Jumat, 18 April 2014
Social Identity
Social Identity
Given the social role of language, it stands to reason that one strand of language study should concentrate on the role of language in society.
Sociolinguistics has become an increasingly important and popular field of study, as certain cultures around the world expand their communication base and intergroup and interpersonal relations take on escalating significance.
The basic notion underlying sociolinguistics is quite simple:
Language use symbolically represents fundamental dimensions of social
behavior and human interaction. The notion is simple, but the ways in
which language reflects behavior can often be complex and subtle.
Furthermore, the relationship between language and society affects a
wide range of encounters--from broadly based international relations to
narrowly defined interpersonal relationships.
For example, sociolinguists might investigate language attitudes among large populations on a national level, such as those exhibited in the US with respect to the English-only amendment--the legislative proposal to make English the ‘official’ language of the US. Similarly, we might study the status of French and English in Canada or the status of national and vernacular languages in the developing nations of the world as symbols of fundamental social relations among cultures and nationalities. In considering language as a social institution, sociolinguists often use sociological techniques involving data from questionnaires and summary statistical data, along with information from direct observation.
A slightly different concern with language and society focuses more closely on the effect of particular kinds of social situations on language structure. For example, language contact studies focus on the origin and the linguistic composition of pidgin and creole languages. These special language varieties arise when speakers from mutually unintelligible language groups need a common language for communication. Throughout the world, there are many sociohistorical situations that have resulted in these specialized language situations--in the Caribbean, Africa, South America, Asia, and the Pacific Islands. In examining language contact situations, it is also possible to examine not only the details of a particular language but also the social and linguistic details that show how bilingual speakers use each language and switch between them.
Another approach to language and society focuses on the situations
and uses of language as an activity in its own right. The study of
language in its social context tells us quite a bit about how we
organize our social relationships within a particular community.
Addressing a person as ‘Mrs.’, ‘Ms.’, or by a first name is not really
about simple vocabulary choice but about the relationship and social
position of the speaker and addressee. Similarly, the use of sentence
alternatives such as Pass the salt, Would you mind passing the salt,
or I think this food could use a little salt is not a matter of
simple sentence structure; the choice involves cultural values and
norms of politeness, deference, and status.
In approaching language as a social activity, it is possible to focus on discovering the specific patterns or social rules for conducting conversation and discourse. We may, for example, describe the rules for opening and closing a conversation, how to take conversational turns, or how to tell a story or joke.
It is also possible to examine how people manage their language in relation to their cultural backgrounds and their goals of interaction. Sociolinguists might investigate questions such as how mixed-gender conversations differ from single-gender conversations, how differential power relations manifest themselves in language forms, how caregivers let children know the ways in which language should be used, or how language change occurs and spreads to communities. To answer these questions related to language as social activity, sociolinguists often use ethnographic methods. That is, they attempt to gain an understanding of the values and viewpoints of a community in order to explain the behaviors and attitudes of its members.
Two trends have characterized the development of sociolinguistics
over the past several decades. First, the rise of particular
specializations within this field has coincided with the emergence of
more broadly based social and political issues. Thus, the focus on
themes such as language and nationalism, language and ethnicity, and
language and gender has corresponded with the rise of related issues in
society at large. Second, specialists who examine the role of language
and society have become more and more interested in applying the
results of their studies to the broadly based social, educational, and
political problems that probably gave rise to their emergence as
sociolinguistic themes to begin with. Sociolinguistics thus offers a
unique opportunity to bring together theory, description, and
application in the study of language.
http://www.pbs.org/speak/speech/sociolinguistics/socialbehavior/
Language is more
than just words. It’s a powerful social behavior that speaks volumes
about who we are, where we come from and how we relate. Walt Wolfram
explains how the field of sociolinguistics has taken on new
significance as a means of understanding our world.
Language is one of the most powerful emblems of social behavior. In
the normal transfer of information through language, we use language to
send vital social messages about who we are, where we come from, and
who we associate with. It is often shocking to realize how extensively
we may judge a person’s background, character, and intentions based
simply upon the person's language, dialect, or, in some instances, even
the choice of a single word.Given the social role of language, it stands to reason that one strand of language study should concentrate on the role of language in society.
