Motivation

Kumpulan Kata Kata Motivasi Diri Terbaru Yang Penuh Makna

Jika anda ingin melihat masa lalu, lihatlah keadaan sekarang. Jika anda ingin melihat masa depan maka lihatlah apa yang anda lakukan sekarang.

Akan tiba saatnya kita akan berhenti mencintai seseorang… bukan karena seseorang itu berhenti mencintai kita melainkan… kita menyadari bahwa orang itu akan lebih berbahagia apabila kita melepaskannya.

Perbanyaklah menggunakan telingga melebihi mulutmu. Karena kamu diberi dua tangan dan satu mulut supaya kamu lebih banyak mendengar daripada berbicara.

Kau bisa bersembunyi dari kesalahanmu, tapi tidak dari penyesalan. Kau bisa bermain dengan dramamu, tapi tidak dengan karmamu.

Melepaskan seseorang yang kita cintai memang sungguh menyakitkan namun tak semua yang dicintai harus dimiliki.

Jangan pernah berputus ada jika menghadapi kesulitan, karena setiap tetes air hujan yang jernih berasal daripada awan yang gelap.

Seberat apapun beban masalah yang kamu hadapi saat ini, percayalah bahwa semua itu tak pernah melebihi batas kemampuan kamu.

Tegas akan diri sendiri, buang pikiran negatif dan lakukan yang baik. Kegelisahan hanya milik mereka yang putus asa.

Tanpa belajar takkan ada perubahan. Tanpa perubahan berarti mati.

Kenangan tetap ada tapi jangan terfokus disana. Hidup lo bukan untuk kenangan tapi buat masa depan. Tetap semangat!

Cinta tidak memiliki apapun yang kau ingin kau dapatkan, tapi cinta memiliki semua yang ingin kau berikan.

Ketika terjadi sebuah masalah lebih baik segera memperbaikinya dengan mencari solusi bersama daripada saling menyalahkan.

Kesabaran merupakan obat terbaik dari segala kesulitan.

Seorang pemenang takkan pernah berhenti untuk berusaha dan orang yang berhenti untuk berusaha takkan menjadi seorang pemenang.

Tugas kita bukanlah untuk berhasil. Tugas kita adalah untuk mencoba, karena didalam mencoba itulah kita menemukan dan belajar membangun kesempatan untuk sukses.

Ketika amarah memuncak, bersabar adalah pilihan terbaik. Marah tidak akan menyelesaikan masalah dan mengalah bukan berarti kalah.

Orang-orang berhasil tidak hanya dengan keras hati, melainkan mereka juga pekerja keras yang percaya pada kemampuan dirinya.

Language learning strategy

Theoretical background of language learning strategies

1.     Theories of general learning

Learners of languages find themselves in diverse learning/teaching contexts, yet all of them regularly use strategies to help them master the language they are learning.Those strategies can be define as: the learners goal-directed actions for improving language proficiency or achievement, competing a task, or making learning more efficient, more effective, and easier. (Oxford, 2011a)

One of the concepts that has had an impact on language learning startegies is that of an austonomous language learner (Holec,1981), which started to appear in the literature on language learning strategies in the last couple of decades.

According to the behaviourist theory learning general as well as the learning of languages happened as a result of habbit formation. This theory has little to offer to language learning strategy background as it ignores the importance of mental processes during learning.

Piaget (1954) , he has been extremely influential in developing educational policy and teaching. His concept of discovery learning-the idea that children learn best through doing and actively exploring-was seen as central in primary school curriculum. Learning should be student-centered and the role of the teacher is to facilitate learning rather than offer direct tuition (McLeod, 2009). For example, teachers should encourage their learners to use active methods that require rediscovering or reconstructing the reality.

Bruner (1960) stressed the importance of education in forming autonomous learners, or teaching children how to learn. His main premise was that students are active learners who construct their own knowledge throught discovery learning, and they do this by organizing and categoring information using a coding system. Bruner believe that the most effective way to develop according system is to help learners discover it rather than explicity teach it. The purpose of education is not to impart knowledge, but instead to facilitate a child’s thinking and problem solving skills which can then be transferred to a range of situation (McLeod 2008).

The concept of scaffolding involves helpful, structured interaction between an adult and a child with thw aim of helping the child achieve a specific goal.

