Wahhh
berasa Capek setelah menyelesaikan ujian ini,,, Hemm,,, tugas-tugas selai
sudah... waktunya menarik nafas lega barang untuk sejenak, besok tanggal 30
Juni (Cyeee.. berasa tanggal special banget) sudah penerjunan KKN.. Emmm.. Tita
tetep semangat kok.. yuckk.. Mulai Bahas Apa ya topik segar-segar agar otak
kita tak terlalu lama melamun.. (ih... yang melamun mah qt nya, otak tetap
berfikir lain ya... hehehhe)
Jujur
masih bingung mau review apa kalau habis ujian ini, yahh sedikit-sedikit
mengulang materi saja dweh...
Materi
yang aku suka dari kecil memang text. Ya.. Genre of the Text tepatnya..
Pada
kali ini, tita lagi seneng nulis discussion Text. Yuck... Let's Check it
together... !
A story about....
MATERI BAHASA INGGRIS REPORT PRESENTATION ENGLISH LESSON PRESENTING A REPORT KELAS XII MATERI INGGRIS KD. 3.26
Hi Guys, After learning how to write a report, we move on to the KD 3.26 of English material Regarding Report Presentation. This class X...
Discussion Text
1. Apa Sih Discussion Text itu??
Tita gak kaget
kalau ditanya pengertian Disccuson text itu apa? Kenyit dahi pastilah
jawabannya.
”Sulit ku jabarkan, pokoknya mbahas tentang
permasalahan yang di debatkan kak,” jawab salah satu murid lesku.
Hemm...
Pengertian
Discussion text yakni sebuah text di mana memberikan informasi, ide,
opini, dan lain-lain tentang suatu hal yang di permasalahkan baik secara lisan atau pun tulisam.
2. Social Function
The Discussion Text
present (at least) two points of view of abbout issue.
3.
Schematic
Structure
Untuk memerjelas, discussion text memiliki structure
sebagai berikut:
1.
Issue
2.
Arguments for and Against statements of differing
points of view
3.
Conclusion or recommendation
4. Language Features
a.
Focus on generic human and non-human participants.
b. Use of modality and
modulation
c.
Use of logical conjunctive relations
d. Reasoning expressed as
verbs and nouns.
e.
Use of material, relational and mental process.
5. Example of Discussion Text
The Ban on
Bringing Handphone in School
There are a lot of discussion as to whether students
should bring handphone in the school or not. Is it important for students on
bringing handphone when they study in the school or disturbing students in
learning activities.
Some people claim that bringing handphone is important
for students. It is one of communication tools. They also argue that the
students need handphone for making communication such as when they have
important information, they can give the
information to their parent directly. For example, If they do not bring
the money or the money is not enough to buy school goods, they are late for go
home because the task must be done with their friends, they need to be pick up,
etc.
However, there are also strong arguments against this
point of view. Teachers argue that It is important to ban students bring
handphone in school. There are many disadvantages for students. There are rules
in the school, that students do not bring precious goods. Handphone is one of
precious good. Beside that, It makes
social gap, and also It is possible that students can lose their handphone.
Furthermore, they claim that bringing handphone is too
disturb in the learning process. Students will not pay attention to their
teachers when they are learning in the class. They will play It and they think
that handphone is more interesting than teachers’ explanation.
I think, on balance that bringing handphone in the school
is bad idea. There are many disadvantages. Students should think that it is
important to study without bring the handphone.
6. Conclusion
Nah... setelah melihat contoh diatas sudahkah kalian
paham?
Semoga lebih bermanfaat...
Tinta Arifta
Lantita Jinggaa
Magelang,
1-7-3013
Download Materi Pragmatics (Maxim)
In daily life a person unconsciously communicates with others in many
ways such as language, gestures and expressions. In communication he/she is expected
to give or share information with others. In order to make a conversation
understood by the speaker and the hearer, there must be the general principle
of language use, which is called the cooperative principle (Renkema, 1993: 9).
The principle states that the speaker gives contribution in conversation in
which the speaker is engaged. This cooperative principle contains four
categories, which are formulated as basic rules or maxims. Those four maxims
are maxim of quantity, maxim of quality, maxim of relevance, and maxim of
manner.
a. Definition
of Maxim
Maxim is a set of norms which language users adhere to
in order to uphold the effectiveness and efficiency of communication.(Hatim and
Mason, 1990: 242).