Sociolinguistics has become an increasingly important and popular field of study, as certain cultures around the world expand their communication base and intergroup and interpersonal relations take on escalating significance.
Language use represents the fundamentals of social
behavior and human interaction
For example, sociolinguists might investigate language attitudes among large populations on a national level, such as those exhibited in the US with respect to the English-only amendment--the legislative proposal to make English the ‘official’ language of the US. Similarly, we might study the status of French and English in Canada or the status of national and vernacular languages in the developing nations of the world as symbols of fundamental social relations among cultures and nationalities. In considering language as a social institution, sociolinguists often use sociological techniques involving data from questionnaires and summary statistical data, along with information from direct observation.
A slightly different concern with language and society focuses more closely on the effect of particular kinds of social situations on language structure. For example, language contact studies focus on the origin and the linguistic composition of pidgin and creole languages. These special language varieties arise when speakers from mutually unintelligible language groups need a common language for communication. Throughout the world, there are many sociohistorical situations that have resulted in these specialized language situations--in the Caribbean, Africa, South America, Asia, and the Pacific Islands. In examining language contact situations, it is also possible to examine not only the details of a particular language but also the social and linguistic details that show how bilingual speakers use each language and switch between them.
Another approach to language and society focuses on the situations
and uses of language as an activity in its own right. The study of
language in its social context tells us quite a bit about how we
organize our social relationships within a particular community.
Addressing a person as ‘Mrs.’, ‘Ms.’, or by a first name is not really
about simple vocabulary choice but about the relationship and social
position of the speaker and addressee. Similarly, the use of sentence
alternatives such as Pass the salt, Would you mind passing the salt,
or I think this food could use a little salt is not a matter of
simple sentence structure; the choice involves cultural values and
norms of politeness, deference, and status.In approaching language as a social activity, it is possible to focus on discovering the specific patterns or social rules for conducting conversation and discourse. We may, for example, describe the rules for opening and closing a conversation, how to take conversational turns, or how to tell a story or joke.
It is also possible to examine how people manage their language in relation to their cultural backgrounds and their goals of interaction. Sociolinguists might investigate questions such as how mixed-gender conversations differ from single-gender conversations, how differential power relations manifest themselves in language forms, how caregivers let children know the ways in which language should be used, or how language change occurs and spreads to communities. To answer these questions related to language as social activity, sociolinguists often use ethnographic methods. That is, they attempt to gain an understanding of the values and viewpoints of a community in order to explain the behaviors and attitudes of its members.
Sociolinguistics thus offers a unique opportunity to
bring together theory, description, and application in the study of
language
http://www.pbs.org/speak/speech/sociolinguistics/socialbehavior/
Sociolinguistics Basics
Sociolinguistics examines the interplay of language and society, with language as the starting point. Variation is the key concept, applied to language itself and to its use. The basic premise of sociolinguistics is that language is variable and changing. As a result, language is not homogeneous — not for the individual user and not within or among groups of speakers who use the same language.
By studying written records, sociolinguists also examine how language and society have interacted in the past. For example, they have tabulated the frequency of the singular pronoun thou and its replacement you in dated hand-written or printed documents and correlated changes in frequency with changes in class structure in 16th and 17th century England. This is historical sociolinguistics: the study of relationship between changes in society and changes in language over a period of time.
Sociolinguists also study dialect — any regional, social or ethnic
variety of a language. By that definition, the English taught in school
as correct and used in non-personal writing is only one dialect of
contemporary American English. Usually called Standard American English
or Edited American English, it is the dialect used in this essay.
Scholars are currently using a sociolinguistic perspective to answer
some intriguing questions about language in the United States,
including these:
Vocabulary sometimes varies by region. The expression lost bread
to refer to French toast is a translation of French pain
perdu, part of the vocabulary of southern Louisiana. Other
vocabulary is not regional but rather is old-fashioned, such as frock
for ‘a woman’s dress’ or tarry for ‘wait.’ Some vocabulary may
vary by degree of formality, as in the choice among the words barf,
upchuck, vomit and regurgitate.