2.     Language acquisition theories

Skinner’s Verbal Behavior published in 1957 offered one of the earliest scientific explanations of language acquisition. As one of the pioneers of developmental psychology, in particular behaviourism, Skinner accounted for language development by means of the influence the environment exerts on the child will learn a language by associating words with meanings, based on behaviourist reinforcement principles.

Universal Grammar (UG) was the concept proposed by Chomsky (1965), by which he means abstract knowledge of innate grammatical categories (noun, verbs, etc.) that facilitate language development and language processing in general.

Although the generativists are still trying to convince that language is a task too demending to acquire without specific innate equipment, while the constuctivists are fiercely arguing for the importance of linguistic input, those attempts to discover psychological correlates to language learning have yielded very interesting interpretations of language comprehension and production according to Stern (1983). He points out that conscious processes and language learning strategies have now been made implicit in the use of language.

3.     Second Language acquisition SLA theories

According to lightbown and Spada (1993) this view holds that learners ‘construct’ internal representation of the language they are learning, which can be described as ‘metal picture’ of the language. Those internal representation are believed to systematically develop towards a full second language acquisition.

Krashen’s Monitor model comparises five central  hypothesis:

a.       The acquisition-learning hypothesis, second language can be learned in two ways, by Acquisition and by Learning, where acquisition means an unintentional, natural ways of engagaing in meaningful interaction and as a result acquiring language, while learning is a conscious process of study usually accosiated with a formal classroom context.

b.      The monitor hypothesis means that the acquired system of language helps fluency and intuitive knowledge of correctness, while the learned system only plays the role of an editor.

c.       Natural order hypothesis, in the wake of Brown’s investigation of the first language acquisition.

d.      Comprehensible input (like scaffolding), which according to Krashen in a level above the current learner’s level of knowledge.

e.       The affective filter hypothesis, refers to the affective state of learner is relaxed and motivated, he cannot use the input available in the environment (O’Brien,2000).

The most relevant advantages of viewing second language acquisition as a complex cognitive skill for the purpose of this research is that, firsly, it provides a mechanism for describing how language learning ability can be improved and secondly, it pertains to the development and use of learning strategies in second language instruction (O’Malley & Chamot,1990:19)

During the learners process, error of omission, overgeneralization, negative transfer or simplification occur, but those should be viewed as evidence of learning strategy use. It becomes obvious that the role of strategies during second language acquisition is not only recognized but also emphasized in the interlanguage theory.

4.     Model of cognitive views of second/foreign language learning

Bialystok’s (1978) model, more than any other mentioned herein, is explicit about the role of language learning strategies. Learning process arevuniversal and interdependent, while learning strategies are concerned, there are four categories in the model: inferencing, monitoring, formal practicing,and functional practicing.

Mc Laughlin, Rossman and McLeod (1983), in their model of second language acquisition, place even more emphasis on the cognitive role of the learner as an active organizer of the linguistic information they receive, with processing limitations and capabilities according to O’malley and Chamot (1990). They look at second language learning from a human information processing perspective, which derives from cognitive psychology concerned with the processes of learning, perception, memory, problem solving, and decision making. According to this model, the learner stores and retrieves information based on how much of that information has been processed. That processing is initially controlled, but practice allows for automatization which is achieved through the restructuring of the learner’s interlanguage (McLaughlin,1987). The most relevantpoint is that, during restructuring, language learning strategies facilitate the learner to become more independent by moving from the controlled to the automatic phase (Psaltou-Joycey,2010)

As a result, full autonomy is difficult to achieve during second language learning despite the fact that learners reach a fair degree of proceduralization through practice and can use rules of the language without awareness.

5.     The ‘Good language learner studies

GGL studies is the name applied to a group of studies in the field of second language acquisition which shared a common interest. They all sought to establish what it is that successful language learners do that makes them learn langauges more efficiently and effectively.

In 1978 Naiman, Frohlich, Stern, and Todesco published the good language learner, which proved ti become a particularly influential study on the characteristic and learning startegies of successful language learners. They studied language learning experiences of adults and children with the intent to discover wether successful learners.

In the same book Rubin (2008:10-15) summarizes the constibution of the good language learner studies to the shift toward including the learner in both research and teaching and the new trend towards learner-centered rather than teacher-centered approach to learning/teaching languages as well as approaching learners as individuals (Nunan, 1988;Brown,2000; Cook & Cook, 2001).

6.     The concept of autonomy

The importance of autonomy in language learning is generally recognized by researchers and educators (Dam, 1995; Benson & Voller, 1997); however, as far as its meaning is concerned, it is difficult to describe precisely.