Based on Lavinson (1983:103) stated that Grice’s maxims above specify
what participants have to do in order to converse in a maximally efficient,
rational, cooperative way: the participant should speak sincerely, relevantly,
and clearly while providing sufficient information.
While based on other
expert maxim is the assumption of
cooperation is so pervasive that it can
be started as a cooperative principle of conversation and elaborated in four
sub-principles. (George Yule, 2003:37).
Based on the definitions above, the researcher can
conclude that maxim is expresses a general truth or rule of behavior.
b. Kinds
of Maxim
- The maxim of quantity, where one tries to be as informative
as one possibly can, and gives as much information as is needed, and no
more.
Example:
A: “Where are you going?”
B: “I’m going to the post office.”
- The maxim of quality, where one tries to be truthful, and
does not give information that is false or that is not supported by
evidence.
Example:
A: ”What is the quality of that skirt?
B: ”That Skirt is good quality.”
- The maxim of relation, where one tries to be relevant, and
says things that are pertinent to the discussion.
In many cases the relevance of an answer needs to
be inferred on the basis of information from the context. Leech (1983: 94)
provides the following example:
A: Where is my box of chocolates?
B: It’s in your room.
can be compared to
A: Where is my box of chocolates?
B: The children were in your room this morning.
B’s contribution in the first example abides by the
maxim of relevance, since a direct and appropriate answer to the question is
given. B’s answer in the second example appears not to be relevant to the
question at first sight. However, the second example could still be relevant to
the speaker. A will assume that B abides by the cooperative principle and will
therefore infer that specific implied meanings are being conveyed. In the
example given, such implicates could be that the children may have eaten the
chocolate, or that the children may know where the chocolate is, as they were
in A’s room.
- The maxim of manner, when one tries to be as clear, as
brief, and as orderly as one can in what one says, and where one avoids
obscurity and ambiguity.
Maxim of Manner requires the
speaker to avoid obscurity of expression and ambiguity. Maxim of manner demands
the speaker to be brief and orderly. Below are the examples of utterance that
obeys the maxim of manner and that one violates the maxim!
Example of obeying:
1.
A:
Where was Alfred yesterday?
B: Alfred went
to the store and bought some whiskey.
2.
A:
How did you finish your paper?
B:
I finished my paper seriously.
In the firstexample, B’s answer
obeys the manner maxim: be orderly, because she gives a clear explanation where
A was.
Download material about Pragmatigs, you can click this!
Material about Morphology
MORPHOLOGY: THE WORDS OF LANGUAGE
morphe (Greek) = shape, form
-ology = "science of"
MORPHOLOGY
The study of the internal structure of words, and of the rules by which words are formed.
To know a word, is to know
* spelling
* pronunciation
* definition
* part of speech
* history
* non-standard/slang
* whether the word is vulgar
* whether the word is obsolete
* examples
LEXICON
* The component of the grammar containing speakers’ knowledge about morphemes and words.
* a speaker’s mental dictionary.
Each word stored in our mental dictionaries must be listed with its unique phonological representation, which determines its pronunciation, and with its meaning. For literate speakers, the spelling or orthography of most of the words we know is also in our lexicons.
Other information listed in our mental lexicon includes:
* Grammatical category, or syntactic class such as nouns, verbs, adjectives, and so on
* Semantic properties (meanings).
Homonyms (homophones) ? Different words with the same sounds: bear bare
I. CLASSES OF WORDS
1. Lexical Content Words (Open Class Words)
* The classes of words that are defined as words which have stateable LEXICAL MEAING - The majority of words in the language apart from the few FUNCION words. Lexical Content Words are also called pen class words, since we can add new words to these classes.
Example: download : means to transfer information from one computer system to another (This entered English with the computer revolution)
Nouns (attached by the suffix -s to mark plural, take ’s to mark possessive)
One book, two books
John'sbook
Verbs (attached by the suffixes -ed, -s, -ing, -en): walked, walks, walking, brighten
Adjectives (attached by the suffixes -er, -est or use with ‘more’, ‘most’; occur with verbs like ‘be’, ‘seem’, ‘appear’)
taller , tallest, morebeautiful, most beautiful
be happy, seem happy
Adverbs (attached by the suffix -ly; or use with ‘more’, ‘most’)
nicely , more beautifully
* We can and regularly do add new words to these classes
2. Function Words (Grammatical Words) --closed class words
* The class of words whose role is largely or wholly grammatical and do not carry the main semantic content.