Grammatical constructions also vary. In the Midland region of the
United States, speakers use a construction called positive anymore, as
in “Anymore you see round bales of hay in the fields.” In other
regions, speakers would say, “Nowadays you see round bales of hay in
the field.” A grammatical variation associated with AAVE omits the verb
be, as in “The teacher in the classroom.” Another variation that
is widespread in spoken American English is the double negative, as in
“We don’t want no more construction on this road.” Such sentences are
not Standard American English.
Some social factors are attributes of the speaker — for example, age, gender, socio-economic class, ethnicity and educational level. Many studies have shown that these factors commonly correlate both with variation within the language itself (such as the pronunciation of final consonant clusters) and with variation in the use of language (such as the use of more or less formal vocabulary, depending on the audience). These findings match our everyday experience; most people are well aware that men and women use the language differently, that poor people often speak differently from rich people, and that educated people use language differently from uneducated people.
It is common knowledge that people also adjust the way they talk to
their social situation. Socio-situational variation, sometimes called
register, depends on the subject matter, the occasion and the
relationship between participants — in addition to the previously
mentioned attributes of region, ethnicity, socioeconomic status, age
and gender. Here are some examples.
Constraints on subject matter vary from culture to culture. In
American English, it is fine to ask a child or a medical patient, “Have
you had a bowel movement today?” However, the same question to an
acquaintance might be coarse. Even a good friend would find it at the
least peculiar. American English speakers must approach other subjects
with care. They wouldn’t dare ask, for example, “Are you too fat for
one plane seat?” “What’s your take-home pay?” “Are you sure you’re only
50?” “Do you have a personal relationship with Christ?”
Any of these questions posed at a cocktail party might draw a prompt “None of your business” — or something less polite. However, in other situations, between other participants, those same questions might be appropriate. A public-health official encouraging Americans to lose weight might well ask a general audience, “Are you too fat to fit in one plane seat?” A financial planner speaking to a client certainly should ask, “What is your take-home pay?”
Contact between languages brings about variation and change.
Situations of language contact are usually socially complex, making
them of interest to sociolinguists. When speakers of different
languages come together, the results are determined in large part by
the economic and political power of the speakers of each language. In
the United States, English became the popular language from coast to
coast, largely replacing colonial French and Spanish and the languages
of Native Americans. In the Caribbean and perhaps in British North
America where slavery was practiced, Africans learned the English of
their masters as best they could, creating a language for immediate and
limited communication called a pidgin. When Africans forgot or
were forbidden to use their African languages to communicate with one
another, they developed their English pidgin into their native tongue.
A language that develops from a pidgin into a native language is called
a creole. African American Vernacular English may have
developed this way.
Bilingualism is another response to language contact. In the United States, large numbers of non-English speaking immigrants arrived in the late 19th and early 20th century. Typically, their children were bilingual and their grandchildren were monolingual speakers of English. When the two languages are not kept separate in function, speakers can intersperse phrases from one into the other, which is called code switching. Speakers may also develop a dialect of one language that is heavily influenced by features of the other language, such as the contemporary American dialect Chicano English.
The term sociolinguistics is associated with William Labov and his quantitative methodology. Around the world, many linguists study the intersection of language and social factors from other perspectives. The most prominent is M. A. K. Halliday, whose approach is called systemic-functionalist linguistics. Some other prominent sociolinguists are Guy Bailey, John Baugh, Jack Chambers, Penelope Eckert, Lesley Milroy, John Rickford, Suzanne Romaine, Roger Shuy, Deborah Tannen, Peter Trudgill, and Walt Wolfram.
What is Sociolinguistics
Source : http://www.pbs.org/speak/speech/sociolinguistics/sociolinguistics/
Language is basic to social interactions,
affecting them and
being affected by them. Connie Eble of the
University of North
Carolina explains how the field of sociolinguistics analyzes the many
ways in which language and society intersect.
Read Summary.
Sociolinguistics is the study of how language serves and is shaped
by the social nature of human beings. In its broadest conception,
sociolinguistics analyzes the many and diverse ways in which language
and society entwine. This vast field of inquiry requires and combines
insights from a number of disciplines, including linguistics,
sociology, psychology and anthropology.Read Summary.