Macaro (2001:20) also admits to a close link between the concept of learner stretegies and that of learner autonomy. He explain that the demands of the modern world and the constantly changing global situation require autonomous language who will be able to independently develop their language skills if or when they find themselves in a new learning context. However, he notices that autonomy is a learning concept that is difficult to grasp and has not become such a solid part of  education. While acknowledging that the link between learner autonomy and language learning strategy exists, he points out that the concept of learning strategies is more definable,accessible and operational.

7.     The concept of self-regulation

According to Zimmerman (2000) self-regulation in general learning refers to “thoughts, feelings and actions that are planned and adapted to the attainment of personal goals” and, according to Schunk and Ertmer (2000) self-regulated learning includes: setting goals for learning, concentrating on instruction, using effective strategies to organize ideas, using resources effectively, monitoring performance, managing time effectively, and holding positive beliefs about one’s capabilities.

The strategic Self-Regulation (S2R) Model of L2 learning put forward by oxford build upon the concept of matastrategies which are very general strategies for organizing concrete solutions to specific promblems and should be expanded beyond the cognitive to the affective and social-interactive areas. They guide and control the use of cognitive, affective and socialcultural-interactive strategies at either the task level or the whole process level (Oxford,2011b:289)

Summary

          This chapter has offered an account of theories of how learning in general and learning of languages in particular take place, as well as how various models of cognition depict the learning process. The emphasis is placed on the role of language learning strategies within various theoretical frameworks. The crucial cocncepts relevant to the recognition of LLS (what makes a good language learner, learner autonomy and self-regulation) have contributed significantly to the interest yo investigate their benefits to the success in learning a second/foreign language and have paved the way of defining and classifying the numerous strategies employed by language learners. The rationale for investigating language learning strategies in order to depict the strategic profile is provided as well. The next chapter present an overview of definition and taxonomies of LLS and the ways in which they can be measured.

Children literature

Jack and His Golden Snuff-Box

 

Once upon a time, and a very good time it was, though it was neither in my time nor in your time nor in any one else’s time, there was an old man and an old woman, and they had one son, and they lived in a great forest. And their son never saw any other people in his life, but he knew that there was some more in the world besides his own father and mother, because he had lots of books, and he used to read every day about them. And when he read about some pretty young women, he used to go mad to see some of them; till one day, when his father was out cutting wood, he told his mother that he wished to go away to look for his living in some other country, and to see some other people besides them two. And he said, "I see nothing at all here but great trees around me; and if I stay here, maybe I shall go mad before I see anything." The young man’s father was out all this time, when this talk was going on between him and his poor old mother.

The old woman begins by saying to her son before leaving, "Well, well, my poor boy, if you want to go, it’s better for you to go, and God be with you."–(The old woman thought for the best when she said that.)– "But stop a bit before you go. Which would you like best for me to make you, a little cake and bless you, or a big cake and curse you?" "Dear, dear!" said he, "make me a big cake. Maybe I shall be hungry on the road." The old woman made the big cake, and she went on top of the house, and she cursed him as far as she could see him.

He presently meets with his father, and the old man says to him: "Where are you going, my poor boy?" when the son told the father the same tale as he told his mother. "Well," says his father, "I’m sorry to see you going away, but if you’ve made your mind to go, it’s better for you to go."

The poor lad had not gone far, when his father called him back; then the old man drew out of his pocket a golden snuff-box, and said to him: "Here, take this little box, and put it in your pocket, and be sure not to open it till you are near your death." And away went poor Jack upon his road, and walked till he was tired and hungry, for he had eaten all his cake upon the road; and by this time night was upon him, so he could hardly see his way before him. He could see some light a long way before him, and he made up to it, and found the back door and knocked at it, till one of the maid-servants came and asked him what he wanted. He said that night was on him, and he wanted to get some place to sleep. The maid-servant called him in to the fire, and gave him plenty to eat, good meat and bread and beer; and as he was eating his food by the fire, there came the young lady to look at him, and she loved him well and he loved her. And the young lady ran to tell her father, and said there was a pretty young man in the back kitchen; and immediately the gentleman came to him, and questioned him, and asked what work he could do. Jack said, the silly fellow, that he could do anything. (He meant that he could do any foolish bit of work, that would be wanted about the house.)