* They are also called closed class words since the number of function words are limited in a language.
Determiners articles the, a/an, some, lots of, few
Auxiliary can, could, shall, should, may, might, must
Negation no, not
Relations subordinate conjunction while
Intensifier very, too
Connectors and, or, but (connect two independent clauses)
Preposition in, of
Pronouns I, me, mine, he, she, and so on
II. MORPHEME
* the smallest unit of linguistic meaning.
* A single word may be composed of one or more morphemes.
Example: un+system+atic+al+ly ( the word unsystematically can be analyzed into 5 separate morphemes) A grammatical unit in which there is an arbitrary union of a sound and a meaning that cannot be further analyzed.
* * Every word in every language is composed of one or more morphemes.
One morpheme boy (one syllable)
desire, lady, water (two syllables)
crocodile (three syllables)
salamander (four syllables), or more syllables
Two morpheme boy + ish
desire + able
Three morpheme boy + ish + ness
desire + able + ity
Four morpheme gentle + man + li + ness
un + desire + able + ity
More than four un + gentle + man + li + ness
anti + dis + establish + ment + ari + an + ism
1. Free Morphemes : Morphemes which can be used as a word on its own (without the need for further elements, i.e. affixes)
Example: girl, system, desire, hope, act, phone, happy..
2. Bound Morphemes: Morphemes which cannot occur on its own as an independent (or separate) word.
* Affixes (prefix, suffix, infix and circumfix) are all bound morphemes.
Prefixes
Suffixes
Infixes
Circumfixes (discontinuous morpheme)
Bound morphemes which occur only before other morphemes.
Examples:
un- (uncover, undo)
dis- (displeased, disconnect),
pre- (predetermine, prejudge) Bound morphemes which occur
following other morphemes.
Examples:
-er (singer, performer)
-ist (typist, pianist)
-ly (manly, friendly) Bound morphemes which are inserted
into other morphemes.
Example:
fikas "strong"
fumikas "to be strong"
(Bontoc Language) Bound morphemes that are attached to a root or
stem morpheme both initially and finally.
Example:
chokma "he is good"
ik + chokm + o "he isn’t’ good"
(Chickasaw Language)
3. Root vs. Stem
Root
Stem
Non-affix lexical content morphemes that cannot be analyzed into smaller parts
(ex.) cran (as in cranberry), act, beauty, system, etc..
* Free Root Morpheme: run bottle, phone, etc.
* Bound Root Morpheme: receive, remit, uncount, uncouth, nonchalant, etc.
* When a root morpheme is combined with affix morphemes, it forms a stem.
* Other affixes can be added to a stem to form a more complex stem.
Root believe (verb)
Stem believe + able (verb + suffix)
Word un + believe + able (prefix + verb + suffix)
Root system (noun)
Stem system + atic (noun + suffix)
Stem un + system + atic (prefix + noun + suffix)
Stem un + system + atic + al (prefix + noun + suffix + suffix)
Word un + system + atic + al + ly prefix + noun + suffix + suffix + suffix
4. Derivational morphemes vs. Inflectional Morphemes (Bound morphemes)
Derivational Morphemes
Inflectional Morphemes
1. Derivational morphemes derive a new word by being attached to root morphemes or stems. 1. Inflectional morphemes signal grammatical information such as number (plural), tense, possession and so on. They are thus often called bound grammatical morphemes
2. They can be both suffixes and prefixes in English.
Examples: beautiful, exactly, unhappy, impossible, recover
2. They are only found in suffixes in English.
Examples: boys, Mary’s , walked
3. Change of Meaning
Examples: un+do (the opposite meaning of ‘do’)
sing+er ( deriving a new word with the meaning of a person who sings). 3. No change of Meaning
Examples: walk vs. walks
toy vs. toys
4. Change of the syntactic category (optionally)
i) Change of category
Noun to Adjective boy (noun) + ish ----> boyish (adj.)
Elizabeth (noun) + an ----> Elizabethan (adj.)
affection (noun) + ate ---->affectionate (adj.)