Sociolinguistics examines the interplay of language and society, with language as the starting point. Variation is the key concept, applied to language itself and to its use. The basic premise of sociolinguistics is that language is variable and changing. As a result, language is not homogeneous — not for the individual user and not within or among groups of speakers who use the same language.
By studying written records, sociolinguists also examine how language and society have interacted in the past. For example, they have tabulated the frequency of the singular pronoun thou and its replacement you in dated hand-written or printed documents and correlated changes in frequency with changes in class structure in 16th and 17th century England. This is historical sociolinguistics: the study of relationship between changes in society and changes in language over a period of time.
What is dialect?
- Which speakers in urban areas of the North are changing the pronunciation of vowels in a systematic way? For instance, some speakers in Buffalo, Cleveland, Detroit and Chicago pronounce bat so that it sounds like bet and bet so that it sounds like but. Linguists call these patterned alterations the Northern Cities Vowel Shift.
- Which features of African American Vernacular English (AAVE) grammar are used by middle-class white teen-agers who admire contemporary African-American music, entertainment and clothing? For instance, white adolescents might speak approvingly of the style of a peer by saying she money or he be jammin’ — sentence structures associated with African Americans.
- Which stereotypical local pronunciations are exaggerated to show local allegiance? Such language behavior has been pointed out recently for Pittsburgh, New Orleans and the barrier islands off North Carolina known as the Outer Banks. At the end of the 20th century, connections between the isolated Outer Banks and the greater world increased. This changed the local seafood industry and made the Outer Banks a destination for a growing number of tourists. Using the typical way that the natives pronounce the vowel in the words high and tide, these North Carolinians are called Hoi Toiders. They continue to use this distinctive vowel even though in other ways their dialect is becoming more like other American dialects.
- What will be the linguistic impact of the impending loss of monolingual French speakers in the Acadian, or Cajun, region of southern Louisiana? What are the traces of French in Cajun Vernacular English, the dialect of monolingual speakers of English who consider themselves Cajun? Will these French features be sustained?
-
What slang terms do students use to show affiliation with
subgroups of their peers and to distinguish themselves from their
parents’ generation? In 2002, for example, university students in North
Carolina described things that were great, pleasing or favorable as cool,
hype, money, phat, tight or sweet — but definitely not swell.
-
Variation in language is not helter-skelter. It is systematic.
For instance, a speaker may sometimes pronounce the word mind
to sound just like mine through a process called consonant
cluster reduction. Pronunciation of the final –nd consonant
cluster as –n tends to occur before consonants; i.e., the
speaker’s choice of saying mine instead of mind is
conditioned by a feature of the language itself (whether or not a
consonant sound follows the word).For instance, a speaker is likely to
say “I wouldn’t mind owning a BMW” (with both n and d pronounced before
o), but “I wouldn’t mine borrowing your BMW” (with nd reduced to n
before b).
Variation also correlates with social factors outside of language. For example, Appalachian working-class speakers reduce consonant clusters more often than northern Anglo-American working class speakers and working-class African Americans, regardless of their region, reduce consonant clusters more frequently than do other working-class speakers. Thus, the occurrence of final consonant cluster reduction is conditioned internally by its position in the speech stream and externally by the social factors of socioeconomic class and ethnicity.
Another example of an internal linguistic variable is the pronunciation of the words spelled pen, ten and Ben so that they sound as if they were spelled pin, tin and bin. This variable correlates with being Southern, regardless of age, gender, socio-economic class or ethnicity. However, among Southerners, the pronunciation of ask as if it were spelled ax correlates with ethnicity, because the pronunciation is used most often (but not exclusively) by African Americans.
Another pronunciation variant that correlates with a social category is heard in New Orleans. In working-class neighborhoods, words spelled with oi are often pronounced as if spelled er. For these speakers, then, the word point rhymes with weren’t. Age is another social variable. In North Carolina, elderly speakers often pronounce duke, stupid and newspaper with a y-sound before the vowel. Instead of the common pronunciations dook, stoopid, and nooz for these words, they say dyuke, styupid, and nyuz. (This is basically the difference all English speakers make between the words food and feud; feud has a y-sound before the vowel.) Speakers born after World War II seldom use this pronunciation.