"Well," says the gentleman to him, "if you can do anything, at eight o’clock in the morning I must have a great lake and some of-the largest man-of-war vessels sailing before my mansion, and one of the largest vessels must fire a royal salute, and the last round must break the leg of the bed where my young daughter is sleeping. And if you don’t do that, you will have to forfeit your life."

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"All right," said Jack; and away he went to his bed, and said his prayers quietly, and slept till it was near eight o’clock, and he had hardly any time to think what he was to do, till all of a sudden he remembered about the little golden box that his father gave him. And he said to himself: "Well, well, I never was so near my death as I am now;" and then he felt in his pocket, and drew the little box out. And when he opened it, out there hopped three little red men, and asked Jack: "What is your will with us?" "Well," said Jack, "I want a great lake and some of the largest man-of-war vessels in the world before this mansion, and one of the largest vessels to fire a royal salute, and the last round to break one of the legs of the bed where this young lady is sleeping." "All right," said the little men; "go to sleep."

Jack had hardly time to bring the words out of his mouth, to tell the little men what to do, but what it struck eight o’clock, when Bang, bang went one of the largest man-of-war vessels; and it made Jack jump out of bed to look through the window; and I can assure you it was a wonderful sight for him to see, after being so long with his father and mother living in a wood.

By this time Jack dressed himself, and said his prayers, and came down laughing; for he was proud, he was, because the thing was done so well. The gentleman comes to him, and says to him: "Well, my young man, I must say that you are very clever indeed. Come and have some breakfast." And the gentleman tells him, "Now there are two more things you have to do, and then you shall have my daughter in marriage." Jack gets his breakfast, and has a good squint at the young lady, and also she at him.

The other thing that the gentleman told him to do was to fell all the great trees for miles around by eight o’clock in the morning; and, to make my long story short, it was done, and it pleased the gentleman well The gentleman said to him: "The other thing you have to do"–(and it was the last thing)–"you must get me a great castle standing on twelve golden pillars; and there must come regiments of soldiers and go through their drill. At eight o’clock the commanding officer must say, ’Shoulder up.’" "All right," said Jack; when the third and last morning came the third great feat was finished, and he had the young daughter in marriage. But, oh dear! there is worse to come yet.

The gentleman now makes a large hunting party, and invites all the gentlemen around the country to it, and to see the castle as well. And by this time Jack has a beautiful horse and a scarlet dress to go with them. On that morning his valet, when putting Jack’s clothes by, after changing them to go a hunting, put his hand in one of Jack’s waistcoat-pockets, and pulled out the little golden snuffbox, as poor Jack left behind in a mistake. And that man opened the little box, and there hopped the three little red men out, and asked him what he wanted with them. "Well," said the valet to them, "I want this castle to be moved from this place far and far across the sea." "All right," said the little red men to him; "do you wish to go with it?" "Yes," said he. "Well, get up," said they to him; and away they went far and far over the great sea.

Now the grand hunting party comes back, and the castle upon the twelve golden pillars had disappeared, to the great disappointment of those gentlemen as did not see it before. That poor silly Jack is threatened by taking his beautiful young wife from him, for taking them in in the way he did. But the gentleman at last made an agreement with him, and he is to have a twelvemonths and a day to look for it; and off he goes with a good horse and money in his pocket.

Now poor Jack goes in search of his missing castle, over hills, dales, valleys, and mountains, through woolly woods and sheepwalks, further than I can tell you or ever intend to tell you. Until at last he comes up to the place where lives the King of all the little mice in the world. There was one of the little mice on sentry at the front gate going up to the palace, and did try to stop Jack from going in. He asked the little mouse: "Where does the King live? I should like to see him." This one sent another with him to show him the place; and when the King saw him, he called him in. And the King questioned him, and asked him where he was going that way. Well, Jack told him all the truth, that he had lost the great castle, and was going to look for it, and he had a whole twelvemonths and a day to find it out. And Jack asked him whether he knew anything about it; and the King said: "No, but I am the King of all the little mice in the world, and I will call them all up in the morning, and maybe they have seen something of it."

Then Jack got a good meal and bed, and in the morning he and the King went on to the fields; and the King called all the mice together, and asked them whether they had seen the great beautiful castle standing on golden pillars. And all the little mice said, No, there was none of them had seen it. The old King said to him that he had two other brothers: "One is the King of all the frogs; and my other brother, who is the oldest, he is the King of all the birds in the world. And if you go there, may be they know something about the missing castle." The King said to him: "Leave your horse here with me till you come back, and take one of my best horses under you, and give this cake to my brother; he will know then who you got it from. Mind and tell him I am well, and should like dearly to see him." And then the King and Jack shook hands together.