Verb to Noun sing (Verb) + er ----> singer (noun)
predict (Verb) + ion ----> prediction (noun)
Adjective to Adverb exact (adj) + ly ----> exactly (adv)
quiet (adj) + ly ----> quietly (adv.)
Noun to Verb moral (noun) + ize ----> moralize (verb)
Adjective to Noun specific (Adj.) + ity ---->specificity (noun)
ii) No change of category
friend+ship (Noun --> Noun)
pink+ish (Adjective --> Adjective)
re+print (Verb --> Verb)
4. Never change the syntactic category of the words or morpheme to they which they are attached.
* They are always attached to completed words
Examples: walk vs. walked or walks (V--> V)
boy vs. boys (N --> N)
eat vs. eating (progressive) (V-->V)
* In English, inflectional morphemes typically follow derivational morphemes
Examples: unlikelihood, unlikelihoods (not *unlikeslihood)
5. English Inflectional Morphemes Examples
-s third person singular present She waits at home.
-ed past tense She waited at home.
-ing progressive She is eating the donut.
-en past participle Mary has eaten the donuts.
-s plural She ate the donuts.
-’s possessive Disa's hair is short.
-er comparative Disa has shorter hair than Karin.
-est superlative Disa has the shortest hair.
III. MORPHOLOGICAL ANALYSIS: IDENTIFYING MORPHEMES
Suppose that we collected the following sets or paradigms of forms
Paku (textbook pp.96) ( the language used by the monkey people called Pakuni)
me "I" meni "we"
ye "you(singular)" yeni "you(plural)"
we "he" weni "they(masculine)"
wa "she" wani "they(feminine)"
abuma "girl" abumani "girls"
adusa "boy" adusani "boys"
abu "child" abuni "children"
To detemine what the morphemes are in such a list, what you have to do is to see if there are any forms that mean the same thing in different words, that is, to look for recurring forms. We find -ni occuring in all the words in the right column which are plurals. Therefore, we can conclude that ?ni as a separate morpheme meaning "plural" which is attached to as a suffix to a noun.
In more complex cases, the next step will be to make a list of all the morphemes we find including free morphemes (root) and bound morphemes and indicate what the meaning of each morpheme and also whether they are root morphemes or bound morphemes. When you find bound morphemes, you also need to indicate whether they are derivational morphemes or inflectional morphemes.
morphe (Greek) = shape, form
-ology = "science of"
MORPHOLOGY
The study of the internal structure of words, and of the rules by which words are formed.
To know a word, is to know
* spelling
* pronunciation
* definition
* part of speech
* history
* non-standard/slang
* whether the word is vulgar
* whether the word is obsolete
* examples
LEXICON
* The component of the grammar containing speakers’ knowledge about morphemes and words.
* a speaker’s mental dictionary.
Each word stored in our mental dictionaries must be listed with its unique phonological representation, which determines its pronunciation, and with its meaning. For literate speakers, the spelling or orthography of most of the words we know is also in our lexicons.
Other information listed in our mental lexicon includes:
* Grammatical category, or syntactic class such as nouns, verbs, adjectives, and so on
* Semantic properties (meanings).
Homonyms (homophones) ? Different words with the same sounds: bear bare
I. CLASSES OF WORDS
1. Lexical Content Words (Open Class Words)
* The classes of words that are defined as words which have stateable LEXICAL MEAING - The majority of words in the language apart from the few FUNCION words. Lexical Content Words are also called pen class words, since we can add new words to these classes.
Example: download : means to transfer information from one computer system to another (This entered English with the computer revolution)
Nouns (attached by the suffix -s to mark plural, take ’s to mark possessive)
One book, two books
John'sbook
Verbs (attached by the suffixes -ed, -s, -ing, -en): walked, walks, walking, brighten
Adjectives (attached by the suffixes -er, -est or use with ‘more’, ‘most’; occur with verbs like ‘be’, ‘seem’, ‘appear’)
taller , tallest, morebeautiful, most beautiful
be happy, seem happy
Adverbs (attached by the suffix -ly; or use with ‘more’, ‘most’)
nicely , more beautifully
* We can and regularly do add new words to these classes
2. Function Words (Grammatical Words) --closed class words
* The class of words whose role is largely or wholly grammatical and do not carry the main semantic content.
* They are also called closed class words since the number of function words are limited in a language.