Vocabulary sometimes varies by region
Putting It in Context
Considerations other than grammatical correctness often govern speaker choices. For example, Sign this paper is a grammatically correct imperative sentence. However, a student approaching a teacher to obtain permission to drop a course, for reasons having nothing to do with grammar,will probably avoid the imperative — expressing the request instead as a statement or a question, such as I need to get your signature on this paper or Will you please sign this drop form?Some social factors are attributes of the speaker — for example, age, gender, socio-economic class, ethnicity and educational level. Many studies have shown that these factors commonly correlate both with variation within the language itself (such as the pronunciation of final consonant clusters) and with variation in the use of language (such as the use of more or less formal vocabulary, depending on the audience). These findings match our everyday experience; most people are well aware that men and women use the language differently, that poor people often speak differently from rich people, and that educated people use language differently from uneducated people.
People adjust the way they talk to their social situation
Any of these questions posed at a cocktail party might draw a prompt “None of your business” — or something less polite. However, in other situations, between other participants, those same questions might be appropriate. A public-health official encouraging Americans to lose weight might well ask a general audience, “Are you too fat to fit in one plane seat?” A financial planner speaking to a client certainly should ask, “What is your take-home pay?”
Contact
Contact is an important concept in sociolinguistics — social contact and language contact. Language change spreads through networks of people who talk with one another. Tight-knit groupsthat keep to themselves tend not to promote change. Networks whose members also belong to other networks tend to promote change. People can live next door to one another and not participate in the same network. In the segregated South, blacks and whites often lived on the same piece of land; blacks worked in the homes of whites. The physical distance was minimal, but the great social distance led to different varieties of American English.
Contact between languages brings about variation and change.
Situations of language contact are usually socially complex, making
them of interest to sociolinguists. When speakers of different
languages come together, the results are determined in large part by
the economic and political power of the speakers of each language. In
the United States, English became the popular language from coast to
coast, largely replacing colonial French and Spanish and the languages
of Native Americans. In the Caribbean and perhaps in British North
America where slavery was practiced, Africans learned the English of
their masters as best they could, creating a language for immediate and
limited communication called a pidgin. When Africans forgot or
were forbidden to use their African languages to communicate with one
another, they developed their English pidgin into their native tongue.
A language that develops from a pidgin into a native language is called
a creole. African American Vernacular English may have
developed this way.Bilingualism is another response to language contact. In the United States, large numbers of non-English speaking immigrants arrived in the late 19th and early 20th century. Typically, their children were bilingual and their grandchildren were monolingual speakers of English. When the two languages are not kept separate in function, speakers can intersperse phrases from one into the other, which is called code switching. Speakers may also develop a dialect of one language that is heavily influenced by features of the other language, such as the contemporary American dialect Chicano English.
Sociolinguists: Subjects and Leaders
Sociolinguists study many other issues, among them the values that hearers place on variations in language, the regulation of linguistic behavior, language standardization, and educational and governmental policies concerning language.The term sociolinguistics is associated with William Labov and his quantitative methodology. Around the world, many linguists study the intersection of language and social factors from other perspectives. The most prominent is M. A. K. Halliday, whose approach is called systemic-functionalist linguistics. Some other prominent sociolinguists are Guy Bailey, John Baugh, Jack Chambers, Penelope Eckert, Lesley Milroy, John Rickford, Suzanne Romaine, Roger Shuy, Deborah Tannen, Peter Trudgill, and Walt Wolfram.
What is Sociolinguistics
Source : http://www.pbs.org/speak/speech/sociolinguistics/sociolinguistics/
Kamis, 17 April 2014
Soal Linguistik
1 . Jelaskan dengan kata-kata Anda sendiri apa Pengetahuan Bahasa ?
2 . Apa jenis bukti yang Anda anggap relevan dengan sesuai bahwa beberapa anak memperoleh paparan agak terbatas untuk berbagai macam penggunaan bahasa sebagai hasil dari pendidikan mereka , dan mungkin akibatnya dihukum di sekolah ?