And when Jack was going through the gates, the little mouse asked him, should he go with him; and Jack said to him: "No, I shall get myself into trouble with the King." And the little thing told him: "It will be better for you to let me go with you; maybe I shall do some good to you some time without you knowing it." "Jump up, then." And the little mouse ran up the horse’s leg, and made it dance; and Jack put the mouse in his pocket.

Now Jack, after wishing good morning to the King and pocketing the little mouse which was on sentry, trudged on his way; and such a long way he had to go and this was his first day. At last he found the place; and there was one of the frogs on sentry, and gun upon his shoulder, and did try to hinder Jack from going in; but when Jack said to him that he wanted to see the King, he allowed him to pass; and Jack made up to the door. The King came out, and asked him his business; and Jack told him all from beginning to end. "Well, well, come in." He gets good entertainment that night; and in the morning the King made such a funny sound, and collected all the frogs in the world. And he asked them, did they know or see anything of a castle that stood upon twelve golden pillars; and they all made a curious sound, Kro-kro, kro-kro, and said, No.

Jack had to take another horse, and a cake to this King’s brother, who is the King of all the fowls of the air; and as Jack was going through the gates, the little frog that was on sentry asked John should he go with him. Jack refused him for a bit; but at last he told him to jump up, and Jack put him in his other waistcoat pocket. And away he went again on his great long journey; it was three times as long this time as it was the first day; however, he found the place, and there was a fine bird on sentry. And Jack passed him, and he never said a word to him; and he talked with the King, and told him everything, all about the castle. "Well," said the King to him, "you shall know in the morning from my birds, whether they know anything or not." Jack put up his horse in the stable, and then went to bed, after having something to eat. And when he got up in the morning the King and he went on to some field, and there the King made some funny noise, and there came all the fowls that were in all the world. And the King asked them; "Did they see the fine castle?" and all the birds answered, No. "Well," said the King, "where is the great bird?" They had to wait then for a long time for the eagle to make his appearance, when at last he came all in a perspiration, after sending two little birds high up in the sky to whistle on him to make all the haste he possibly could. The King asked the great bird, Did he see the great castle? and the bird said: "Yes, I came from there where it now is." "Well," says the King to him; "this young gentleman has lost it, and you must go with him back to it; but stop till you get a bit of something to eat first."

They killed a thief, and sent the best part of it to feed the eagle on his journey over the seas, and had to carry Jack on his back. Now when they came in sight of the castle, they did not know what to do to get the little golden box. Well, the little mouse said to them: "Leave me down, and I will get the little box for you." So the mouse stole into the castle, and got hold of the box; and when he was coming down the stairs, it fell down, and he was very near being caught. He came running out with it, laughing his best. "Have you got it?" Jack said to him; he said: "Yes;" and off they went back again, and left the castle behind.

As they were all of them (Jack, mouse, frog, and eagle) passing over the great sea, they fell to quarrelling about which it was that got the little box, till down it slipped into the water. (It was by them looking at it and handing it from one hand to the other that they dropped the little box to the bottom of the sea.) "Well, well," said the frog, "I knew that I would have to do something, so you had better let me go down in the water." And they let him go, and he was down for three days and three nights; and up he comes, and shows his nose and little mouth out of the water; and all of them asked him, Did he get it? and he told them, No. "Well, what are you doing there, then?" "Nothing at all," he said, "only I want my full breath;" and the poor little frog went down the second time, and he was down for a day and a night, and up he brings it.

And away they did go, after being there four days and nights; and after a long tug over seas and mountains, arrive at the palace of the old King, who is the master of all the birds in the world. And the King is very proud to see them, and has a hearty welcome and a long conversation. Jack opens the little box, and told the little men to go back and to bring the castle here to them; "and all of you make as much haste back again as you possibly can."

The three little men went off; and when they came near the castle they were afraid to go to it till the gentleman and lady and all the servants were gone out to some dance. And there was no one left behind there only the cook and another maid with her; and the little red men asked them which would they rather–go, or stop behind? and they both said: "I will go with you;" and the little men told them to run upstairs quick. They were no sooner up and in one of the drawing-rooms than here comes just in sight the gentleman and lady and all the servants; but it was too late. Off the castle went at full speed, with the women laughing at them through the window, while they made motions for them to stop, but all to no purpose.