Determiners articles the, a/an, some, lots of, few
Auxiliary can, could, shall, should, may, might, must
Negation no, not
Relations subordinate conjunction while
Intensifier very, too
Connectors and, or, but (connect two independent clauses)
Preposition in, of
Pronouns I, me, mine, he, she, and so on
II. MORPHEME
* the smallest unit of linguistic meaning.
* A single word may be composed of one or more morphemes.
Example: un+system+atic+al+ly ( the word unsystematically can be analyzed into 5 separate morphemes) A grammatical unit in which there is an arbitrary union of a sound and a meaning that cannot be further analyzed.
* * Every word in every language is composed of one or more morphemes.
One morpheme boy (one syllable)
desire, lady, water (two syllables)
crocodile (three syllables)
salamander (four syllables), or more syllables
Two morpheme boy + ish
desire + able
Three morpheme boy + ish + ness
desire + able + ity
Four morpheme gentle + man + li + ness
un + desire + able + ity
More than four un + gentle + man + li + ness
anti + dis + establish + ment + ari + an + ism
1. Free Morphemes : Morphemes which can be used as a word on its own (without the need for further elements, i.e. affixes)
Example: girl, system, desire, hope, act, phone, happy..
2. Bound Morphemes: Morphemes which cannot occur on its own as an independent (or separate) word.
* Affixes (prefix, suffix, infix and circumfix) are all bound morphemes.
Prefixes
Suffixes
Infixes
Circumfixes (discontinuous morpheme)
Bound morphemes which occur only before other morphemes.
Examples:
un- (uncover, undo)
dis- (displeased, disconnect),
pre- (predetermine, prejudge) Bound morphemes which occur
following other morphemes.
Examples:
-er (singer, performer)
-ist (typist, pianist)
-ly (manly, friendly) Bound morphemes which are inserted
into other morphemes.
Example:
fikas "strong"
fumikas "to be strong"
(Bontoc Language) Bound morphemes that are attached to a root or
stem morpheme both initially and finally.
Example:
chokma "he is good"
ik + chokm + o "he isn’t’ good"
(Chickasaw Language)
3. Root vs. Stem
Root
Stem
Non-affix lexical content morphemes that cannot be analyzed into smaller parts
(ex.) cran (as in cranberry), act, beauty, system, etc..
* Free Root Morpheme: run bottle, phone, etc.
* Bound Root Morpheme: receive, remit, uncount, uncouth, nonchalant, etc.
* When a root morpheme is combined with affix morphemes, it forms a stem.
* Other affixes can be added to a stem to form a more complex stem.
Root believe (verb)
Stem believe + able (verb + suffix)
Word un + believe + able (prefix + verb + suffix)
Root system (noun)
Stem system + atic (noun + suffix)
Stem un + system + atic (prefix + noun + suffix)
Stem un + system + atic + al (prefix + noun + suffix + suffix)
Word un + system + atic + al + ly prefix + noun + suffix + suffix + suffix
4. Derivational morphemes vs. Inflectional Morphemes (Bound morphemes)
Derivational Morphemes
Inflectional Morphemes
1. Derivational morphemes derive a new word by being attached to root morphemes or stems. 1. Inflectional morphemes signal grammatical information such as number (plural), tense, possession and so on. They are thus often called bound grammatical morphemes
2. They can be both suffixes and prefixes in English.
Examples: beautiful, exactly, unhappy, impossible, recover
2. They are only found in suffixes in English.
Examples: boys, Mary’s , walked
3. Change of Meaning
Examples: un+do (the opposite meaning of ‘do’)
sing+er ( deriving a new word with the meaning of a person who sings). 3. No change of Meaning
Examples: walk vs. walks
toy vs. toys
4. Change of the syntactic category (optionally)
i) Change of category
Noun to Adjective boy (noun) + ish ----> boyish (adj.)
Elizabeth (noun) + an ----> Elizabethan (adj.)
affection (noun) + ate ---->affectionate (adj.)
Verb to Noun sing (Verb) + er ----> singer (noun)
predict (Verb) + ion ----> prediction (noun)
Adjective to Adverb exact (adj) + ly ----> exactly (adv)
quiet (adj) + ly ----> quietly (adv.)
