROTESTERS is the object of the preposition. GROUP is the subject of the sentence and it is singular.
3. The annual rituals of the group confuse the neighbors.
   1. OF is a preposition; therefore, GROUP is the object of the preposition. RITUALS is the subject of the sentence and it is plural.

Parenthetical phrases can also work to obscure the true subject. Phrases such as "as well as," "such as," "along with," "rather than," "accompanied by" and "including" introduce items that are NOT considered when determining whether a verb is singular or plural.

1. The quiz, as well as all workbook exercises, was collected.
   1. QUIZ is the subject. The parenthetical expression does not affect the verb.
2. His jacket, not his shirt or his socks, always seems to match his slacks.
   1. JACKET is the subject. It is singular. The parenthetical expression does not affect the verb.
3. Her birthday celebration, together with the upcoming holiday, makes for a very full calendar.
   1. CELEBRATION is the subject. The parenthetical expression does not affect the verb.
4. The president and vice president, accompanied by the board of directors, plan to vote against changing the company bylaws.
   1. PRESIDENT and VICE PRESIDENT are the subject. The verb is plural.

Expletives (There, Here) are false subjects. Disregard them completely when determining the subject that the verb must agree with.

1. There are fewer students in this class.
1. The true subject in this sentence is STUDENTS.
2. Officer, here is the person I was telling you about.
   1. The true subject in this clause is PERSON.

Predicate nominatives can lead to some confusion when determining the true subject. Remember to find the subject and verb combination first and then begin to determine whether that subject is singular or plural.

1. The war-torn country's only relief was the food and medical supplies dropped from the sky.
   1. The true subject in this sentence is RELIEF.
2. The explanation provided by the agency was farming practices, population growth and international aid.
   1. The true subject in this sentence is EXPLANATION.

LDS: Gerund Phrase

Gerund Phrase

The gerund phrase includes the gerund and the object of the gerund or any modifiers related to the gerund.

[In the following examples, the gerund is bold and the gerund phrase is underlined.]

1. Flying above the lake at this time of night seems a little dangerous.
   1. FLYING is the subject of the sentence. A subject is a noun. A form of the verb ending in ING and used as a noun is a gerund. FLYING is a gerund.
2. Bill decided that scrambling over the pile of debris was not safe.
   1. SCRAMBLING is the subject of the dependent clause. A subject is a noun. A form of the verb ending in ING and used as a noun is a gerund. SCRAMBLING is a gerund.
3. Ethan avoided doing his homework because the Ducks were playing the Cougars.
   1. DOING is the direct object of the verb AVOIDED. An object is a noun. A form of the verb ending in ING and used as a noun is a gerund. DOING is a gerund. HOMEWORK is the object of the gerund.
4. The student gathered signatures for increasing the hours of the library.
   1. INCREASING is the object of the preposition FOR. An object is a noun. A form of the verb ending in ING and used as a noun is a gerund. INCREASING is a gerund. HOURS is the object of the gerund.
5. Philip Morris continues its fight to prevent government from regulating tobacco; nevertheless, the government is placing restrictions on marketing cigarettes to youth.
   1. Both REGULATING and MARKETING are objects of prepositions (FROM and ON).
6. The young man opposes marketing smoking cigarettes as if it were glamorous.
   1. MARKETING is the direct object of the verb OPPOSES. SMOKING is a gerund and the object of the gerund MARKETING. CIGARETTES is the object of the gerund SMOKING.
7. Andrew continues his crusade to prevent the university from limiting free speech.
   1. LIMITING is the object of the preposition FROM. SPEECH is the object of the GERUND.

LDS: Verbs

  

Verbs

Source from: http://www.grammaruntied.com/verbs/verbs.html

LEARN MORE

1. Verbs
2. Verb Structure
3. Auxiliary Verbs
4. Lexical Verbs
5. Transitive Verbs
6. Intransitive Verbs
7. Linking Verbs
8. Practice
9. Quiz #1
10. Quiz #2

When we get down to the business of putting words together to form a sentence, we need rules and we need elements. The rules are called syntax. The elements are called the parts of speech.

The first part of speech that this Web site deals with is the verb. We consider it first for the simple reason that the verb, in all its strength and power, is the engine that either makes your sentence soar or leaves it sputtering on the ground in frustration.

In more practical terms, a verb is a part of speech that usually denotes an action (jump, collapse), an occurrence (shine, rot), or a state of being (seem, feel).

While the more complicated elements of verbs are outside the scope of this site (feel free to explore linguistics to your heart's content for that discussion), every writermust be concerned with a verb's structure and tense. Without an understanding of these basics, writers run the risk of overlooking everything from the correct tense of the verb to the correct subject-verb agreement to the correct case of pronouns in relation to the verb.

Tense

The tense of a verb indicates the relative time of the action or state of being. Rarely are writers required to know the name of a verb's tense other than to understand its usage and agreement.

In other words, it might be less important for you to know that in the sentence "Bill is running," the verb "is running" is in the present progressive tense than it may be to know that "running" is the main verb and "is" acts as its helper.

Tense is also important in assuring that a verb agree with the subject. (i.e. "Bill is running" not "Bill are running" or "Bill were running.").

Learn more about the structure of verbs...

Verbs Parts	Structure	All verbs include a lexical or main verb. Some verbs include an auxiliary verb that "helps" the main verb, which is why they are also called "helping" verbs.
	Lexical	The main part of the verb. Every verb has one.
	Auxiliary	The helping part of a verb. Not every verb has one.

VERBS TYPES

It is misleading to think of a verb simply as the action in the sentence. While there are any number of action verbs, such as "run" or "jump," sometimes the action is merely emotional or intellectual, as in "believe" or "imagine." Other times, verbs indicate no action at all, as in "be" or "seem," but instead serve to link the subject with its state of being.

To delineate between action that is received by an object and action that is not received by an object, action verbs are divided into TRANSITIVE and INTRANSITIVE verbs.

Those verbs that indicate a state of being rather than an action are defined as LINKING verbs. Determining whether the verb indicates an action or a state of being is easier with a clear understanding of verb tense and structure. (That's the part right before this. Did you read it? Do you understand it? If not, things are likely going to get a little rough.)

Learn more about the types of verbs...

Verbs	Transitive	An action verb. It requires a direct object.
	Intransitive	An action verb without a direct object.
	Linking	A verb implying a state of being or condition for the subject.

Writers would be wise to recognize that the verb is the force behind the sentence, and, therefore, they will improve their writing by being able to recognize what the verb is and how it is being used.