3 . Bagaimana Anda menguraikan dan berbeda antara bahasa , dialek , varietas , gaya , register , keyakinan , dan pidgin dan kreol ? Cari beberapa contoh .
4 . Apa yang Anda anggap sebagai karakteristik yg 'baik ' pembicara dari Inggris dan dari speaker miskin?
5 manakah variabel linguistik mungkin berguna diselidiki dalam bagian dari dunia di mana Anda tinggal . ; yaitu , apa jenis variasi yang telah Anda melihat di sekitar Anda , dan bagaimana mungkin Anda mencirikan variasi menggunakan konsep ' variabel linguistik ' ?
6 Manakah dari berikut ini yang paling dan paling contoh khas dari awal ' konsep ' ( dan yang mungkin Anda bahkan ingin mengecualikan ) : ' buah ' - apel , kelapa , plum , tomat , zaitun , strawberry , ara , pisang , lemon , melon , labu ; 'permainan' - sepak bola , catur , golf , poker , menyembunyikan - dan - mencari , tinju , pacuan kuda , baseball , ski , ular - dan - tangga ; ' profesi ' - pialang saham , imam , pengurus , tentara , dokter gigi , fotografer , petinju , politisi , profesor , pengacara ; ' sayur ' - kentang , wortel , kacang polong , rhubarb , beras , bayam , selada air , tomat , mint , kubis , kacang , labu ?
7 . Jelaskan lima kecenderungan untuk membandingkan antara laki-laki dan perempuan di Sosiolinguistik
2 . Apa jenis bukti yang Anda anggap relevan dengan sesuai bahwa beberapa anak memperoleh paparan agak terbatas untuk berbagai macam penggunaan bahasa sebagai hasil dari pendidikan mereka , dan mungkin akibatnya dihukum di sekolah ?
3 . Bagaimana Anda menguraikan dan berbeda antara bahasa , dialek , varietas , gaya , register , keyakinan , dan pidgin dan kreol ? Cari beberapa contoh .
4 . Apa yang Anda anggap sebagai karakteristik yg 'baik ' pembicara dari Inggris dan dari speaker miskin?
5 manakah variabel linguistik mungkin berguna diselidiki dalam bagian dari dunia di mana Anda tinggal . ; yaitu , apa jenis variasi yang telah Anda melihat di sekitar Anda , dan bagaimana mungkin Anda mencirikan variasi menggunakan konsep ' variabel linguistik ' ?
6 Manakah dari berikut ini yang paling dan paling contoh khas dari awal ' konsep ' ( dan yang mungkin Anda bahkan ingin mengecualikan ) : ' buah ' - apel , kelapa , plum , tomat , zaitun , strawberry , ara , pisang , lemon , melon , labu ; 'permainan' - sepak bola , catur , golf , poker , menyembunyikan - dan - mencari , tinju , pacuan kuda , baseball , ski , ular - dan - tangga ; ' profesi ' - pialang saham , imam , pengurus , tentara , dokter gigi , fotografer , petinju , politisi , profesor , pengacara ; ' sayur ' - kentang , wortel , kacang polong , rhubarb , beras , bayam , selada air , tomat , mint , kubis , kacang , labu ?