They were nine days on their journey, in which they did try to keep the Sunday holy, when one of the little men turned to be the priest, the other the clerk, and third presided at the organ, and the women were the singers, for they had a grand chapel in the castle already. Very remarkable, there was a discord made in the music, and one of the little men ran up one of the organ-pipes to see where the bad sound came from, when he found out it only happened to be that the two women were laughing at the little red man stretching his little legs full length on the bass pipes, also his two arms the same time, with his little red night-cap, which he never forgot to wear, and what they never witnessed before, could not help calling forth some good merriment while on the face of the deep. And poor thing! through them not going on with what they begun with, they very near came to danger, as the castle was once very near sinking in the middle of the sea.

At length, after a merry journey, they come again to Jack and the King. The King was quite struck with the sight of the castle; and going up the golden stairs, went to see the inside.

The King was very much pleased with the castle, but poor Jack’s time of a twelvemonths and a day was drawing to a close; and he, wishing to go home to his young wife, gives orders to the three little men to get ready by the next morning at eight o’clock to be off to the next brother, and to stop there for one night; also to proceed from there to the last or the youngest brother, the master of all the mice in the world, in such place where the castle shall be left under his care until it’s sent for. Jack takes a farewell of the King, and thanks him very much for his hospitality.

Away went Jack and his castle again, and stopped one night in that place; and away they went again to the third place, and there left the castle under his care. As Jack had to leave the castle behind, he had to take to his own horse, which he left there when he first started.

Now poor Jack leaves his castle behind and faces towards home; and after having so much merriment with the three brothers every night, Jack became sleepy on horseback, and would have lost the road if it was not for the little men a-guiding him. At last he arrived weary and tired, and they did not seem to receive him with any kindness whatever, because he had not found the stolen castle; and to make it worse, he was disappointed in not seeing his young and beautiful wife to come and meet him, through being hindered by her parents. But that did not stop long. Jack put full power on and despatched the little men off to bring the castle from there, and they soon got there.

Jack shook hands with the King, and returned many thanks for his kingly kindness in minding the castle for him; and then Jack instructed the little men to spur up and put speed on. And off they went, and were not long before they reached their journey’s end, when out comes the young wife to meet him with a fine lump of a young Son , and they all lived happy ever afterwards.

GUSTIA EGA PUTRI

2313.083

PBI.IIIC

Jack and His Golden Snuff-box

1. Character

Ø  Jack: Bravely,

         Want to change the life, struggle and brave, to intelligent and confident

Ø  Mother (old women): Compassionate,

Loving , patience , blace every step well done soon.

Ø  Father (old man): Compassionate

Giver motivation , encougarement , and pray for her soon , every steep.

Ø  Young woman: Married with the Jack , and loves her husband.

Ø  The King: Cunning

Want test Jack , and told to do great things , and good at fighting.

Ø  Mouses: Evil

Want in order King , and want to do anything , to work on Jack.

2. Theme

Struggle and courage the life , to intelligent and confident.

3. Plot

Ø  Exposition:

Once upon a time , there was an old man and old woman , and they had one son , and they lived in a great forest.

Ø  Rising action:

The poor lsd had not gone far , when his father called him back , then the old men drew out of his pocket a golden Snuff-box.

Ø  Climax:

The gentlement now makes a large hunting party, and invites all the gentlement around the country to it, and to see the castle as well . And by this time Jack has a beautiful horse and a scarlet dress to go with them.

Ø  Falling action:

Poor Jack leaves his castle behind and faces towards home , and after having so much merriment with the three brothers every night , Jack become sleepy on horseback , and would have last the road if it was not for the little men a-guiding him.

Ø  Resolution:

Jack shook hands with the king , and returned many thanks for his kingly kindness in minding the castle for him , and then Jack insstructed the little men to spur up and put speed on. And off they went , and were not long , they young wife to meet him with a fine lump of a young son , and they all live happy ever afterwords.

4.     Conflict

Now the grand hunting party comes back , and the castle upon the twelve golden pillars had disappeared , to the great disappointment of those gentlemen as did not see it before.

5.     Setting

Ø  Place:

·         In the jungle

·         In the kingdom

·         In the Walley , Mountain , Hill

·         Cross seas

Ø  Time:

·         At the morning , at 08.00 O’clock

·         At evening

·         At night

.