Noun to Verb moral (noun) + ize ----> moralize (verb)
Adjective to Noun specific (Adj.) + ity ---->specificity (noun)
ii) No change of category
friend+ship (Noun --> Noun)
pink+ish (Adjective --> Adjective)
re+print (Verb --> Verb)
4. Never change the syntactic category of the words or morpheme to they which they are attached.
* They are always attached to completed words
Examples: walk vs. walked or walks (V--> V)
boy vs. boys (N --> N)
eat vs. eating (progressive) (V-->V)
* In English, inflectional morphemes typically follow derivational morphemes
Examples: unlikelihood, unlikelihoods (not *unlikeslihood)
5. English Inflectional Morphemes Examples
-s third person singular present She waits at home.
-ed past tense She waited at home.
-ing progressive She is eating the donut.
-en past participle Mary has eaten the donuts.
-s plural She ate the donuts.
-’s possessive Disa's hair is short.
-er comparative Disa has shorter hair than Karin.
-est superlative Disa has the shortest hair.
III. MORPHOLOGICAL ANALYSIS: IDENTIFYING MORPHEMES
Suppose that we collected the following sets or paradigms of forms
Paku (textbook pp.96) ( the language used by the monkey people called Pakuni)
me "I" meni "we"
ye "you(singular)" yeni "you(plural)"
we "he" weni "they(masculine)"
wa "she" wani "they(feminine)"
abuma "girl" abumani "girls"
adusa "boy" adusani "boys"
abu "child" abuni "children"
To detemine what the morphemes are in such a list, what you have to do is to see if there are any forms that mean the same thing in different words, that is, to look for recurring forms. We find -ni occuring in all the words in the right column which are plurals. Therefore, we can conclude that ?ni as a separate morpheme meaning "plural" which is attached to as a suffix to a noun.
In more complex cases, the next step will be to make a list of all the morphemes we find including free morphemes (root) and bound morphemes and indicate what the meaning of each morpheme and also whether they are root morphemes or bound morphemes. When you find bound morphemes, you also need to indicate whether they are derivational morphemes or inflectional morphemes.
Contoh Debate Bahasa Inggris
Debate about: The House Would Ask People to Reveal There Actual Identity to Surf on the Internet
Today,
information systems is more advance. It makes communication easier than before.
This progress is not only makes a call
from hand phone or telephone but also surfing in internet. It very useful for
all. We can enjoy to browse information, news, and make communication. Especially,
it is a social network. It become favorite sites by all people in the world.
Such as, Facebook, Twitter, My Space, Mig33, etc. Everyone who like surfing on the internet, especially these are social networks. It is start from
children, teens, until adults. Everyone can deny to show our
identity. We must use our identity to be known. It is very disturbing and it has bad impact if we
provide original information from our identity.
Previously, we will explain what identity is. It according from Oxford
Dictionary. Identity(n) is who or what something is. If I conclude,
self-identity is characteristics of someone or it is the situation of someone
who is different from other. What is relationship
the self-identity with the surfing internet? It is an synergy. Because, If we
surfing internet, we must use our identity.
We can surfing internet in social network, such as a Facebook, My Space, Friendster, Mig33, etc.
They are able to send an e-mail and we share an information and our identity.
It is to make communication easier. We can chat to other, we write Re-twit, we can write a comment,
write a status on Facebook, etc. These
need a self-identity.
The house would ask people to reveal actual identity ro surfing
in internet is not good the people. It has an
impact. That is not good. For example, for social networking site on Facebook. There are has many victims,
such as embellishment, abduction, distributing a person’s privacy because of
broken heart. We do not agree to show our identity because make impact and it
is because of show our identity make a victims like those.
People do not to reveal their
identity when they surfing on the internet because that is include their
privacy and we I think some of people so think same. Sometimes, the people do
not show their identity when they are surfing on the internet. They think that
is very important. Internet privacy involves the personal privacy. There are
concerning story, it is providing
to smaller parties, it is displaying of
information to one self on the internet. It ask people to reveal their actual identity
to surf on the internet, some of while it make people worried. It makes
uncomfortable if many people want to know their activity and their information
on the internet. More ever, no one can ensure their security when they still
reveal their identity to surf on the internet.
So, we muse hide our identity because it has an impact. Sometimes, it is
makes bad impact. We should not show our privacy, it like our identity to our
safety. We must hide all our information for our security.
**^__THANKS__^***
Arifta Lantita Jinggaa