7 . Jelaskan lima kecenderungan untuk membandingkan antara laki-laki dan perempuan di Sosiolinguistik
Minggu, 06 April 2014
Kekasih Terbaik
Kekasih terbaik
*
Kau yang terindah
kekasih terbaik yang ku miliki
Int :
Telah lama ku rindukan purnama
yang bersinar di hati ku
Cukup lama melawan sepi
menyiksa ku
Telah waktu nya semua berubah
menjadi sempurna
Cukup sudah ku melawan sepi
yang melanda ku
*
Kau yang terindah
kekasih terbaik yang ku miliki
Int :
Telah lama ku rindukan purnama
yang bersinar di hati ku
Cukup lama melawan sepi
menyiksa ku
Telah waktu nya semua berubah
menjadi sempurna
Cukup sudah ku melawan sepi
yang melanda ku
Kehadiran mu merubah segala nya
Kau laksana ratu dan aku raja nya
#
EngKau kekasih terbaik yang tuhan cipta
menjadi bagian paling istimewa
Bahagia yang kini terasa
Membuat semua Lengkap sempurna
EngKau kekasih terbaik yang tuhan cipta
menjadi bagian paling istimewa
Kesepian tiada lagi terasa
Membuat hidup menjadi berwarna
Kau laksana ratu dan aku raja nya
#
EngKau kekasih terbaik yang tuhan cipta
menjadi bagian paling istimewa
Bahagia yang kini terasa
Membuat semua Lengkap sempurna
EngKau kekasih terbaik yang tuhan cipta
menjadi bagian paling istimewa
Kesepian tiada lagi terasa
Membuat hidup menjadi berwarna
Rabu, 02 April 2014
Kisah Hati yang telah padam
Sepenggal kisah di temam
Sejenak terdiam menatap langit hitam
Teringat akan kenangan yang suram
Membuat hati sempat lebam
Membuat dunia menjadi kelam
Oh, pernah suatu hari kala si dia tengah demam
Begitu tega membuat hati nya muram
Sejenak terdiam menatap langit hitam
Teringat akan kenangan yang suram
Membuat hati sempat lebam
Membuat dunia menjadi kelam
Oh, pernah suatu hari kala si dia tengah demam
Begitu tega membuat hati nya muram
Lirih hati selalu bergumam
Tertinggal kisah, Temam in memoryam
Namun apa mau dikata
Kisah hati kita telah padam
Dari gelora Kisah cinta yang telah sama-sama terendam
Segala sakit jua sudah teredam
Semua hal tentang keindahan masih terekam
dalam memori yang tak mungkin padam
Karena walau pelangi sudah tak berwarna
Setidak nya pelangi itu pernah mengisi Sanubari hati terdalam
Tertinggal cerita dalam kenangan
Kisah kasih di Temam just in memoryam,
Karena ketika itu dasar cinta tiba-tiba berbentuk lautan
Hingga Kedua pasang hati sama-sama tenggelam
Kisah hati telah padam...
Tak kan lagi akan menyala api cinta yang buram
Sekarang cinta telah menjadi abu, Abu yang tak mungkin lagi jadi api karena air sudah tersiram
Sepenggal kisah di Temam tinggal lah in memoryam
Kamis, 20 Maret 2014
Esok kan bahagia (Chord and Lyric)
Intro : C F C F
C Em7
Am7 C/G F
C F
Kesedihan hari ini bisa saja jadi bahagia. . esok hari. . .
C Em7
Walau kadang kenyataan
Am7 C/G
F C F
Tak selalu seperti apa yang.. di inginkan
G
F
Dan ku ikhlaskan s’galanya
G F
Keyakinan ini membuatku bertahan
F C
. . .Hidup yang kujalani...
G Am
. . .Masalah yang kuhadapi
F
C
. . .Semua yang terjadi...
G
Am F
. . .Pasti ada hikmahnya. . .
C Em7
Walau kadang kenyataan
Am7 C/G
F C
Tak selalu seperti apa yang.. di inginkan..
G F
Kan kuserahkan semuanya..
G
F
Keyakinan padanya menjadi kan ku tenang
Reff:
F C
Hidup yang kujalani...
G Am
Masalah yang kuhadapi
F C
Semua yang terjadi...
G Am F
Pasti ada hikmahnya..
F C
ku kan terus berjuang
G Am
ku kan terus bermimpi
F C
tuk hidup yang lebih baik
G
Am F
tuk hidup yang lebih indah
F G
harus yakin (harus yakin) pasti bisa (pasti bisa)
Int : C D7 F C
C F G
Repeat Reff
C G
O…oo..oo (ooo..ooo)
Am F
O…oo..oo (ooo..ooo)
C G
O…oo..oo (ooo..ooo)
C F
O..ooo…
C G
O…oo..oo (ooo..ooo)
Am F
Hidup kan lebih indah
C G
O…oo..oo (ooo..ooo)
C F
O..ooo…hidup yang lebih indah
C Em7
Am7 C/G F C
Kesedihan hari ini bisa saja jadi bahagia.. esok hari…
Song By D'Masiv feat Ariel, Giring, Momo and all artist of musica studio
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